Our Community Development and Leadership (including a foundation year) BSc is a four-year course that is perfect if you don’t hold traditional qualifications or don’t meet the requirements to enter the traditional three-year degree. On completion of the course you’ll receive the same qualification and title as students graduating from the standard course.
You’ll be offered exceptional support from our careers and academic teams. With access to an academic mentor, tutor and skills workshops, you’ll be helped to settle into university life and succeed on your course to become a leader in the field of community development and social work.
In the 2020 National Student Survey, 91% of our Community Development and Leadership students said their course made them feel like part of a community and they'd been given opportunities to apply what they'd learnt on their course.
Our community development course with a foundation year will improve your academic skills and provide opportunities to work with communities in a wide range of professional roles after graduation. By the time you complete your full degree, you'll have gained all the necessary skills in supporting groups and individuals to improve your neighbourhood and make social provision accountable to residents and service users.
Throughout your degree you’ll be supported to develop skills such as essay writing, research and time management that will help you succeed in undergraduate study. You’ll also be able to count on the support of your academic mentor and tutor, who will help you build your abilities and confidence in academic study, even if you’ve been out of education for a few years. At London Met we also offer dedicated careers advice and student support teams to help you shape your future career goals and achieve them.
You’ll share your foundation year with students completing Year 0 from other disciplines, which will allow you to share your ideas and meet people with different academic interests. During this year we will focus on developing your academic and study skills, which are necessary for higher level study in the area of social sciences and social professions. You’ll develop critical thinking skills that will allow you to look at arguments, theories and beliefs that relate to the relationship between society, government and the individual. This foundation year also enables you to learn more about the course content of the subsequent years, as you’ll attend an introductory community development module.
After successful completion of Year 0, you’ll look at specific problems within communities, including social justice, management and leadership in community organisations, social enterprises and housing. Learn more about the Community Development and Leadership BSc undergraduate degree programme.
There are a variety of assessment types across the modules, such as portfolios of reflective writing, digital portfolios, essays, reports, presentations, discussion and seminar skills.
In addition to the University's standard requirements, you should have:
To study a degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a Tier 4 student visa you may need to provide the results of a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.
If you need (or wish) to improve your English before starting your degree, the University offers a Pre-sessional Academic English course to help you build your confidence and reach the level of English you require.
If you are a mature student with significant work experience, you are invited to apply for this course on the basis of the knowledge and skills you have developed through your work.
The modules listed below are for the academic year 2020/21 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 0 modules include:
This module aims to:
1. clarify what is meant by critical thinking, reasoning and argument
2. explore the importance of examining knowledge critically in academic practice
3. provide the opportunity for students to apply their understanding to academic practices in their particular pathways
4. develop students’ critical thinking and reasoning skills so that they are able to assess, appreciate and defend a variety of beliefs and values, in particular:
• encouraging students to consider the importance of different points of view
• encouraging students to recognise the complexity surrounding many issues
• developing a rational approach to analysing and evaluating argument
• developing the skills needed to form and defend well-reasoned arguments, both orally and in writing
This module will follow a task based approach involving a process of critically examining an issue, historical or current. Students will be involved in the process of identifying an issue and conduct research into it to gain a critical understanding.
There is a focus on collaborative group work during which students explore a past and/or potential intervention to the issue.
Students will critically reflect on the process and their own learning.
This module aims to:
1. To introduce students to the study of media, crime and ‘race’.
2. To enable students to develop their reading and seminar skills and to respond critically and analytically to a range of texts.
3. To enable students to search, find and use appropriate digital resources, and further develop and consolidate academic skills to enhance their learning experience.
