Why study this course?

Accredited by Social Work England, this demanding Social Work undergraduate degree will enable you to practise as a social worker. You’ll benefit from our extensive links with statutory organisations, local authorities and the voluntary sector, as well as from the experience our lecturers bring to the classroom.

London Met is the preferred provider of the North East London (NEL) commissioning panel, representing the Social Work Development Partnership of five local authorities. The partnership has commissioned us to train existing social workers to supervise graduates starting out in social work, which means you’ll receive a continuity of support from London Met throughout your career.

This course is in high demand and applications outnumber the places that are available each academic year. For routes into social work, you could also consider other related and equally exciting pathways on our Community Development and Leadership BSc (Hons), Youth Studies BSc (Hons) or Health and Social Care BSc (Hons) courses.

Our social work courses received an 89% overall student satisfaction score in the National Student Survey 2022, which makes us second in London for this subject area.

We're also ranked fourth in the UK for student satisfaction in the Complete University Guide 2023.

Our social work courses are also ranked eighth in the UK for course satisfaction according to the Guardian University Guide.

More about this course

Social work is a profession that has its history rooted in the principles of equality and social justice. This social work course is informed by research, evidence, current police and practice. You’ll learn in a structured and dynamic environment with considerable interaction with experienced academic staff, social care service users, as well as key partners and practitioners. Your learning will be enriched by fellow students from within health and social care sector who’ll share their experience, cultivating collaborative practice for providing service user-centred health and social care.

Our Social Work BSc (Hons) is a professionally accredited course that is designed to provide the knowledge, skills and values required to begin a career as a social worker. Successful completion of the course will enable you to register with Social Work England. It’s been designed specifically to give you the capabilities and skills needed to qualify and practise as a social worker.

We’ve integrated the nine key frameworks for social workers into our modules, including professionalism, values and ethics, diversity, rights, knowledge, judgement, critical reflection and analysis, context and origins, and professional leadership. Knowledge, skills and values in these core areas will help you to become a reflective, resilient and effective social work practitioner.

During your three years of study towards the Social Work BSc, you’ll complete at least one placement providing you with experience of statutory social work tasks that involve legal interventions into care and provision of services to contrasting service user groups.

Assessment

You’ll be assessed via essays, exams, oral presentations, group work, a portfolio and two periods assessed practice placements. You’ll also undertake supervised social work placements within at least two different practice settings over a minimum of 170 days during the course, as well as undertaking 30 skills days.

Professional accreditation

This course is accredited by Social Work England.

Our Social Work BSc is the only social work programme in the country that is fully validated by the Chartered Institute of Housing, the professional body for housing. This will give you an edge when applying for jobs and will help you in your future career.

Fees and key information

Course type
Undergraduate
UCAS code L500
Entry requirements View
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Entry requirements

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

  • a minimum of grades BBB in A levels (or a minimum of 120 UCAS points from an equivalent Level 3 qualification, eg Extended Diploma)
  • GCSE English Language at grade C/grade 4 or above (or equivalent qualification, eg Functional Skills English at Level 2)
  • a minimum of 12 weeks' previous experience (at the point of application) either in a paid or voluntary capacity of working directly with vulnerable people, normally within a social care or health context – employer reference/s are required to verify your work experience
  • an enhanced Disclosure and Barring Service (DBS) check for the Child and Adult Workforce, which is registered with the DBS Update Service. Please note that you will be required to pay for the DBS check. 

If you do not have traditional qualifications or cannot meet the entry requirements for this undergraduate degree, you may still be able to gain entry by completing the Social Work (including foundation year) BA (Hons).

If you’re shortlisted, you'll be invited to attend an interview day. On the day, you'll undertake a test, participate in a group exercise and have an individual interview.

As part of the admissions process, you'll need to complete a criminal convictions, health and personal circumstances self-declaration check; present your original qualification certificates and your passport.

Please note, this course does not accept credit transfer and applicants can only apply for Year One entry.

