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Why study this course?

This degree will develop your skills to work with young people and practise youth work. You'll take an in-depth look at evolving identities, media representations, social policy, community development and the history of government approach to youth policy.

This degree encompasses cultural studies, criminology, sociology and psychology to provide insights into everything from youth work, to urban gang life and young people’s social welfare.

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More about this course

The transition into adulthood is often viewed as challenging and complex, but it’s also a time of fresh opportunities and new discoveries. Young people are represented in a number of social concerns, ranging from unemployment to social relationships and youth protests. At the same time, young people have a pulsating presence in the media and in creative arts.

You’ll explore the phenomenon of youth culture, gaining an understanding of youth in a social, cultural and political context. On top of this, you’ll examine local, national and global issues, plus developments that shape young people’s lives and life experiences.

This Youth Studies BSc will help you develop practical and transferable skills such as computing, video production, plus quantitative and qualitative analysis. These skills will be beneficial to your employment, further education or research.

Our lecturers are qualified and experienced practitioners in youth-centred research. On this course, you’ll also be able to take part in debates with expert external speakers. 

The modules are designed to represent different aspects of youth culture and current social issues impacting young people. These include subjects relating and prompting analysis of youth, resistance and social control, as well as exploring and critiquing the notion of self, identity and gender. You can choose to study modules that focus on areas of interest to you.

You’ll be able to examine trending social topics, including the relationship between the media and young people’s cultural experiences and expressions, anti-social behaviour and criminal activity, plus mental health in young people.

In your second year, you'll also have the opportunity to choose our Principles and Practice of Youth Work module, which is co-created by our own Youth Studies students. This module encourages you to think critically about issues affecting young people in contemporary contexts, and introduces applied principles and practice of youth work, as well as theoretical tools for understanding young people.

"Society throws many obstacles and challenges at our young people, many of these you may already have experienced or observed. You may also have read about the 'challenges' and recognised how some of the narrative about young people are incorrect. This is your opportunity to delve deeper into the frameworks, theories and methods of working with young people. Everyone has something worthwhile to contribute, to share your ideas and opinions, and to challenge and critically discuss the impact on young people." Aine Woods, Senior Lecturer in Youth Studies

Assessment

You’ll be assessed through coursework, class test, exam, individual and group presentation, work placement portfolios and an explorative project.

Fees and key information

Course type
Undergraduate
UCAS code L531
Entry requirements View
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Entry requirements

In addition to the University's standard entry requirements, you must have at least:

  • three A-levels with minimum grades BBC, or a minimum of 112 UCAS points from an equivalent level 3 qualification
  • English Language GCSE at grade C/grade 4 or above (or equivalent, eg Key Skills Level 2 in Communications or Functional Skills Level 2)

If you don't have traditional qualifications or can't meet the entry requirements for this undergraduate degree, you may still be able to gain entry by completing our Youth Studies (including foundation year) BSc.

We welcome applications from mature candidates without formal qualifications who have relevant experience and can show an ability to study at this level.

Accreditation of Prior Learning

Any university-level qualifications or relevant experience you gain prior to starting university could count towards your course at London Met. Find out more about applying for Accreditation of Prior Learning (APL).

English language requirements

To study a degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a 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.

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) - Tuesday morning
  • all year (January start) - Tuesday morning

This module provides the opportunity for students to develop an understanding of the principles and practice of working with young people and their position in society. Students will learn about youth work policies and frameworks that help shape professional practice; and, issues and social structures that may contribute in shaping the lives of young people and their communities.

Throughout the module, students are encouraged to take into account diversity and anti-oppressive practice, as well as key issues affecting young people and the impact such issues have on youth identities and future youth work practice. Thus, combined with the ethics, values and philosophy underpinning professional practice and students own experiences and knowledge base, this module aims to provide a firm foundation for understanding the ‘youth stage’ and professional practice of working with young people.

The core module aims are to enable students:

  • to explore key concepts of values, ethics, theory, policy, principles and practice in relation to youth work;
  • to introduce students to the sector’s professional occupational standards and the notion of an informed reflective practitioner;
  • to examine youth identities and diverse representations of young people in society;
  • to gain an understanding of how partnership and collaborative working can improve youth work practice and the lives of young people, and provide examples of such collaborative partnership work;
  • to develop skills in self-management, group work, oral presentation and academic writing; and,
  • to critically analyse issues of discrimination and oppression and the effect that these issues have on young people’s lives.
This module currently runs:
  • all year (September start) - Tuesday afternoon
  • all year (January start) - Monday morning

- 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

No module details available
This module currently runs:
  • all year (September start) - Friday 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:

The rationale of this module is to provide students with an outline of the historical and contemporary approaches to the concepts of race, class, gender, sexuality, disability and other forms of oppressions and how power and the impact on notions of difference, identity, positionality and community has an affect. It will also explore how and when oppression became institutionalised and where it hasn’t been embedded in society supported by a unique philosophy.

