Our Social Work (including foundation year) BSc (Hons) is an alternative route into social work studies if you don’t meet the necessary requirements to enter the standard undergraduate degree.
This four-year course has a built-in preparatory year, designed to equip you with confidence and vital study skills, such as essay writing, research and critical thinking. You’ll benefit from an extra year that will help you succeed at undergraduate level, but you’ll graduate with the same award and title as students on the standard three-year course.
Our social work bachelor's degree with a foundation year will provide you with knowledge, skills and experience to enter or progress your career within the health and social care sector.
The foundation year will equip you with valuable transferable skills that will help you succeed in any workplace – you’ll learn how to manage your workload, critically analyse information and improve your academic writing skills. During the foundation year, you’ll also complete a taster module in social work, so that you can prepare for more in-depth study of the subject in the subsequent three years of your course.
Your foundation year will be shared with students from other specialisms studying a foundation year in the School of Social Professions. This will be the perfect opportunity to learn about other disciplines and exchange different perspectives on the topics you study.
During your foundation year you’ll also complete a module in social work. This module will help you develop the necessary knowledge and skills that will give you an introduction to studying social work at undergraduate level. This module will also prepare you for the application process for the Social Work BSc (Hons) course. Upon successful completion of assessed group and written tests you will be put forward to the individual interview stage. If you pass this stage, you’ll join students on our Social Work BSc (Hons) course and study the same content and modules as them. If you are unsuccessful but pass all your modules, you can choose another course at the University, subject to meeting entry requirements.
You are encouraged to attend an Open Day event if you have any queries and would like to speak to an academic member of staff.
Your foundation year will be assessed via group work, coursework, presentations, class tests and portfolios.
Assessments in the subsequent three years of your studies will consist of essays, exams and assessed practice placements. The assessed practice element will require you to work supervised within at least two different practice settings over a minimum of 170 days.
In addition to the University's standard entry 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.
The modules listed below are for the academic year 2019/20 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
This module is an introduction to social work and will provide students with a broader understanding of social work as a professional discipline, the various roles of social worker, as well as the socio-political context within which social work services are delivered. The relevant values and ethical frameworks which underpin direct social work practice will be explored, as examining how values influence professional identity. Furthermore, students will be introduced to various service user groups and models of practice, and also examine the importance of social justice and human rights in advocating on behalf of service users. There is an emphasis on communication skills, reflective practice, and the importance of understanding how legislation underpins all decision making in social work practice.
Passing the two practical assessments will gain 15 academic credits for the module.
PLEASE NOTE: For entry into level 4 BSc Social Work, students must have completed and passed both practical exams. They will then be invited for an individual interview which they must successfully complete for successful progression to the Level 4 BSc Social Work degree.This is a requirement of the HCPC (Health & Care Professional Council) If the assessment is passed and credits gained, but the outcome of the interview is unsuccessful, candidates will be offered progression to alternative degree pathways.
Aims of the module:
● Provide an understanding of the types of social work and the various roles social workers adopt in their daily practice
● Examine the values and ethical frameworks which underpin social work
● Develop understanding of the socio-political context within which social work services are delivered
● Develop the relevant communication and reflective practice skills
● Prepare for the formal social work interview process. Passing the individual interview is required for successful progression to the Level 4 BSc Social Work degree.
Year 1 modules include:
This module provides opportunities for students to prepare for effective social work practice through:
• The introduction of key concepts and foundation knowledge of need, risk, support and care for children and adults, and the role of the social worker.
• Promoting an understanding of legislation, policy and practice guidance related to assessment and support/care planning and learning from inquiries and serious case reviews.
• Providing an opportunity to comprehend 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.
• Promoting the involvement of children and adults in social work processes and the development of skills in the empowerment of service users.
This module provides opportunities for students to:
• Develop practice skills in an environment that is risk-free for service users and students.
• Develop 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 and PCF domains
By the end of this module you will be able to
• Identify and critically reflect on sociological and psychological theories of child development and evaluate their application through observational skills and research evidence.
• Demonstrate a comprehensive understanding of ‘normal’ child developmental milestones within the parameters of diverse cultures and contexts.
• Explain and analyse theories of adult development through the life course, 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.
• Assess theories of loss and grief and apply differing models of support within the context of anti-oppressive and anti-discriminatory theory and practice.
The module aims are to:
• Introduce students to theories, contexts and policies within the social sciences and social work;
• Introduce key literature within the social sciences and social work;
• Examine the rationale for using social science knowledge as evidence to inform professional practice in a range of professional contexts;
• Introduce students to the different value bases in social sciences;
• Enable the students to recognise and apply AOP and ADP.
• Equip students with key academic and inter-personal skills
• Enhance the students understanding of reflective practice
Year 2 modules include:
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.