International students and English language requirements

Due to statutory requirements, we are not able to offer sponsorship under the Student visa route for this course. We will be happy to consider those falling into this category for an alternative suitable course on request. Overseas nationals may be considered for admission who already hold an alternative visa in a suitable category or have been granted permission to remain in the UK indefinitely, but please note that an additional international enhanced police check will be required.

Funding

Once you've progressed to the second year of the course, you may be eligible for an NHS bursary. Eligibilty for being nominated to the NHS is based on your performance during the selection process as well as your performance during your first year of study. Find out more about the bursary.

Modular structure

The modules listed below are for the academic year 2022/23 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) - Monday morning

This module provides opportunities for students to prepare for effective social work practice. By the end of this module:

  • You will understand key concepts and to develop a foundational knowledge of need, risk, support and care for children and adults, and the role of the social worker and other related professional fields such as housing
  • You will be able to recognise how legislation, policy and practice guidance relates to assessment and support/care planning.
  • You will be able to understand and reflect on models and theories of assessment and support/care planning for children and adults and to develop practitioner skills in a context of social work ethics and values.
  • You will recognise the importance of promoting the involvement of children and adults in social work processes and the development of skills in the empowerment of service users.
This module currently runs:
  • all year (September start) - Monday afternoon

Social Workers are required to develop and apply relevant knowledge from social work practice and research, social sciences, law, other professional and relevant fields, and from the experience of people who use services (PCF Domain 5).

This module will support you to apply knowledge acquired from sociological and psychological theories of adult and child development, people with lived experience and through a child observation task

By the end of this module you will be able to

  • Identify, analyse and evaluate psychological and sociological theories of child and adult development.
  • Demonstrate an understanding of child developmental milestones within the parameters of diverse cultures and contexts.
  • Explain and analyse theories of adult development, to understand the specific, day to day difficulties and disadvantages faced by different adult service user groups including people who need the help and support of social care services because of ill-health, impairment/disability.
  • Identify housing challenges and solutions throughout the life course including: the impact of poor housing on children; intergenerational fairness in access to housing; and housing options and support for older people
  • Explain theories of loss and grief and identify differing models of support within the context of anti-oppressive and anti-discriminatory theory and practice.
  • Apply psychological and sociological theories of development to a child observation and an adult narrative task.

People with Lived Experience colleagues have contributed to the development, design and delivery of this module in the following ways:

Facilitation of Task 2 narrative and facilitation of teaching sessions to support this task. Facilitation of lifespan development teaching session exploring disability.

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

This year-long module prepares you for direct practice to progress into your first placement.

This module provides opportunities for you to:

• Gain a deeper understanding of the role of social workers, the regulations and key

documents that govern social workers.

• Develop practice skills in a supportive learning environment.

• Develop professional abilities, skills and understanding of the generic role of a social

worker to achieve readiness for practice across a range of different service user

groups.

• Develop basic communication skills in-line with the Readiness for Practice criteria.

• Engage with the 9 domains of the Professional Capabilities Framework (PCF).

People with Lived Experience colleagues have contributed to the development, design and delivery of this module in the following ways:

- Developed the case studies used in the role play assignment

- Assess the role play assignment

- Co-facilitate a session

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

This module introduces social theories, social constructs, and social policy whereby legislation, ethical issues, anti-discriminatory and anti-oppressive practice and Law are embedded throughout the module.

Through the examination of the nine protected Characteristics under the Equality Act 2010, you will address structural issues that impact on the lives of People with Lived Experience.

You will explore and reflect on Global, National and Local issues and how these issues manifest into other social issues, such as homelessness, domestic violence, poverty, education, unemployment etc. (L01)

You will have direct input from People with Lived Experiences and social workers with regards to their lived personal and professional experiences of social issues.

You will scrutinise and analyse, ethical dilemmas and the tensions that exist between Law, legislation, policy and procedures and practice.

Aims

You will gain knowledge and understanding of housing Law and how it interconnects with social work practices.