It aims to:

  • To explore and analyse the impact of the position that ideologies in relation to; race, class, gender, sexualities, age and disabilities etc. are socially and politically constructed with reference to difference, culture / distinction and community.
  • Familiarise students with key issues that have practical importance in the lives of young people today, and assist students to reflect upon differences from a local to an international context and of the systems used by different societies to maintain people in a hierarchy.
  • To analyse how power is maintained and implemented through normalising issues of compulsory heterosexuality, whiteness, religion and ‘ableism’. It will also explore, compare and contrast cultures where power has not been abused.

Year 2 modules include:

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

This module provides the student with an overview of contemporary issues that young people are facing and allows students to critically discuss these issues whilst relating them to the principles and practice of youth work. Students will draw on the ethics of youth work and anti-oppressive approaches to link high-quality youth work practice to a range of relevant scenarios found in youth and community work settings. In this respect, the module embraces the notions of social justice, anti-discriminatory practice, compassion and inclusion. This is key to the University’s Education for Social Justice Framework.

The module aims:

  1. to introduce students to the professional principles and practice of youth work, where a strong emphasis on the National Occupational Standards for Youth Work (NOS) will be made;
  2. to develop students’ skills in establishing relationships with young people in a variety of settings in order to facilitate an environment where young people can make sense of their situation, express their aspirations and plan to meet their needs realistically;
  3. to enable students to consider the work with young people in ways that promote equality of opportunity, participation, and anti-discriminatory behaviour;
  4. to encourage the students to take a firm stand against discrimination, prejudice, and oppressive behaviour through their practice;
  5. to critically look at institutional discrimination and organisational policies and procedures relating to discrimination and oppression;
  6. to critically examine their own values belief systems and attitudes and how these impact on their work;
  7. to gain an understanding of how partnership and collaborative working can improve youth work practice and the lives of young people, and provide examples of such collaborative partnership work;
  8. to explore a range of issues that young people face, as well as factors that exclude young people and barriers to participation;
  9. to identify opportunities for students to engage with critical enquiry into and active learning of the experiences of disadvantaged and marginalised groups will make a major contribution to student learning; and,
  10. to facilitate and support the student’s growth by encouraging their educational development in informal and planned situations and interventions with young people.
This module currently runs:
  • spring semester - Monday afternoon

This module will introduce research and specially applied research to students from Community Development and Leadership, Youth Studies, Youth Work and Youth Work Apprenticeship 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. Reflective writing is a core component of this module. It will further focus on how to decide the appropriateness of different research approaches in a variety of environments.

Aims of the module

You will

  1. develop a strong foundation for understanding approaches to social and community research and evidence-based practice;
  2. develop research skills and knowledge for professional and academic purposes with a focus on community and youth work;
  3. develop a practical understanding of doing primary social research and understanding their underlying philosophies;
  4. explore the design and organisation of research approaches;
  5. critically analyse research reports encompassing different aspects of it;
  6. sharpen your reflective skills in the context of research.
This module currently runs:
  • spring semester - Wednesday morning

In order to make sense of the social world that young people live in and societal issues that cause concern for them, this module draws on the toolbox offered by sociology. Furthermore, this module provides students with an insight into young people’s multiple transitions into adulthood; e.g., school to work transitions; domestic transitions; housing transitions; transitions into economic independency and citizenship. Through interactive lectures and innovative learning activities, the module will help students to navigate the multitude of factors and contexts that affect how young people behave and the formation of youth identities. It sheds light on the challenges, opportunities and oppressive structures that young people, in various ways and to various extents, are surrounded by and faced with.
The module takes as its premise that youth transitions and young people’s development are complex, diverse, non-linear, dynamic and sophisticated, and, thus, encourages students to have an open-minded attitude towards young individuals. The module, furthermore, gives students tools to critically explore sociological literature on young people and youth identities, and it does so by embracing the notions of compassion and inclusion, as well as social justice and anti-discriminatory research, which is key to the University’s Education for Social Justice framework. This module is also relevant to those who want to pursue youth work since a crucial principle for youth workers is to understand young individuals and the challenges they face by looking at the context of their lives and structures of inequality.

