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Education and Social Policy - BA (Hons)

Why study this course?

This unique course allows you to study both education and social policy as a single honours degree. You'll be equipped with the knowledge, skills and understanding to take on the challenges of promoting social justice in education and welfare.

As a graduate from this course, you could pursue a career within youth and community, or continue your studies to qualify as a teacher.

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We live in a diverse society with people from a variety of backgrounds. Whilst diversity is a good thing, it can also highlight the persistent inequalities experienced by different sections of society.

During this course you’ll examine the current considerations of social and education policies, the issues affecting both the policies and the people affected by them, and, most critically, understand what’s needed in order to drive positive social change.

You’ll examine the societal issues of class, gender, race, sexuality, age and disability, with emphasis on the inclusion and special needs agenda that dominates education and social policy. Areas of study are specialised, and you can expect to learn about educational needs, multilingualism, gender, racism, religion and housing.

This course is designed to help you become a confident and effective communicator with strong analytical and theoretical skills. You’ll develop the capacity to appreciate the increasing diversity of cultural, social and religious backgrounds at play within the UK’s education and welfare system.

There are opportunities for you to develop mentoring and coaching skills, as well having the chance to undertake a work placement, enhancing your understanding of social justice and boosting your career prospects in related fields.

Assessment

You’ll be assessed in a range of ways to help you build a portfolio of transferrable skills. Types of assessment include seen examinations, essays, reflections, evaluations, reports, reviews, case studies, presentations, blended learning exercises and a final dissertation.

You’ll be given feedback at key stages of each module to help you progress. Written commentary is provided as well as oral feedback, which is given in groups and one-to-one sessions.

In addition to the University's standard entry requirements, you should have:

  • for entry in the 2016-17 academic year: 260 UCAS points from three or more A levels (eg BBC) or 320 UCAS points from a BTEC National (eg DDM)
  • for entry in the 2017-18 academic year: a minimum of grades BBC in three A levels (or a minimum of 112 UCAS points from an equivalent Level 3 qualification, eg BTEC National, OCR Diploma or Advanced Diploma)
  • English language GSCE at grade C (grade 4 from 2017) or above

Applicants with relevant professional qualifications or extensive professional experience will also be considered on a case by case basis.

The course welcomes applicants who through experience and/or personal qualities, expressed through interview or personal statement, demonstrate that they will be able to undertake the programme with a strong likelihood of success and thus, be able to meet the requirements for employment in a professional role.

All applicants must be able to demonstrate proficiency in the English language. Applicants who require a Tier 4 student visa may need to provide a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.

If you're studying full-time, each year (level) is worth 120 credits.

The modules listed below are for the academic year 2016/17 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.

Year 1 modules include:

  • This module currently runs:
    • all year (September start) - Wednesday morning

    The module provides orientation to study in HE with reference to Education Studies. It has focus on the process of academic reading, writing, oral communication and information literacy, while also providing an introduction to selected educational research methods.

    Read full details.
  • This module currently runs:
    • all year (September start) - Tuesday morning
    • all year (January start) - Monday morning

    This module will enable students to recognise and demonstrate the importance of communication as a core skill both in their academic journey and also for working in health and social care settings. Students will consider the theory and practice of communication in a variety of formats; the communication needs of a range of service user groups within diverse settings with colleagues and peers. Students will also develop their reflective skills in order to appraise the development of their own communication skills particularly in response to feedback

    Read full details.
  • This module currently runs:
    • all year (September start) - Tuesday afternoon

    This module examines the changing pattern of households and family life, work and employment, with a particular emphasis on differences in cultures and how this interlinks with social divisions. It addresses causes and patterns of inequality, and the opportunities and challenges of living in a multi-cultural society. There is an introduction to anthropological perspectives to these issues, and to the different approaches to communities and cultures.
    It includes significant elements of skills development, orientation to the university and the expectations of the university and course. It will also introduce issues around the use of IT, and provide subject-specific IT and web skills training. It is taught over 30 weeks and is assessed by two essays, each 200 words long.

    SS4000

    Read full details.
  • This module currently runs:
    • all year (September start) - Thursday afternoon
    • all year (January start) - Wednesday morning

    The module provides an introduction to Education Studies. In doing so it draw on a wide range of intellectual resources, theoretical perspectives and academic disciplines to illuminate understanding of education and the contexts within which it takes place. It also provides an introduction to potential career pathways using Education Studies experiences and qualification.