This module explores introductory ideas around the themes of self and society, in order to:
- introduce students to academic study in the Social Sciences and Humanities at H.E level
- encourage students to reflect on their own identities, as well as their skills and qualities and how they might further develop them through their H.E studies
- introduce and develop academic literacy, critical thinking and analytical skills through engagement with and production of a range of short Social Science and Humanities themed texts
- introduce reflective practice and support students to become effective, self-aware learners
- introduce and develop digital literacy skills
- develop organisational, planning and time management skills
- guide students to constructively use feedback to improve academic work
This core module aims to enable students to:
• Investigate the basic principles of research
• Critically analyse published research
• Develop and practise research skills
• Develop writing skills required for effective report writing
• Develop strategies to use feedback to improve writing
This core module aims to enable students to:
• Increase their knowledge and awareness of current research in their subject area
• Source and critically analyse published research in their area of interest
• Further develop and practise research skills
• Further develop writing skills required for effective report writing
• Further develop strategies to use feedback to improve writing
This module aims to:
- Improve academic literacy through essay writing and feedback in the context of Social Science and Humanities debates
- Develop critical analysis and evaluation of academic source material
- Select and integrate source material appropriately in academic writing
- Develop students’ voice in academic writing
- Integrate reflective practice throughout the essay writing process
- Further develop organisational, planning and time management skills
- Guide students to constructively use feedback to improve academic work
1. To introduce contemporary London writing in poetry and prose
2. To place the study of literature into its cultural and social context
3. Introduce students to subject-specific study skills
4. Improve student awareness of digital research
5. Develop critical and creative writing skills
Year 1 modules include:
This module examines the changing pattern of households and family life, work and employment, with a particular emphasis on differences in cultures and identities and how these interlink with social divisions. It addresses causes and patterns of inequality, and the opportunities and challenges of living in a super diverse society.
The module includes significant elements of study skills development, orientation to the university and the expectations of the university and course. The study skills element is embedded in the provision of the module.
The module is taught over 30 weeks and is assessed by a workbooks and an essay.
Aims of the module
This module aims to:
1. Introduce students to university life and to the expectations of the course and academic life.
2. Identify changing patterns of households, family life, work and employment.
3. Explain differing patterns on inequality and the socio-political perspectives to issues of community, culture, multiculturalism, social exclusion and social cohesion.
5. Develop student skills in retrieving information, academic writing and presenting information to a range of audiences.
This module introduces ideas concerning self-leadership through personal development planning (PDP) activities and peer supported learning. Students work on personal target setting, self-review and reflection to examine issues of concern to themselves and to various communities.
Self-leadership as a basic and pivotal component of leadership is introduced and various aspects of it are explored throughout the year. Specific attention is given to authentic leadership and equality, diversity and the development of inter-personal skills that support the learning process in group contexts. This includes opportunity for students to reflect upon the ways in which adults develop and work together for common aims. Students are encouraged to identify ways in which self-leadership strengthens community work and can promote individual learning and reflection.
Aims of the module: what key skills and knowledge will it enable students to develop?
1. To develop learners’ ability to engage in self-assessment exercises, Personal development planning and reflective techniques in relation to working with individuals and groups in the community;
2. To enable the learners to explore the links between self-leadership, leadership and community work;
3. To support the students to develop a community initiative;
4. To develop skills in finding and presenting information;
5. To explore the inter-relationships between public , voluntary and community sector organisations;
6. To enable learners to locate key sources for studying public service delivery and the opportunities for individuals and groups to influence decision making;
7. To enable learners to appreciate the diversity and changing nature of voluntary and community sector organisations;
8. To promote the use of Community Development National Occupational Standards (CD NOS) in their work and study.
- Analyse the social construction of a social problem
- Collate information on the location and scale of a social problem
- Reflect upon sociological interpretations of a particular social problem
- Outline policy responses to a particular social problem
This module aims to:
1. Introduce students to the principles of community work, drawing on national occupational standards;
2. Explain the history of community work and the current policy context;
3. Outline the opportunities and challenges of regenerating communities and areas;
4. Explain key concepts such as empowerment, participation, social justice and sustainability; and
5. Enable students to critically reflect on their own work practice
Year 2 modules include:
This module examines the core concerns of recent social policy initiatives. Over recent decades, persistent inequalities in British society led to a focus on ‘joined-up’ thinking and the re-conceptualisation of these inequalities as ‘social exclusion’. A range of community-based projects lay at the heart of promoting ‘social inclusion’ and social cohesion. The core values of this approach are embodied in the National Occupational Standards for Community Development Work, promotion of community empowerment through a concern for people’s rights as citizens, the need for social justice and an understanding of our rich and diverse society. In the context of Brexit, recent government rhetoric extols the virtue of voluntarism and “shared society” that respects the “bonds of family, community, citizenship and strong institutions” in their policies and practices. This module will offer the opportunity to evaluate emerging policy developments in this area.