The module aims:
1. to introduce students to sociological perspectives on, and examples of, young people’s transitions into adulthood and their participation in social institutions, such as religion, family, education, workplace, politics and social media;
2. to develop students’ skills in reading and analysing sociological texts on youth, as well as engaging in debate and critical thinking;
3. to discuss how young people are engaged in the production of ‘youth culture’, both as active consumers and creators;
4. to look at the context and underlying factors behind issues affecting young people;
5. to draw on sociological theories, including those rooted in the ‘structure versus agency’ debate, to understand the multiple challenges that young people face;
6. to enable students to critically examine their own values and belief systems, and the lives of young people from different perspectives;
7. to gain an understanding of how partnership and collaborative working can improve youth work practice and the lives of young people, and provide examples of such collaborative partnership work;
8. to scrutinise sociological perspectives and texts on youth transitions through a decolonising and anti-oppressive lens;
9. to explore a range of factors that exclude young people and barriers to participation; and,
10. to identify opportunities for students to engage with critical enquiry into, and active learning of, the lived experiences of disadvantaged and marginalised groups.

This module currently runs:
  • autumn semester - Monday afternoon

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:

This module highlights how to use reflexivity and reflective skills on the YW programme and incorporates it with action research to enhance professional practice. It demonstrates the importance and necessity of raising issues and the role of emotions in transformative learning. The content underpins the development of students as reflexive practitioners and reflective thinkers. This module consequently links with the dissertation module and addresses anti-oppressive practice and social justice which is the core feature of the programme through the medium of group work.

It aims to:

  • To introduce the concepts of reflexivity, reflectivity and action research in a professional context
  • To develop students’ understandings of their own value base and to reflect upon their experiences, thoughts and feelings in a group work context
  • To explore the importance of anti-oppressive practice, and understand how principles and practice interlink to enhance their professional practice.
This module currently runs:
  • autumn semester - Thursday morning

A1. To provide students with a historical, theoretical and comparative understanding of the diverse forms of youth culture and youth social organisation;

A2. To consider the key developments in political mobilisation of young people;

A3. To investigate the concepts and nature of social control in relation to youth;

A4. To develop confidence in use of appropriate learning, analytical and discursive skills when dealing with current youth issues.

This module currently runs:
  • spring semester - Wednesday afternoon

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 Youth and community settings and their implications in different professional contexts. This module requires students to explore and develop the basic skills needed for counselling 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 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. 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 L5 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 variety of youth and community settings ranging from work in formal settings e.g schools, through to informal settings including detached work.

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:

  • Evaluate concepts of counselling in a world perspective and its role in youth and community work settings and analyse key approaches, core conditions and models of counselling.
  • Develop an awareness of their own self-development and how they are able to use counselling skills to help develop others.
  • Identify, examine and analyse diversity issues while working with people from different gender, race and sexualities and power dynamics and the importance of anti-oppressive practice.
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:
  • spring semester - Thursday morning

This module examines the relationship between the media, crime and criminal justice. It examines the way crime and the law – and our understandings of them – are produced, reproduced and challenged in and through the contemporary media. The module considers how crime and criminals have been portrayed by the media over time, and assesses the different theoretical perspectives applied to media representations of crime and criminality. It examines the various ways the media actively work to construct crime as a news story, analysing the way the media sift and select crime stories, prioritizing some and excluding others, editing words and pictures and selecting particular tones and styles in their reports to create particular interpretations and viewpoints. The module also considers media portrayals of crime, criminals, victims and criminal justice agencies in a range of fictional and factual representations across TV, film and popular fiction. The social and cultural impact of these media representations is also discussed, with attention is given to the ways they may contribute to escalating fears of crime and how far they may contribute, themselves, to violence and criminal behaviour. Focusing on cultural, critical, and qualitative understandings of the relationships between crime and the media, the module draws on ideas and theories developed not only in the field of Criminology, but also the disciplines of in Sociology, Media, Communications and Cultural Studies.