You will be expected to undertake research in preparation for planning for a group presentation in order to develop your communication skills through collaboratively working within groups, which is a fundamental skill within social work. (LO4)

You will acquire knowledge from different sociological perspectives, social policy, human rights and Law. (LO1)

You will be encouraged to explore and question personal values and beliefs systems and investigate how this impacts and influences social work practice. (LO3)

You will have the opportunity

‘People with Lived Experience colleagues have contributed to the development, design and delivery of this module in the following ways

  • Developed the case studies used
  • Co-facilitated a session
  • Marked the presentations’ etc

Year 2 modules include:

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

You will understand, analyse and critically reflect on legal processes, legislation, statutory instruments, and guidance. You will explore social work and multi-agency practice interventions applicable to children and adults in need and at risk of harm. You will examine how these are informed by law, theory, research and the voices of children and adults. Knowledge of inquiries and serious case reviews will inform your learning and concepts of human rights and safeguarding are central to the module. You will understand thresholds for intervention and the application of professional judgement which underpin best-practice models.

The teaching methods are various and participatory. They take into account different learning needs and styles to ensure wide participation. You will be given tools to develop your confidence to interpret the and use law in social work practice in order to safeguard and protect People with Lived Experience. Your understanding of case law will be tested in this module.

The lectures and case studies in the seminars are guided by real life situations as reflected in practice in case law and as described in serious case reviews.

You will have the experience of observing live courts in action and take part in mock court activities (with the presentence of a judge and visiting lawyers). These activities serve to build on existing knowledge of the law and this will further expand your understanding of legislation and law in practice.

An ethical approach to applying the law runs through the whole course. You will learn about the legal system as a way of ensuring social justice, and you will learn how and why a rules-based order based on the European Convention of Human Rights informs all social work practice.

You will have the opportunity to make the connection with anti- discriminatory and anti-Oppressive practice and Equality of Opportunity. You will increase your understanding of the impact of past and present colonial approaches within the law and how a rights-based approach to law facilitates decolonisation in law and practice. The teaching group are experienced Practitioners and Academic staff representing diverse ethnicities, genders, sexualities, and cultures.

The aims of the module are that you will:

  1. learn how the English Courts and legal system works, and how to find your way through legislation, statutory instruments, codes of practice and case law.
  2. become familiar with key professional milestones, such as serious incident reports and professional guidance.
  3. have the opportunity to examine and explore laws related to anti- discriminatory practice, human rights and social justice in relation to current legislation, policy and practice guidance.
  4. have direct live experiences of courts in action, the use of real-life cases and the examination and explorations of serious case reviews.
  5. critically analyse the role of multi-agency working together in protecting children and adults, this will include housing law, and opportunities to explore safeguarding in practice for children and adults.
  6. critically reflect on the professional role with an emphasis on evaluating and managing risk, the importance of accountability, understanding thresholds and the application of professional judgement.
  7. investigate how the law evolved from a colonial context and how a rights-based approach to law facilitates decolonisation in law and practice.
This module currently runs:
  • all year (September start)

Practice Learning 1 will provide you with 70 days of experiential learning opportunities, within a social work or social care setting, to integrate the theory you have been introduced to in university with practice. You will be supported to develop and submit key tasks required to progress to your 1st placement.

You will also be supported to demonstrate appropriate professional behaviour and relationships, develop professional values and gain working knowledge of organisational contexts. It also aims to provide you with the opportunity to apply the knowledge and skills required for practice with individuals, families, carers, groups and communities.

It provides the first opportunity for you to practise social work under supervised conditions and develop knowledge, skills and values to enable you to meet the Professional Capabilities Framework (PCF) at first placement level and Social Work England’s Professional Standards as they relate to this level of your studies.