This module sets the present concerns and processes in an historical and academic context. We look back to the struggles of the Civil Rights movement during the 1950s and 1960s and the impact this made worldwide. We consider some of the political debates which underpin discussions of rights, social justice and equality. More recent debates concerning the processes of globalisation and its relationship with citizenship will be considered before moving locally to the UK to consider changes in our approaches to inequalities.
Aims of the module. This module aims to:
1. introduce students to competing ideas of social justice
2. locate current debates about human rights and citizenship in their historical context
3. examine inequality and diversity in the context of recent legislation and
4. look at current approaches to social justice using the examples of the work place and community development work and
5. link philosophical approaches with current policy and practice
The module aims to:
1. Introduce students to the key processes for the management of community and youth organisations.
2. Provide opportunity for students to recognise professional, cultural and ethical aspects of leadership and management.
3. Develop students understanding and awareness of the issues of managing in community organisations by means of case-study analysis.
4. Encourage students to reflect on their capabilities as a manager and leader.
5. Provide analytical skills in the context of a structured engagement with work environment
This module will introduce research and specially applied research to students from Community Development and Leadership and Youth Studies areas. Students will be introduced to the research process and research knowledge and skills relevant to professional and academic development. These research principles will provide a foundation for understanding approaches to social research, community profiling and evidence based practice and research design. It will introduce research methods and the basics of preparing a research proposal on themes related directly to community and youth work. It will further focus on how to decide the appropriateness of different research approaches in a variety of environments.
Aims of the module
The aims of the module are to:
1. provide a foundation for understanding approaches to social and community research and evidence based practice;
2. facilitate the development of research skills and knowledge for professional and academic development with a focus on community and youth work;
3. provide students with a practical understanding of doing primary social research and understanding their underlying philosophies;
4. explore the design and organisation of research approaches;
5. examine a range of participatory, ethnographic and other methods of data collection and analysis;
6. reflect on ethical and cultural issues inherent in doing social research;
7. contextualise research within Community Development National Occupational Standards (CD NOS) and National Occupational Standards for Youth Work.
The module enables the students to develop an understanding of global migration and economic, political structures and socio-cultural impact on diverse communities in Britain. It examines some of the rapidly changing migratory patterns and emergence of new refugee and migrant communities. It explores the theoretical underpinnings of the hotly contested political debate for and against multiculturalism in Western democracies. The module tackles questions of whether and how it is possible to develop a sense of belonging in a culturally diverse society. It enables the students to develop a critical understand of the emerging cultures and communities in Britain and examine some of the changes which have taken place as a result of the global migration and technological innovation.
1. To provide students with the opportunity to explore and critically analyse the current migratory changes in contemporary Britain.
2. To familiarise students with debates on multiculturalism, transnationalism and citizenship
3. To enable students to identify the nature and context of challenges posed by societal change and diversity for integration, social cohesion and community development in contemporary Britain.
4. To enable the learners to critically reflect on their learning and relate the wider socio-economic and cultural contexts to their everyday experience and community development work.
Not to be taken by Study Abroad students
The module aims to focus on the competing nature of the concept of “disability” and the implications it has on community development, social policies and practice. It examines disability as a new social movement that informs much of the social policy and welfare provisions and community practice today. The module considers the radical transformation of the ways in which disability is understood - informed by the Disability Rights Movements of the 70s and 80s in the UK, and enables students to engage in a culture of debates and reflection that are critical required for effective community work.