    Read full details.
  • This module currently runs:
    • all year (September start) - Friday morning

    The module introduces students to the academic field of social policy: The study of the sociology, politics and economics of the welfare state, covering the origins, implementation and impact of policy in key areas of basic needs and injustices.

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  • This module currently runs:
    • all year (September start) - Thursday morning

    To examine how social problems become conceived as such by the media, government and civil society and to analyse the impact of particular social problems on society. We shall also reflect on the location of particular social problems in different spaces: global, regional, national, local and examine policy responses to particular social problems

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  • This module currently runs:
    • all year (September start) - Monday afternoon

    This module will provide students with an introduction to the discipline of Sociology and some of the basic skills of identifying, applying and evaluating sociological approaches, concepts and debates to everyday situations. It will also provide you with an introduction to constructing sociological arguments, thinking critically and assessing sociological evidence.

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Year 2 modules include:

  • This module currently runs:
    • all year (September start) - Tuesday afternoon

    This module explores historical and contemporary educational responses to social themes, issues and problems. Adopting a social constructionist approach its programme of study broadly addresses three related areas: first, it examines the historical construction educational policies, practices and institutions with a particular focus on changing ways of seeing children and childhood; second, the module examines the meaning of the curriculum and specific interventions in response to identified social problems – from broad cross-cutting themes, such as ‘race’/ethnicity, class, gender, poverty and citizenship to specific topical areas such as sex education, drug education, education for economic and industrial awareness and continuing education, skills and vocational training; the third and final section examines international contexts and the challenges of uncertain global futures.

    Read full details.
  • This module currently runs:
    • all year (September start) - Monday afternoon

    This module builds on themes introduced in Year 1 relating to the social construction of knowledge and the power relationships that play out in the design and delivery of the curriculum. It explores a number of different ideologies and their impact on the education system with particular reference to the curriculum.

    Read full details.
  • This module currently runs:
    • all year (September start) - Monday morning

    The module deals with the mainstream perspectives and concepts which underpin the shaping of modern social policy, using the social problems perspective developed in level 4. It also examines critical and radical perspectives. The module addresses concrete policy making and the implementation processes using contemporary examples from social problems in the UK and Europe. .

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  • This module currently runs:
    • all year (September start) - Wednesday afternoon

    This module is designed to enable students to undertake a period of work-based learning, in relation to their course at level 5, within an appropriate organisation, and to gain credit for that learning. Students will have the opportunity to apply, to test and to extend the knowledge that they have gained at all levels of their course. In so doing, students will be able to enhance and extend their understanding of professional educational practice. The module will also afford them the opportunity to gain professional experience of an appropriate education-related work environment.

    Students will be expected to find and organize their own placement in an educational setting where they get insight into professional teaching and learning practice. This is very likely to involve a Disclosure and Barring Service (DBS) check. Objectives of the placement might be in relation to professional standards, how teaching and learning is facilitated, or intended outcomes of interventions.

    Read full details.
  • This module aims to introduce students to current policies, theories and practices of language learning in a variety of educational settings with a particular focus on the demands and logistics of multilingual educational contexts. It aims to equip learners with a robust insight into learning languages and developing skills to teach or work in language learning related sectors.

    Read full details.
  • This module currently runs:
    • autumn semester - Wednesday morning

    This module offers students an introduction to mentoring, coaching and supervision together with opportunities to apply their learning to support new C-level students on the course. This represents an important first step that will allow students to build mentoring processes as a component into their subsequent professional lives or to open up a specific career path.

    Read full details.
  • This module currently runs:
    • spring semester - Wednesday morning

    This module aims to provide an overview of key perspectives on psychological and emotional wellbeing. It considers the links of physical and psychological health – and explores factors that influence emotional wellbeing, and how this in turn links to educational outcomes. It is aimed at students who are interested in promoting health and wellbeing through education in its broadest sense – be this schools, further/higher education settings or local communities – or other educational settings such as sport clubs, youth centres or libraries. The focus of the module is on older children and adults. It helps students to promote mental and emotional health – and provide help on a first aid basis.