This module currently runs:
  • autumn semester - Wednesday afternoon

This module provides opportunities for students to understand and apply theoretical perspectives that support and structure social work intervention and direct work with children and adults. By the end of this module:

  • You will be able to understand and analyse the contested nature of social work explanations of the circumstances of service users and the interventions implied by these explanations.
  • You will be able to identify and analyse theoretical perspectives relevant to social work taking into account the practical and ethical impact these perspectives have upon different individuals, groups and communities.
  • You will be able to evaluate different theoretical perspectives with regard to relations of power and anti-oppressive practice relevant to social work

This module currently runs:
  • spring semester - Wednesday afternoon

This module will help you consider the ways that Social Workers, Youth and Community Workers can be creative in the use of ‘self’, reflection and in exploring imaginative new ways of working with people. You explore and learn about a range of creative approaches to enable the development of critical reflective dialogue and support individuals, groups and communities to analyse their circumstances and that issues affecting them, and to search for possible solutions that support growth and change.

Social Workers, Youth and Community Workers who work alongside marginalised individuals, families and communities are required to make difficult decisions and to intervene to support change and improve the circumstances of people’s lives. The social professions require professionals who have a high level of personal commitment, are open-minded and prepared to examine and even change their own attitudes and possible prejudices.

Each encounter with a vulnerable individual, family or community is unique and requires creative thinking about solutions that are specific to that individual, family or community. Ultimately a social professional’s creativity is motivated by and directed to understanding and improving the lives and conditions of marginalised people within society who are in need of support, advocacy and protection. Networking, supporting and championing new ways of meeting need are all creative endeavours, as is the ability to reflect both personally and with others.

Module aims:

  • You will develop an understanding of concepts and underlying principles in fostering critical and reflective dialogue
  • You will be able to use a range of creative approaches to support individuals, groups and communities to analyse their circumstances and explore potential solutions to issues affecting their lives.
  • You will learn how to gather and use the feedback and insights of others to critically reflect on and further develop your own practice.
  • You will develop a critical understanding of power and structural oppression and how this understanding can be used to challenge and disrupt inequality in practice
This module currently runs:
  • autumn semester - Wednesday afternoon

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.

Module aims

The module aims to:

  • Provide students with a foundation for understanding and analysing disability in the context of current welfare policies and practices.
  • Enable students to grasp the principles of the social model of disability and its implications for social inclusion and community development.
  • Provide students with an understanding of how the experience of disability is shaped by its interaction with gender, ethnicity and social class.
This module currently runs:
  • spring semester - Wednesday afternoon

This module will provide an exciting and unique opportunity for students to delve into contemporary cultural production, creativity, resistance, and joy in first, second and third generation African and Caribbean lives in and around London. From documenting the evolution of sound system culture, to exploring visual and written creative expressions, students will unpack the socio-political contexts that shaped the lives and sub-cultures studied.

Students will embrace the joys of Blackness that are often undocumented and under narrated which include topics such as: music, resistance, (anti)policing, mental health, gentrification, migration, LGBTQIA+ lives, intimacy, BMX culture and theatre. Students will immerse themselves in the rich diversity and cultural heritage of London’s African and Caribbean communities through instructor led educational visits, during which there will be a unique opportunity to learn from and network with cultural creators, journalists, activists, authors, producers and more, drawing on guest speakers from backgrounds with GQ, Vice, NY Times, Penguin Books UK, Houses of Parliament and others.

The overall aim of this module is to develop an understanding of the complexities and joys in the lives of those in and around the capital from the African and Caribbean diaspora. Students will be encouraged to begin constructing their decolonial and critical thinking skills within a non-tradition learning environment – combining historical analysis and teaching from those within the grassroots, both inside and outside of academia.

This module was designed and created by the award-winning educationalist Sofia Akel, whose work has featured in The Guardian, GRM Daily, Al-Jazeera, NBC, Huffington Post, Channel 4 News and more. Building on her expertise to create a unique, non-traditional community-oriented module.

This module was inspired by world-renowned journalist and USC academic Afua Hirsch. With thanks to Lionel Bunting and Zainab Khan for their support.