This module aims to:

  1. Examine the relation between media portrayals of crime and their broader social, economic and political context.
  2. Examine historical shifts in the way the media represent crime and criminal behaviour.
  3. Familiarise students with theoretical debates about the media’s effects on crime and criminal behaviour.
  4. Examine the connections between media portrayals of crime and criminal justice policy.
This module currently runs:
  • autumn semester - Wednesday afternoon

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:

The rationale of this module is to provide students with an outline of the historical and contemporary approaches to the concepts of colonisation and globalisation and how imperialism, race, class, gender, sexuality, disability and other forms of oppressions have shaped our understanding and thinking. It will incorporate power and the impact on notions of difference, identity, positionality and community. It will explore how and when oppression became institutionalised and where it hasn’t been embedded in society supported by a unique philosophy.

It aims to:

  • To explore and analyse the impact of the position that ideologies in relation to; imperialism, colonisation, globalisation, race, class, gender, sexualities, age and disabilities etc. are socially and politically constructed.
  • Familiarise students with key issues that have practical importance in the lives of young people today, and assist students to reflect upon differences from a local to an international context and of the systems used by different societies to maintain people in a hierarchy and how to begin to decolonise our minds.
  • To analyse how power is maintained and implemented through normalising issues of imperialism, colonisation and globalisation. It will also explore, compare and contrast cultures where power has not been abused.
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.

This module currently runs:
  • spring semester - Wednesday afternoon
  • autumn semester - Wednesday afternoon

In this module you will have a broad introduction to sustainability, while:

1. investigating environmental threats including the climate crisis, pollution, and the global biodiversity crisis;

2. exploring political, social, technological and economic solutions to these problems;

3. considering systemic environmental inequality along the lines of social class, race/ethnicity, gender and Intergenerationality.

This module currently runs:
  • autumn semester - Wednesday afternoon

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. The main focus of the module is an examination of transnational communities in the UK and their hybrid identity of belonging to at least to two nationalities, cultures, economies and politics (‘being here and there’). The module tackles topics of citizenship and diaspora and 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 understanding 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. This module will also enable the students to carry out secondary research on their chosen transnational community.

Module aims:

  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 transnationalism, diasporic communities and citizenship
  3. To enable students to identify a transnational community and explore their range of transnational links and activities regarding their settlement and origin country in the 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.
This module currently runs:
  • autumn semester - Thursday morning

This module explores the important relationships between the media and young people’s cultural experiences and expressions. The media are a ubiquitous presence in the lives of contemporary youth - the television shows they watch, the music they listen to, the video games they play, and the websites they visit all play a major part in young people’s lives, offering them a stream of different experiences, ideas and knowledge. This module considers the broad body of interdisciplinary scholarship that analyses youth’s relationship with media, and the nature of media texts aimed at young people. Attention is given to the way the media represent youth and target young people as a specific market for goods and entertainment, and also to the development of particular media forms aimed at young audiences – for example, specific kinds of advertising, distinctive film genres and TV formats, and particular kinds of social networking websites. Consideration is also given to the possible influence of the media on youth’s behaviour, and to the ways young people actively engage with the media and make it meaningful in their lives. Here, particular attention is given to issues of gender, ethnicity, sexuality and social class, and the role they play in patterns of young people’s media usage and their practices of cultural expression.

This module aims to:

  1. Examine the historical development of media forms geared to the youth market.
  2. Critically consider key theoretical perspectives developed in relation to the analysis of young people’s engagement with the media.
  3. Examine the nature, significance and impact of media representations of young people.
  4. Familiarise students with theoretical debates about the media’s effects on young people’s behaviour.
This module currently runs:
  • spring semester - Friday afternoon

The module aims to:

1. Familiarise students with the theoretical perspectives that have shaped criminological thought on violence by young people

2. Encourage students to develop a critical overview of young people’s engagement in violent crime

3. Develop students’ ability to research, analyse and communicate critical and informed arguments relating to the theory, policy and practice underpinning youth involvement in violent crime.

Year 3 modules include:

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

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 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. In Parallel with the Placement module, 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.

Aims of the module, you will

  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 independent research in an area of your choice;
  3. explore 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 and offer your analysis of the findings;

Throughout the above process, you will receive structured supervision and support.

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

This module has been designed for students preparing to work in the voluntary and Statutory Sector in areas such as Youth and Community Work. The content and curriculum has been aligned to our Education for Social Justice Framework, and will examine and critically analyse the notion of power, equality and discrimination. Management and Supervision models, theories and interpersonal skills will enable you to critically think about your approach to management.

This module is designed to aid your professional development with a particular emphasis on the Youth/Community development sector. You will explore identified key skills underpinned by key theories, concepts and ideas, in order to be an effective practitioner thus increasing your employability in the sector. There will be opportunities for you to improve your current skill set and critically reflect in order to enhance development.

