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.
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.
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:
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.
The modules listed below are for the academic year 2018/19 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:
The module provides orientation to study in HE with reference to Education Studies. It focuses on transferable skills including those of reading, writing and oral communication as well as those of digital literacy while also providing an introduction to the theoretical underpinnings and methods of qualitative educational research.
This module aims to:
• Introduce students the conventions of academia and academic study;
• Support students with a range of transferable skills including writing, reading and oral communication as well as digital literacy;
• Encourage students to use academic discourse with confidence and familiarise themselves with academic literature;
• Introduce students to educational research and support them with conducting a small-scale qualitative research project.
The module aims to help students to develop their understanding and application of key communication skills, recognising the importance of these core skills for effective working in contemporary health and social care settings, and also developing students’ reflective skills in relation to their own personal development.
To explain the development and functioning of different models of social policy in the West and to explore key themes and issues in social policy in the UK over recent decades, mapping the ascendance of the neoliberal model and the decline of the classic welfare state.
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.
The module aims to
• Introduce students to the subject discipline;
• To provide an overview of some of the major issues and debates in the development of English education and encourage students to critically engage with these with regard to social justice in education;
• Present a range of theoretical perspectives which can be used to describe and analyse the education system;
• Provide a sound foundation for self reflection in relation to career choice and employability
• To offer students a context within which to develop the practices of reading, of dialogue and of reflective writing required in higher education.
This module provides the foundation for an explicit, clear focus on social research throughout Sociology and related degrees in addition to supporting students to acquire understanding of and skills in academic literacy. The methodological principles and perspectives for effective social research are explained and also illustrated through exploration of research case studies. It will additionally provide experience in using the vast array of text, visual and statistical primary documentary sources and their interpretation for research. Research as process will be examined including main research approaches, the formulation and development of research questions and social, ethical and political contexts of research practice.
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
Year 2 modules include:
• To acquaint students with the relation between educational policy and the wider social, political and economic context in which it is formulated;
• To investigate policy as a symptom of underlying conceptions of the purpose or aims of education within specific historical periods;
• To appraise different conceptions of the nature of schooling, in relation to wider social goals in specific historical periods;
• To introduce students to key educational reports of the 20th century, and critically analyse the reasons for their impact or lack of impact on educational policy and legislation
This module enables students to undertake a period of work-based learning in relation to their course at Level 5 within an appropriate educational institution/organisation and to gain credit for that learning. Students have the opportunity to apply, to test and to extend the knowledge that they have gained at all levels of their course. In doing so, students are able to enhance and extend their understanding of professional educational practice.
The module aims to give students the opportunity to:
• Apply their prior learning in an appropriate work environment;
• Relate specific knowledge (theoretical perspectives as well as policy and practice understanding) to the work environment;
• Consider professional practice and pedagogies in specific real-life situations;
• Recognize how their work relates to wider educational and social discourses;
• Enhance their professional and personal development.
Note: Students are expected to find and organise 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.
The aims of the module are:
1. To develop students’ understanding of how social problems and social policy relate
2. To examine the relationship between the process of policy making and policy implementation, alongside its impact using some key social problem examples.
3. To elucidate key concepts in social policy: needs, citizenship; community; liberty; equality; social justice; social exclusion.
4. To delineate shifting debates about social problems and relate these to the delivery of benefits and services.
The module aims to:
• Critically explore the curriculum as a symptom of the purpose of schooling
• Introduce students to theories within the sociology of knowledge in relation to concerns about whether school curricula convey knowledge or ideology
• Identify and analyse competing ideological positions surrounding current curriculum debates
• Consider the nature and purpose of individual subjects within the National Curriculum
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.
• To analyse critically key concepts including racism and ethnicity themselves in order to develop an awareness of their contested nature.
• To look at these issues as worldwide problems and in a sociological context that explores the meanings ascribed to these terms, their historical origins and key examples of societies where these issues have been or still are important in shaping the social orders in which people live.
• To consider the impact of racism on specific communities and groups, including national, religious and ethnic groups.
• To examine the links between class, gender and ethnic differences.
Religion, Education and Contemporary Society aims to:
• Introduce students to challenges related to teaching RE in the UK
• Convey information concerning the status of RE within the National Curriculum
• Introduce students to prevailing pedagogical methods of teaching RE
• Introduce students to theoretical perspectives formulated by religious thinkers, as well as liberal secularists, applicable to contemporary approaches to teaching RE
• Raise issues concerning the relation between religious communities within the UK and liberal civil society
Encourage students to reflect on the nature and function of religious belief and practice, and how this might influence the content of the curriculum and approaches to its delivery
A1. To provide students with a historical, theoretical and comparative understanding of the diverse forms of youth culture and youth social organisation;
A2. To explore the social origins of youth gangs and street violence;
A3. To consider the key developments in political mobilisation of young people;
A4. To investigate the concepts and nature of social control in relation to youth;
A5. To develop confidence in use of appropriate learning, analytical and discursive skills when dealing with current youth issues.