Year 3 modules include:

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

To be research minded is to have the ability to use research to inform practice which counters unfair discrimination, racism, poverty, disadvantage and injustice - consistent with core social work values. This core module enables you to revisit your teaching and learning on your course and will explore a range of different attributes to develop critical understandings of the application to social work research. This will include:

  • An awareness of the value of research
  • The ability to identify or generate appropriate sources of evidence
  • An appreciation of different methods used to obtain and make sense of research knowledges

It requires you to complete a substantive student led piece of work. You will have scope to develop your critical analytical skills, engage with research processes and explore relevant subjects of personal and professional interest with a view to consolidating transferable skills for future employment.

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

The Practice Learning 2 module provides you with the opportunity to prepare for your professional practice in social work under supervised conditions and

• Develop your knowledge, values and skills in relation to working with people with lived experience in more complex situations, taking responsibility for managing your time and workload effectively.

• Develop an understanding of, and an ability to apply ethical principles and relevant legislation whilst working alongside professionally qualified social workers in a setting and with a people with lived experience group that contrasts with the first placement.

• Consolidate and integrate the skills and knowledge developed in your first placement and university-based teaching modules.

• Demonstrate knowledge and effective application of the Professional Capabilities Framework (PCF) (BASW), Professional Standards (SWE) and the Knowledge and Skills Statement (KSS) (DfE and DoH)

By the end of your final placement, you are expected to be practising at the level that will be required of a newly qualified social worker.

This module currently runs:
  • spring semester - Thursday morning

The module aims to provide students with an understanding of:

  1. The relationship between community and youth activism
  2. The concept of citizenship in action
  3. Practical approaches to supporting lobbying, single issue and political campaigning including use of social media

The aim of the course is to develop a critical understanding of the role of activism in changing policy, meeting local needs and improving people’s lives.

This module currently runs:
  • spring semester - Thursday morning

This module will embrace the notion of social justice, compassion, and inclusion. This is key to our Education for Social Justice Framework at London Metropolitan University

Rationale:

To introduce and familiarise students with key concepts of counselling in groups and their implications in different professional contexts. This module requires students to explore and develop the basic skills needed for counselling and group work and recognise the difference between listening to others as friends, parents, youth and community work practitioners or as counsellors. Due to the experiential nature of the course there is scope for personal development. Many of the exercises will focus on practising skills necessary for counselling in groups and there will be theoretical inputs on the main influences in this area. The aim of the module is for students’ to be introduced to key concepts of counselling and provide a world perspective on group work counselling. The module will involve the students in active group learning, sharing some of their own experiences with other group members. The course will be very practical with the learning being conducted in the large group, small groups, triads and pairs. Emphasis will be placed on learning basic listening skills, finding out what counselling is, how it relates to the student in youth and community work settings, and recognising the importance of developing self-awareness.

In total there are three counselling modules, one at each level. It is envisaged that they correspond to the L1, L2 & L3 of the training structure that prospective counsellors have to undertake with regards to the hours and assessment strategies prior to attending the L4 Diploma in Counselling.

The successful completion of one module is the equivalent of L1.

The successful completion of two modules is the equivalent of L2.

The successful completion of three modules is the equivalent of the L3 qualification.

The module at L6 is an optional module for all the students in the University programmes and will be very much focused on developing counselling skills in working with young people in a group setting in formal and informal groups.

The modules at L5 & L6 will be optional modules. As such there will be an opportunity for all students to cover some of the basic skills in particular settings and working in groups respectively. For those with more experience it will enable them to develop their personal journey at a much deeper level and this will be reflected in the quality of their journal submissions, the depth of the essay question and the enhanced quality of their practical counselling intervention skills.

The assessment processes will be the same to reflect the methods of assessments used on the pre Diploma courses.

It aims to:

  • Critically examine what is counselling groups in a world perspective and its role in youth and community work settings and analyse key approaches, core conditions and models of counselling.
  • Develop a critical awareness of their own self-development and how they are able to use counselling skills to help develop others within groups.
  • Critically examine diversity issues while working with people from different gender, race and sexualities and power dynamics and the importance of anti-oppressive practice especially in group settings.
This module currently runs:
  • autumn semester - Thursday morning

This module celebrates the super-diversity of the capital city. Students will explore London’s diversity through their own lived experience, and the experience of their families and local communities. London is a ‘city without walls’, welcoming people from all backgrounds looking for a better future and to increased freedom to realise their hopes and ambitions. The module will place individual experience within the varied experiences of minoritized communities- for example in terms of ethnicity, faith and sexuality.