Managing innovative projects and /or established programmes and organisations is a highly skilled profession. In this module you will critically analyse the varying management styles as well as exploring the role of a leader. Equally important is to engage effectively with your staff team. Enabling them to succeed and to identify learning requirements to enhance their practice. Understanding supervision and the role it plays in supporting staff is key to a learning environment.

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.
  • Gain an understanding of how partnership and collaborative working can improve youth work practice and the lives of young people, and provide examples of such collaborative partnership work;
  • 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
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

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

The module aims to:

1. Provide students with a historical perspective of the British housing system over the twentieth century & an understanding of different forms of government intervention.

2. To equip students with the necessary techniques to evaluate policy with reference to contemporary issues in housing.

3. Provide students with the tools to evaluate housing issues and policy towards the homeless using a variety of analytical perspectives within social policy.

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

This module aims to exploit specialism’s residing within the criminology team in London met so that students can apply theories to exciting and relevant areas of criminology

The module aims to:

  1. Introduce students to theories and debates on the nature of crime control in the modern state
  2. Provide an overview of the major traditions of thinking within Criminology regarding the issue of illegal drugs their use and distribution
  3. Examine the way the attempts to control crime and deviance are examples of broader debates over social control
  4. Sensitise students to the ethical and social consequences that flow from the way in which contemporary society elects to punish offenders and prevent crime
This module currently runs:
  • all year (September start) - Thursday afternoon

This module is designed to help students to develop employability skills and through exposure to work experiences related to their discipline through either voluntary or paid work. Students may wish to explore setting up their own enterprise and start up projects. Key aspects of the modules will include gaining first-hand experience of work and the ability to develop and showcase skills to potential employers. The module will include employability skills such as interview skills, job applications and role plays

The aims of the module are to:

  • Enable students undertake a work-based placement appropriate to their academic level
  • Enable students develop the skills and competences for tackling real life problems in the workplace as they build on and apply current academic skills
  • Provide students with the opportunity to reflect critically on their practice-based experience of the working environment
  • Become aware of the culture and structure of a working environment and develop new skills.
  • Enable students to understand the changing culture, nature and structure of organisations and evaluate implications for effective inter-professional working within a theoretical and practice-based framework.

Students will be contacted prior to the semester to provide support in securing work based activity in good time. Students are responsible for applying for opportunities and to engage with the Module and Work Based Learning teams to assist them. The suitability of any opportunities will be assessed by the Module Team/Work Based Learning Team and all roles must meet the Health and Safety requirements for Higher Education Work Placements. Those studying on a Student Visa will be required to submit weekly timesheets for the hours undertaken for the work-based learning activity to meet Visa requirements. These will need to be signed by their line manager/supervisor.

What our students say

Current student, Michael Ayeni, had this to say about his experience:

"This course has really helped me – it has provided me with a solid background knowledge in youth work and the skills I need. Through this course, I've been able to think in a different dimension about working with young people."

Read more on Michael's profile page.

"I feel that this course will enhance my future career prospects through my learnt skills and knowledge. The leader's passion has definitely infected me with enthusiasm to make a difference in society with youth practice."
National Student Survey (NSS) 2016

Where this course can take you

Graduates have a wide choice of careers within a rapidly expanding array of commercial, public and voluntary sector bodies; fields of particular relevance include social research, community work, counselling, teaching, youth justice, trainee probation, housing, health, education, welfare rights and drugs services. Previous graduates are now in roles as student support mentors and family case workers for schools, and as caseworkers for housing services for young people.

Continuing your studies with us

London Met has a wide range of exciting industry-linked postgraduate courses available on a full-time and part-time basis in youth work, diplomacy, international relations and sociology. The following courses would be ideal for progression to postgraduate study:

If you've already studied your undergraduate degree with us, as a graduate of London Met, you'll be entitled to a 20% discount on any further study with us.

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.

Stay up to date

You can follow Youth Studies and Youth Work at London Met on Twitter to stay up to date with everything that's happening in our community.

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 student applying for a full-time degree starting this autumn, you’ll need to apply through Clearing – call 0800 032 4441 or apply online. If you're an international student or wanting to study part-time, select the relevant entry point and click the "Apply direct" button.

If you're applying for a degree starting this September, call 0800 032 4441 or apply online.

Applying for 2023

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.

News and success stories