The module aims to:
(i) Provide students with a foundation for understanding and analysing disability in the context of current welfare policies and practices.
(ii) Enable students to grasp the principles of the social model of disability and its implications for social inclusion and community development.
(iii) Provide students with an understanding of how the experience of disability is shaped by its interaction with gender, ethnicity and social class.
The overall aims of the module are to:
1. Develop employability skills in interview skills, writing and completing job applications;
2. Encourage students to reflect critically on their own performance in management and employability tasks, and identify gaps in their employability skills; and
3. Develop research skills in employability
This module is designed to develop a critical awareness of policy changes, professional approaches and contexts, professionalism, organisational functioning to promote effective partnership working. Students will be introduced to and explore key organisational theories and practices and develop a critical understanding of the impact of organisational culture and change and policies upon professional practice. The module also develops student skills in effective teamwork, collaborative decision-making and negotiation through a series of participative learning experiences.
1. Provide an opportunity for social work and students from other courses to explore key theory, policy and practice elements of partnership working within a user-centred approach. This will involve a range of disciplines including social work, social care, health and housing
2. Enable students to experience, in a highly interactive way and within a safe environment, partnership working and organisational management relevant to partnership working, to inform present and future practice.
3. Develop student’s capability to reflect upon their own experiences of partnership working and explore factors that influence this, including finance and resource constraints, the ethical bases across the different professional groups and to examine how common values may underpin effective partnership working.
4. Locate the changing nature of organisations and evaluate the implications for effective inter-professional working within a theoretical and practice-based framework.
Year 3 modules include:
This module develops students’ research skills further and involves the design, completion and write-up of a supervised, independent research project. This module expects students to carry out a small scale primary research as well as secondary research. It incorporates an on-going self -evaluation written up as a reflective research log and demands considerable time management abilities as well as the deployment of academic skills. On Leadership and Community Development course, the research can be carried out at the same organisation where the Work Placement is carried out. Students also have the choice of a completely different topic. Youth Studies students will develop an idea relevant to their practice and placement (if they choose placement module).
Aims of the module: this module aims to:
1. develop, refine and apply research skills and critical capacities, building on the core research skills developed through the Intermediate level module Researching Community and Youth Issues.
2. undertake a manageable independent research in an area of their choice.
3. focus on an issue affecting community or youth organisations or communities and carry out a small-scale project using primarily primary research as well as secondary research.
4. explore complex issues which are of importance to communities and /or community organisations;
5. link their topic of research to Community Development or Youth Work and relevant National Occupational Standards (CD NOS or YW NOS).
The module aims to
1. Critically examine conflicting discourses with regard to social and community enterprises
2. compare models of entrepreneurial activity focusing on those relevant to community development and the voluntary sector
3. consider the ways in which community development projects can adapt to changes in the external environment, including changing funding models and increasing requirements for non-grant related independent sources of income
4. discuss the differences / similarities between the values of CD as expressed in the UK and those by the International Association for Community Development (IACD).
5. identify ways in which success/failure can be measured in the context of community action and ethical concerns
6. enable students to situate themselves with the competing ideas and practices which are prevalent within community development and the voluntary sector
This is an Honours level core module and is based on a supported and self-managed work experience which can begin at the end of the second year and continue throughout the final year of the degree programme, though ideally to end by the beginning of the final semester. This pattern allows the final semester for researching and writing up the report. The aim is to achieve a minimum of 30 days. The work placement provides an opportunity for students to gain in depth knowledge in an area of their interest.
This module is designed to enable students to undertake a work placement in an organisational setting relevant to community development and to utilise this experience to develop and reflect on:
• The understanding of the academic discipline of the degrees
• The National Occupational Standards (NOS) for Community Development Work
• The range of generic and specific skills a student will need in their future career/area of employment, and
• Student’s own learning and performance.
The module aims to enable students to:
1. Extend and evaluate an understanding of community development
2. Develop job-search skills
3. Apply research skills by conducting a small-scale organisational study
4. Broaden awareness of work culture, organisational processes and policies, social issues and the occupational standards for community development work.