The aims of the module are to:

  • celebrate the history of London in relation to diverse communities
  • place the lived experience of diversity within the wider process of economic, cultural and socio-economic change
  • identify the challenges faced by minoritized communities and celebrate their achievement
  • develop research skills in relation to the diverse communities of London
This module currently runs:
  • autumn semester - Thursday morning
  • summer studies - Monday morning

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

This module currently runs:
  • spring semester - Thursday morning

Housing Issues and Housing Solutions outlines the key issues that face people working in housing, residents and community workers. It will focus on a practical approach to dealing with community-related & housing issues, their causes and solutions. It will examine the rights and obligations of residents and identify good practice in key management areas such as resident involvement, dealing with anti-social behaviour and disrepair. Combined with other modules in the faculty, such as ‘Housing and Homelessness’, this module provides a housing pathway for students wishing to develop or further their careers in this area.

The module aims to:

  1. Place changes in housing management in the context of wider social, economic and organisational changes; (A01)
  2. Introduce the key practical issues facing housing professionals, and good practice in addressing these issues; (A02)
  3. Identify ways in which housing service users and community workers can challenge poor performance and get involved in service improvement; (A03)
  4. Examine the benefits and challenges of partnership working in dealing with housing issues; (A04)
  5. Explain current discussions on the balance of rights and responsibilities for social housing tenants and other local residents. (A05)
This module currently runs:
  • spring semester - Thursday morning

This module introduces a range of relationship-based approaches to social work practice that aim to affect societal change through working with the individual. These approaches share a common underlying philosophy of seeing people as inherently valuable and full of potential. Rather than taking a deficit-oriented view of the individual, they go beyond individual cases by attempting to understand the systemic factors that influence people’s lives. In this module you will develop an in-depth understanding of social pedagogy, critical pedagogy, radical social work, poverty aware social work, and Ubuntu philosophy. Their origins and implementation across different countries and over time will be explored, along with newer applications in Britain.

The approaches presented are contrary to the Anglo-American individual casework tradition that emphasises people’s deficits. Through engagement with key reading, discussion, and reflection you will develop an understanding of the social pedagogical concept of Haltung (inner attitude, ethos) as the foundation for meaningful, relationship-based practice. The concepts and tools taught in this module are a powerful antidote to managerialised, target driven practice, allowing practitioners to effectively use discretion to connect with service users and effect change even in practice settings governed by neoliberal policies.

You will practice a range of communication and engagement tools that can be used across practice settings to work with children, young people, adults, and groups. These include active and creative methods, and making use of, and sharing your interests and experiences.

This module provides opportunities for you to:

  • Develop an in-depth and critical knowledge base on how relationship-based approaches can be used to effect social change and promote social justice.
  • Gain a deeper understanding of your professional values and role and how these can be used for advocacy.
  • Develop practical communication and engagement skills to apply this way of working in any setting.
  • Explore how to use your skills, interests, and personality to make connections whilst respecting professional boundaries.

Where this course can take you

Once you successfully graduate from this course, you will be qualified to register with Social Work England and practise as a social worker. 

Our social work graduates have gone on to have rewarding careers as social workers, youth justice workers, independant living officers, inclusion support managers and supported housing officers at the NHS, various councils and public sector organisations.

Additional costs

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 – key statistics about this course

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.

How to apply

If you're a UK applicant wanting to study full-time starting in September, you must apply via UCAS unless otherwise specified. If you're an international applicant wanting to study full-time, you can choose to apply via UCAS or directly to the University.

If you're applying for part-time study, you should apply directly to the University. If you require a Student visa, please be aware that you will not be able to study as a part-time student at undergraduate level.



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.

To find out when teaching for this degree will begin, as well as welcome week and any induction activities, view our academic term dates.

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