This module provides opportunities for students to:
• Identify and critically analyse the main statutes, regulations and guidance relevant to social work.
• Analyse case-law relevant to social work and critically evaluate the law as it applies to children and families and vulnerable adults.
• Demonstrate a critical understanding of the law within the context of anti-discriminatory practice
This module aims to explore social work and multi-agency practice interventions applicable to children and adults in need and at risk of harm. Students will examine how these are informed by theory, research and the voices of children and adults. Knowledge of inquiries and serious case reviews inform learning and concepts of prevention and protection are central to the module. Understanding thresholds and the application of professional judgement underpin best-practice models
Social Work Practice Learning one provides experiential learning opportunities to integrate theory with practice, to demonstrate appropriate professional behaviour and relationships, to develop professional values and gain working knowledge of organisational contexts. It also aims to provide opportunity for students to apply the knowledge and skills required for practice with individuals, families, carers, groups and communities.
It provides the first opportunity for students to practise in social work under supervised conditions, develop skills and enable the student to make progress towards meeting the Professional Capabilities Framework (PCF) and the Health and Care Professions Council (HCPC) Standards of Proficiency (SOP).
The module focuses on the need for students to analyse theoretical perspectives relevant to social work taking into account the practical and ethical impact these perspectives have upon different individuals, groups and communities. In addition they need to critically evaluate different theoretical perspectives and research-evidence with regard to relations of power and anti-oppressive practice relevant to social work in a manner that may be innovative, utilising knowledge from social work practice and theories relating to practice.
• To enable students to understand and analyse the contested nature of social work
explanations for the existence and circumstances of service users and the
intervention implied by these explanations.
• 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.
• To critically evaluate different theoretical perspectives with regard to relations of
power and anti-oppressive practice relevant to social work
Year 3 modules include:
This module aims to prepare students for effective social work practice through the following:
• Placing the child and vulnerable adult as central throughout the social work assessment, investigation, intervention and review processes
• Exploring the complexities of effective social work to protect children and vulnerable adults in the context of anti-oppressive practice
• Emphasising a human rights approach to the subject in relation to current legislation, policy and practice guidance
• Applying theory to the practice of proactive protection
• Examining the role of multi-agency working together and partnership working in protecting children and vulnerable adults
• Reflecting on the professional role with an emphasis on professional dangerousness
This module enables students to re-visits their teaching and learning on their course. It requires students to complete a substantive student led project. This is a core module for Social Work students and Youth students. Students will have scope to develop their critical analytical skills, engage with the research process and undertake a substantive exploration of a relevant subject and with a view to consolidating transferable skills for future employment.
The Practice Learning 2 module provides the opportunity for students to:
• Develop their knowledge, values and skills in relation to working with service users in more complex situations.
• 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 service user group that contrasts with the first placement setting and service user group.
• Consolidate the skills and knowledge developed in their first placement and in University based teaching modules including the skills days.
• Prepare for professional practice in social work under supervised conditions
• Demonstrate knowledge of Professional Capabilities Framework (PCF) (TCSW, 2012 and BASW 2017) and Standards of Proficiency (HCPC, 2012).
By the end of their final placement students are expected to be practising at the level that will be required of a newly qualified social worker.
On graduation you’ll be eligible to apply to the Health and Care Professionals Council (HCPC) (or Social Work England from December 2019) to register as a social worker, which is a protected title in the UK.
As the course content covers all aspects of social care, you will be able to seek work opportunities in all fields of social care work – from working with children and families to looking after people with mental health or addiction problems.
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 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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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.
Please select when you would like to start:
The launch is part of the Building a Digital Ready Workforce project.
“Humankind has always utilised available resources to assuage the finality of death.”
Eric Konadu was nominated by Dr Denise Turner, senior lecturer for Social Work at London Met
App is designed to equip the next generation of social workers.
Dr Denise Turner, Senior Lecturer in Social Work, will take up the position for the next three years
Course becomes first in the UK to be validated by the Chartered Institute of Housing.
New group will explore how data, information, knowledge and technology can transform the way health and care services are managed and run.
By Nikolaos Papanikolaou, Journalism BA student
Isabelle Trowler spoke to students about her vision for Social Work for the forthcoming years.
An online survey open to all colleagues working in the Higher Education sector has launched, with the aim of improving how universities across the UK look after their staff.
A conference held at London Met welcomed sector-wide colleagues to share thoughts and ideas about how to improve staff wellbeing and attitudes towards mental health in Higher Education.
The University has been commissioned to form part of a social work Teaching Partnership funded by the Department of Education.
London Met’s Social Work department has been recognised as one of the best in London by the North East London Partnership.
The University is the only higher education institution which has been granted the contract to deliver the Assessed and Supported Year in Employment award.
Three months after the announcement of an apprenticeship for teachers, London Met becomes first higher education institution to provide end point assessment for the new entry route.