    Read full details.
  • This module currently runs:
    • all year (September start) - Thursday afternoon

    This module explores theories and conceptions of racism and ethnicity, and the practices of racism in contemporary societies. The historical roots of racism will be examined and its contemporary forms studied comparatively. Racism is specifically explored within the context of social and political conflicts.

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  • This module currently runs:
    • autumn semester - Tuesday morning

    This module will introduce students to issues related to teaching Religious Education within the context of the UK over the last half-century. It will not only look at the changing status of RE within UK law and the National Curriculum during this period, but also at wider debates about religion within the culture at large, and theoretical positions formulated by the religions themselves by which they have attempted to conceptualise their standing in relation to other faiths and secular society as a whole. It will examine specific pedagogies of teaching RE, the growth of faith schools, and the criticisms elicited by the latter from New Atheists and others.

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  • This module currently runs:
    • all year (September start) - Thursday morning

    This module looks at young people as social and political actors, and uses applied sociological theory to analyse current issues relating to youth in consumer society, the strategies of adaptation and resistance, violence and gangs, subcultures and political movements, and social control. The focus will be on the UK as well as European and global issues.

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Year 3 modules include:

  • This module currently runs:
    • all year (September start) - Tuesday afternoon

    This module investigates in depth the key aspects of comparative analysis, the debates about globalization and social policy and international perspectives on welfare futures.

    Read full details.
  • This module currently runs:
    • all year (September start) - Monday morning

    This module builds on earlier studies of social problems, social inclusion and exclusion, and education policy. We will reflect further on the meaning of social inclusion and exclusion in society, and the specific meaning of the terms in education in relation to students with special educational needs. The role of education and schooling in relation to achieving inclusion in both arenas is the focus of this module.

    Read full details.
  • This module currently runs:
    • all year (September start) - Wednesday afternoon

    This Dissertation module is an opportunity for students to identify and evaluate the theoretical and practical policy issues involved in investigating a welfare topic of their choice. The social policy dissertation centres on ain depth policy analysis.

    Read full details.
  • This module currently runs:
    • autumn semester - Thursday afternoon
    • autumn semester - Tuesday morning

    Homelessness and Housing Policy outlines the key issues of British housing policy with a focus upon the central theme of homelessness. It is divided into three parts: Historical context; the housing sector and contemporary issues. Combined with other modules in the faculty, such as ‘Housing Issues and Housing Solutions’, this module provides a housing pathway for students wishing to develop or further their careers in this area. The module runs for 15 weeks, and is assessed through an on-line discussion and a 2000 word report.

    Read full details.
  • This module currently runs:
    • autumn semester - Thursday afternoon

    This module enables students to explore major currents of thought in the Western philosophical tradition which have had and continue to have an impact on educational theory and practice.

    Read full details.
  • This module currently runs:
    • autumn semester - Wednesday afternoon

    The module will examine the significance of the expanding British empire of the nineteenth and early twentieth centuries, in shaping the perceptions and identities of both the British and those over whom the empire exerted colonial power. It will analyse the assumptions and ideologies produced by colonial relationships historically; examine the extent to which these continue to shape attitudes and world-views; and consider the role of education as a medium contributing to, or counteracting their influence.

    In particular, the module will examine the salience of ‘race’ and its increasing importance in the imperial experience in the nineteenth century, as well as its social, cultural and political legacy in the twentieth century.

    Read full details.
  • This module currently runs:
    • spring semester - Wednesday afternoon

    This module will examine science education in the light of the increasing importance attached to the public understanding of science. The module will begin by asking what is science, and how does it work, exploring various different conceptions of scientific knowledge and method. The module will then critically investigate different theories of science education in the light of these different models of scientific knowledge and method. Particular attention will be focused on the question of the purpose of science education. On the one hand, how are scientists made? And what kind of scientist do we want to make? On the other hand, what do those of us who are not going to become scientists need to know about and of science? How as citizens are we supposed to judge on matters of which we cannot possibly have adequate knowledge? Does science education help, if it cannot make us expert in every field which might conceivably impact on our lives?