5. Identify generic/transferable skills for development/improvement. Extend and assess competence in these skills
6. Reflect on how these skills are appropriate to community development work and possible future careers
7. Review personal development/training needs
8. Enhance analytic and presentational skills through producing an extensive report written to a specific brief.
The module examines the history of housing policy in the UK, focussing in particular on the shift to neo-liberal housing policies from the 1980s. Key contemporary housing issues and the key causes of the current ‘housing crisis’ in London and the UK are examined.
The module aims to:
1. Place changes in housing management in the context of wider social, economic and organisational changes;
2. Introduce the key practical issues facing housing professionals, and good practice in addressing these issues;
3. Identify ways in which housing service users and community workers can challenge poor performance and get involved in service improvement;
4. Examine the benefits and challenges of partnership working in dealing with housing issues;
5. Explain current discussions on the balance of rights and responsibilities for social housing tenants and other local residents.
The module aims are to:
• Analyse how key sociological/psychological concepts and theories of youth and community work interact with employment skills
• Provide insight into theoretical learning while linking to previous or potential practical experiences.
• Incorporate experiential learning techniques to critically examine learning theory and promoting self-reflection to aid students’ understanding of knowledge and skills needed in employability.
• Introduce students to the sector’s professional occupational standards and theoretical frameworks for critical reflective practice
• develop students’ self-confidence as effective practitioners through the understanding of relevant theoretical knowledge and how they relate to the development of identified key skills such as project management, communication and presentation skills and supervision
Graduates from community development and youth related courses can enter a wide range of careers including social research, community work, counselling, teaching, youth justice and social policy.
This is a four-year degree course with a built-in foundation year (Year 0). It's the perfect route into university if you don't meet the necessary entry requirements for the standard undergraduate degree. You'll graduate with a full undergraduate degree with the same title and award as those who studied the three-year course.
Please note, in addition to the tuition fee there may be additional costs for things like 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.
Discover Uni is an official source of information about university and college courses across the UK. The widget below draws data from the corresponding course on the Discover Uni website, which is compiled from national surveys and data collected from universities and colleges. If a course is taught both full-time and part-time, information for each mode of study will be displayed here.
January 2021: This course is available to start in January. Call our hotline on 0800 032 4441 (for UK/EU applicants only) or select the relevant entry point and apply 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 looking to study part-time should apply direct to the University. If you require a Tier 4 (General) student visa, please be aware that you will not be able to study as a part-time student at undergraduate level.
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.
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Patrick Mulrenan says that there has been considerable interest in those who won't stay at home during the COVID-19 crisis, but not enough is being done for those who can't.
"In a society where we are encouraged to take ownership of our future, we’re renting it instead," says Patrick Mulrenan, Course Leader in Community Development.
Patrick Mulrenan, course leader for Community Development and Leadership BSc, calls on the new PM to take real action on social mobility.
London Met staff work with Lewisham Homes each year to equip members of the community with skills to improve their employability and to give them a voice in improving housing services.
Patrick Mulrenan, a Housing and Community Development expert at London Met, comments on the recent news that homeless deaths are nine times higher in deprived areas.
Annual Family Day invites London Met’s students to bring their children onto campus for to show them what university life is all about.
Congratulations to our 2017/18 Academic Excellence Award winners. We are proud of your achievements and wish you all the best for the future.
London Met works with Lewisham Homes each year to award tenants qualifications to improve their employability.
London Met graduates tell us where they are working now they have finished their degrees and the different paths a degree can take you.
A London Metropolitan University lecturer recently delivered a guest lecture in Iceland as part of a global programme.
The University will be hosting a one day conference to raise awareness about how health can be improved in community settings.
The innovative housing course aims to develop Lewisham residents’ skills and job prospects and increase employment in the area.
Inspired by London Met research, a Valentine’s Day themed event allowed students to bring their children into the University for one day.
Love London Met will follow up on national research and open its doors to registered student’s children for one day.