Year 3 modules include:
A1. To provide students with an understanding of the diversity of welfare in different countries.
A2. To examine a range of transnational and global social policies and their influences on national social policies.
A3. To study the broader political, social and economic context in which social policy is constructed and implemented.
• To introduce students to the history of philosophy from the Greeks to the 20th century, by way of the contribution they have made to issues within education
• To lead students to appreciate the relevance of philosophical arguments and theories to questions about the nature, methods and aims of education;
• To enable students to explore the theories of the systematic relationship between ideas concerning human nature, human development and the sources of knowledge, and education through curricula and pedagogies
• To encourage students to develop their skills of analysis and criticism by philosophising alongside and against key figures in the history of philosophy.
• To encourage students to understand the relevance of philosophical debates within the philosophy of mind, epistemology and value theory to issues related to the teacher’s task of teaching and the learner’s task of learning
• To provide an opportunity for students to identify through a policy analysis the historical, theoretical and methodological issues in their chosen topic.
• To encourage students to apply the conceptual understanding gained in their programme of study to a substantive issue/theme.
• To present an evaluation of existing policy relating to the topic of their choice.
The module will encourage academic debate around gender issues and gender theory and education as hallmarks of urban education and its theorisation; these debates will emanate from and be stimulated by empirical encounter and the reading of current educational academic research. It will draw upon formal areas of gender studies, feminist theory, sociology of education, gender philosophy, educational academic research and cultural studies and the theorisation, metaphors and methodologies of enquiry they contribute to the interpretation and understanding of gender in education.
The module aims:
• To enable students to apply theory to interpret research data and contexts
• To explore the impact of gendered- and hetero-normativities in education institutions and practices
• To highlight the historicity of gender within educational discourse and practice
• To examine the relationship between educational and social structures with reference to gender
• To explore methodological approaches to researching gender issues and social transformation across all sectors, including Higher Education
• To develop analytical and interpretive skills around empirical studies into gender studies by reading academic educational research around gender
• To introduce and reinforce the importance of educational research and autobiography in exploring the construction of gender and gendered relations within education
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 will introduce students to academic debates around social justice and inclusion as philosophical notions and as practical realms of education. The module will encourage students to engage academically, critically and reflectively with the different interpretations of inclusion and equalities that emerge from inclusion studies, inclusion policies and political discourses around inclusion. The module develops a historical and analytical understanding of aspects of past and current policy in relation to inclusion and inclusive education. It will draw upon formal areas of inclusive studies and social justice, and educational academic research.
The module aims:
1. To enable students to apply theory to interpret debates around inclusion, inclusive education and inclusive practices in society;
2. To highlight debates around inclusion and exclusion in educational discourse, inclusive policy and theory;
3. To explore the many interpretations and definitions around inclusion and equalities and analyse how they are embedded in education
4. To examine the relationship between educational and social structures with reference to issues of inclusion, social exclusion and social justice;
5. To explore academic educational research around inclusion and inclusion policy to critically engage with current debates around inclusions and exclusions in education
The module aims to give students the opportunity to:
1. Apply their prior learning in an appropriate work environment
2. Relate specific knowledge and skills – theoretical, methodological, analytical – as appropriate to real-life situations in the work environment
3. Undertake work based activities relevant to their academic subject area and level
4. Show awareness of and delineate the culture, structure and changing services delivery of a working environment
5. Enhance their professional and personal development by developing new capabilities and skills
• to offer an historical perspective upon the relationship between sport, education and society;
• to encourage a critical examination of the relationship between play, games and sport and their respective relations to educational ideologies;
• to explore current controversial dimensions to sport in education and in schools, the community, and wider society;
• to become familiar with recent initiatives from government and sporting bodies to regenerate sport in schools and offer a critical perspective on them;
• to attempt a critical evaluation of sport and its place in contemporary education with a view to its regeneration as a core aspect of educational practice and purpose.
Modules for this course are to be confirmed. Please check back at a later date or call our course enquiries team on +44 (0)20 7133 4200 for details.
"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.
We're investing in an exciting, multimillion pound transformation of the London Metropolitan University campus, between 2016 and 2020. We’re moving all of our activity to one place, our current Holloway campus in Islington, north London. This will mean the teaching locations 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 2018. 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.
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Apply to us for September 2018
It's not too late to start this course in September.
Applying for a full-time undergraduate degree starting this September is quick and easy - simply call our Clearing hotline on .
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.
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.
Please select when you would like to start: