Our Youth Studies (including foundation year) BSc degree will give you the opportunity to enter an undergraduate degree if you don’t have the necessary entry requirements to enter the traditional three-year course. After completing the foundation year, you’ll study the same course content as students from our Youth Studies BSc and graduate with the same title and award as those who studied the three-year course.
During this four-year degree you’ll gain a range of practical and academic skills that will allow you to enter a career in youth social work.
In the 2020 National Student Survey, 100% of our Youth Studies students agreed that their teaching team was good at explaining things, with 91% saying that the course had given them positive learning opportunities.
Throughout the four-year degree you’ll receive both academic and pastoral support from an assigned academic mentor and personal tutor. There will also be opportunities to receive extra support through our academic and careers workshops, where you’ll get to work on skills such as essay writing and interview techniques.
Your foundation year will be shared with students from other courses with a foundation year. This will be a perfect opportunity to study with people who have different academic interests and work with them to improve your academic skills.
During the foundation year you’ll take a module that relates to youth studies. This will help you prepare for the subsequent undergraduate years of your degree. This module will introduce you to national policy on youth, community development in London and how it impacts on the youth of the city.
Following your foundation year you will study the same content and choice of modules as those who entered the three-year degree. Please visit the Youth Studies BSc course page to learn more about the course content for your subsequent years. Should you decide during your foundation year that you’d like to specialise in a different area of study, there is some flexibility to do this.
You’ll be assessed through coursework, class tests, exams, individual and group presentations, work placement portfolios and an explorative project.
We are planning to return to our usual ways of teaching this autumn including on-campus activities for your course. However, it's still unclear what the government requirements on social distancing and other restrictions might be, so please keep an eye on our Covid-19 pages for further updates as we get closer to the start of the autumn term.
In addition to the University's standard requirements, you should have:
If you are a mature student with significant work experience, you are invited to apply for this course on the basis of the knowledge and skills you have developed through your work.
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).
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.
The modules listed below are for the academic year 2021/22 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.
The aims of the module are to:
• Provide an understanding of types of community and community development and youth work at local, national and international level
• Analyse diversity within and between communities
• Analyse how individuals and communities can influence policy making
• Identify career opportunities and routes for community development, youth studies and social science students
• Develop employability skills in community work, youth work and allied professions
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
Year 1 modules include:
The module aims to:
1. Examine the emergence and development of criminological theory
2. Examine the different ways in which different criminological traditions theorise crime and its social control
3. Examine how the assumptions which underpin different traditions provide for different strategies of intervention and control
4. Develop students’ learning and transferable skills in preparation for modules at levels 5 and 6.
This module aims to:
• explore key concepts of values, ethics , theory, policy , principles and practice in relation to youth work
• introduce students to the sector professional occupational standards and the notion of an informed reflective practitioner
• to explore and critically examine the role of the manager and effective supervisor
• examine issues of identity, discrimination and oppression and the effect on young people’s lives
• develop students’ skills in self-management, group work, oral presentation and academic writing
- Analyse the social construction of a social problem
- Collate information on the location and scale of a social problem
- Reflect upon sociological interpretations of a particular social problem
- Outline policy responses to a particular social problem
This module aims to:
1. Introduce students to the principles of community work, drawing on national occupational standards;
2. Explain the history of community work and the current policy context;
3. Outline the opportunities and challenges of regenerating communities and areas;
4. Explain key concepts such as empowerment, participation, social justice and sustainability; and
5. Enable students to critically reflect on their own work practice
Year 2 modules include:
The module aims to:
1. Introduce students to the key processes for the management of community and youth organisations.
2. Provide opportunity for students to recognise professional, cultural and ethical aspects of leadership and management.
3. Develop students understanding and awareness of the issues of managing in community organisations by means of case-study analysis.
4. Encourage students to reflect on their capabilities as a manager and leader.
5. Provide analytical skills in the context of a structured engagement with work environment
This module will introduce research and specially applied research to students from Community Development and Leadership and Youth Studies areas. Students will be introduced to the research process and research knowledge and skills relevant to professional and academic development. These research principles will provide a foundation for understanding approaches to social research, community profiling and evidence based practice and research design. It will introduce research methods and the basics of preparing a research proposal on themes related directly to community and youth work. It will further focus on how to decide the appropriateness of different research approaches in a variety of environments.
Aims of the module
The aims of the module are to:
1. provide a foundation for understanding approaches to social and community research and evidence based practice;
2. facilitate the development of research skills and knowledge for professional and academic development with a focus on community and youth work;
3. provide students with a practical understanding of doing primary social research and understanding their underlying philosophies;
4. explore the design and organisation of research approaches;
5. examine a range of participatory, ethnographic and other methods of data collection and analysis;
6. reflect on ethical and cultural issues inherent in doing social research;
7. contextualise research within Community Development National Occupational Standards (CD NOS) and National Occupational Standards for Youth Work.
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 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 examines the core concerns of recent social policy initiatives. Over recent decades, persistent inequalities in British society led to a focus on ‘joined-up’ thinking and the re-conceptualisation of these inequalities as ‘social exclusion’. A range of community-based projects lay at the heart of promoting ‘social inclusion’ and social cohesion. The core values of this approach are embodied in the National Occupational Standards for Community Development Work, promotion of community empowerment through a concern for people’s rights as citizens, the need for social justice and an understanding of our rich and diverse society. In the context of Brexit, recent government rhetoric extols the virtue of voluntarism and “shared society” that respects the “bonds of family, community, citizenship and strong institutions” in their policies and practices. This module will offer the opportunity to evaluate emerging policy developments in this area.
This module sets the present concerns and processes in an historical and academic context. We look back to the struggles of the Civil Rights movement during the 1950s and 1960s and the impact this made worldwide. We consider some of the political debates which underpin discussions of rights, social justice and equality. More recent debates concerning the processes of globalisation and its relationship with citizenship will be considered before moving locally to the UK to consider changes in our approaches to inequalities.
Aims of the module. This module aims to:
1. introduce students to competing ideas of social justice
2. locate current debates about human rights and citizenship in their historical context
3. examine inequality and diversity in the context of recent legislation and
4. look at current approaches to social justice using the examples of the work place and community development work and
5. link philosophical approaches with current policy and practice
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 website. 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.
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 develops students’ research skills further and involves the design, completion and write-up of a supervised, independent research project. This module expects students to carry out a small scale primary research as well as secondary research. It incorporates an on-going self -evaluation written up as a reflective research log and demands considerable time management abilities as well as the deployment of academic skills. On Leadership and Community Development course, the research can be carried out at the same organisation where the Work Placement is carried out. Students also have the choice of a completely different topic. Youth Studies students will develop an idea relevant to their practice and placement (if they choose placement module).
Aims of the module: this module aims to:
1. develop, refine and apply research skills and critical capacities, building on the core research skills developed through the Intermediate level module Researching Community and Youth Issues.
2. undertake a manageable independent research in an area of their choice.
3. focus on an issue affecting community or youth organisations or communities and carry out a small-scale project using primarily primary research as well as secondary research.
4. explore complex issues which are of importance to communities and /or community organisations;
5. link their topic of research to Community Development or Youth Work and relevant National Occupational Standards (CD NOS or YW NOS).
The module aims are to:
• Analyse how key sociological/psychological concepts and theories of youth and community work interact with employment skills
• Provide insight into theoretical learning while linking to previous or potential practical experiences.
• Incorporate experiential learning techniques to critically examine learning theory and promoting self-reflection to aid students’ understanding of knowledge and skills needed in employability.
• Introduce students to the sector’s professional occupational standards and theoretical frameworks for critical reflective practice
• develop students’ self-confidence as effective practitioners through the understanding of relevant theoretical knowledge and how they relate to the development of identified key skills such as project management, communication and presentation skills and supervision
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
The module aims to
1. Critically examine conflicting discourses with regard to social and community enterprises
2. compare models of entrepreneurial activity focusing on those relevant to community development and the voluntary sector
3. consider the ways in which community development projects can adapt to changes in the external environment, including changing funding models and increasing requirements for non-grant related independent sources of income
4. discuss the differences / similarities between the values of CD as expressed in the UK and those by the International Association for Community Development (IACD).