    Read full details.
  • This module currently runs:
    • spring semester - Wednesday afternoon
    • autumn semester - Wednesday afternoon

    This module is designed to enable students to undertake a period of work-based learning, in relation to their course at level 6, within an appropriate organisation, and to gain credit for that learning. They will have the opportunity to apply, to test and to extend the knowledge that they have gained at all levels of the course. In so doing students will be able to enhance and extend their understanding of how social policy works in practice. The module will also afford them the opportunity to gain professional experience of an appropriate welfare related work environment.

    Students will register with the module leader and attend a series of workshops. Here they will be briefed on the module, undergo induction and work related learning planning and have the work-based learning agreement approved, before they take up the opportunity. It is essential that students are made aware that both the work related learning agreement and relevant health and safety checklist (where applicable) need to be approved before starting the placement.

    Read full details.
  • This module currently runs:
    • spring semester - Tuesday afternoon

    This module combines an academic study of the relations between sport, education and society, with an exploration of the place of sport in schooling with respect to wider educational objectives of curriculum.

    Read full details.

If you're studying full-time, each year (level) is worth 120 credits.

Year 1 (Level 4) modules include:

  • Social Policy and Society
  • Social Problems and Social Issues
  • Becoming an Educationalist: Reading, Writing and Enquiry
  • Making Sense of Education

Year 2 (Level 5) modules include:

  • Social Policy in Theory and Practice
  • Knowledge, Ideologies and Curriculum
  • Education Policy in Historical and Contemporary Contexts
  • Peer Mentoring in Practice (option)
  • Education: Experiential Learning (option)
  • Gender and Education (option)
  • Youth, Resistance and Social Control (option)
  • Racism and Ethnicity (option)
  • Multilingualism and Learning Languages (option)
  • Religion and Education in Contemporary Society (option)

Year 3 (Level 6) modules include:

  • Comparative and Global Social Policy
  • Inclusion and Special Educational Needs
  • Social Policy Dissertation
  • Social Policy Placement (option)
  • Political Sociology (option)
  • Homelessness and Housing (option)
  • Race, Empire and Education (option)
  • Science Education and Public Understanding (option)
  • Sport, Education and Society (option)
  • Philosophy, Enlightenment and Education (option)

"The course has been amazing! It's so much information to take in but I'm loving every minute - in particular the Becoming an Educationalist module. One word to describe that module: WOW!"

Selina, former student

"I am finding the course very enjoyable and thought-provoking. The resources and support available to students are fantastic."

Janine, former student

An Education and Social Policy degree equips you with the skills, knowledge and understanding to take on a rewarding careers such as youth and community work, mentoring, coaching and local authority administration and development.

Typical roles for a graduate might be as a special educational needs coordinator (SENCO) or within a pupil referral units (PRUs).

Some graduates may wish to pursue teaching as a career and endeavour to gain Qualified Teacher Status (QTS). Support from our staff and careful selection of modules can facilitate moving in this direction.

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2017. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

Please note, in addition to the tuition fee there may be additional costs for things such as equipment, materials, printing, textbooks, trips or professional body fees.

Additionally, there may be other activities that are not formally part of your course and not required to complete your course, but which you may find helpful (for example, optional field trips). The costs of these are additional to your tuition fee and the fees set out above and will be notified when the activity is being arranged.

Unistats is the official site that allows you to search for and compare data and information on university and college courses from across the UK. The widget(s) below draw data from the corresponding course on the Unistats website. If a course is taught both full-time and part-time, one widget for each mode of study will be displayed here.

How to apply

UK/EU students wishing to begin this course studying full-time in September 2016 should apply by calling the Clearing hotline on .

Applicants from outside the EU should refer to our guidance for international students during Clearing.

Part-time applicants should apply direct to the University online.

If you're a UK/EU applicant applying for full-time study you must apply via UCAS unless otherwise specified.

UK/EU applicants for part-time study should apply direct to the University.

Non-EU applicants for full-time study may choose to apply via UCAS or apply direct to the University. Non-EU applicants for part-time study should apply direct to the University, but please note that if you require a Tier 4 visa you are not able to study on a part-time basis.

All applicants applying to begin a course starting in January must apply direct to the University.

When to apply

The University and Colleges Admissions Service (UCAS) accepts applications for full-time courses starting in September from one year before the start of the course. Our UCAS institution code is L68.

If you will be applying direct to the University you are advised to apply as early as possible as we will only be able to consider your application if there are places available on the course.

Fees and key information

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