5. identify ways in which success/failure can be measured in the context of community action and ethical concerns
6. enable students to situate themselves with the competing ideas and practices which are prevalent within community development and the voluntary sector
The module examines the history of housing policy in the UK, focussing in particular on the shift to neo-liberal housing policies from the 1980s. Key contemporary housing issues and the key causes of the current ‘housing crisis’ in London and the UK are examined.
The module aims to:
1. Place changes in housing management in the context of wider social, economic and organisational changes;
2. Introduce the key practical issues facing housing professionals, and good practice in addressing these issues;
3. Identify ways in which housing service users and community workers can challenge poor performance and get involved in service improvement;
4. Examine the benefits and challenges of partnership working in dealing with housing issues;
5. Explain current discussions on the balance of rights and responsibilities for social housing tenants and other local residents.
This is an Honours level core module and is based on a supported and self-managed work experience which can begin at the end of the second year and continue throughout the final year of the degree programme, though ideally to end by the beginning of the final semester. This pattern allows the final semester for researching and writing up the report. The aim is to achieve a minimum of 30 days. The work placement provides an opportunity for students to gain in depth knowledge in an area of their interest.
This module is designed to enable students to undertake a work placement in an organisational setting relevant to community development and to utilise this experience to develop and reflect on:
• The understanding of the academic discipline of the degrees
• The National Occupational Standards (NOS) for Community Development Work
• The range of generic and specific skills a student will need in their future career/area of employment, and
• Student’s own learning and performance.
The module aims to enable students to:
1. Extend and evaluate an understanding of community development
2. Develop job-search skills
3. Apply research skills by conducting a small-scale organisational study
4. Broaden awareness of work culture, organisational processes and policies, social issues and the occupational standards for community development work.
5. Identify generic/transferable skills for development/improvement. Extend and assess competence in these skills
6. Reflect on how these skills are appropriate to community development work and possible future careers
7. Review personal development/training needs
8. Enhance analytic and presentational skills through producing an extensive report written to a specific brief.
On graduation from the full four-year degree, you’ll have a wide choice of careers within an array of commercial, public and voluntary sector bodies. In particular, the degree will allow you to go into fields of community and youth work, social research, housing, education and drug services.
The School of Social Sciences has a wide range of exciting industry-linked postgraduate courses available on a full-time and part-time basis in criminology, security, diplomacy, international relations, sociology and psychology. 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.
This is a four-year degree course with a built-in foundation year (Year 0). It's the perfect route into university if you don't meet the necessary entry requirements for the standard undergraduate degree. You'll graduate with a full undergraduate degree with the same title and award as those who studied the three-year course.
Please note, in addition to the tuition fee there may be additional costs for things like equipment, materials, printing, textbooks, trips or professional body fees.
Additionally, there may be other activities that are not formally part of your course and not required to complete your course, but which you may find helpful (for example, optional field trips). The costs of these are additional to your tuition fee and the fees set out above and will be notified when the activity is being arranged.
Discover Uni is an official source of information about university and college courses across the UK. The widget below draws data from the corresponding course on the Discover Uni website, which is compiled from national surveys and data collected from universities and colleges. If a course is taught both full-time and part-time, information for each mode of study will be displayed here.
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.
If you're applying for a degree starting in January/February, you can apply directly to the University.
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.
Please select when you would like to start:
A new podcast from Youth Studies student Sancia Williams offers a platform for care leavers to challenge stereotypes and share their stories.
“Before joining London Met, I didn’t realise you could be paid to do something you love,” says Youth Studies student, Hassan Saeed.
Stacey Anderson was awarded the President's Trophy of Excellence by Springfield Youth Club in recognition of her dedication to the work she undertook while on placement.
Four London Met students currently volunteer for Family Mosaic, a housing association providing affordable homes throughout London.
London Met expert aims to raise awareness of plight of students who find themselves without accommodation.
Students from Youth Work, Youth Studies and other social care courses have organised a campaign with KORI, a community charity, to fund education for young people living The Gambia.