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1. Admissions/ Management Information
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Title of the programme – including any lower awards
Please provide the titles used for all awards relating to this programme. Note: all programmes are required to have at least a Postgraduate Certificate exit award.

See guidance on programme titles in:
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https://www.york.ac.uk/media/staffhome/learningandteaching/documents/programmedevelopment/Framework%20for%20Programme%20Design%20-%20PG.pdf
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Masters MRes Social Policy
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Postgraduate Diploma N/APlease indicate if the Postgraduate Diploma is available as an entry point, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.N/A
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Postgraduate Certificate PGCert in Research into Social Policy.Please indicate if the Postgraduate Certificate is available as an entry points, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.Exit
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Level of qualificationLevel 7
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This document applies to students who commenced the programme(s) in:2018
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Awarding institutionTeaching institution
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University of York University of York
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Department(s):
Where more than one department is involved, indicate the lead department		Board of Studies
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Lead Department Department of Social Policy and Social Work.Department of Social Policy and Social Work
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Other contributing Departments: N/A
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Route code
(existing programmes only)		N/A
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Admissions criteria
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You will normally be expected to have at least a 2:1 undergraduate degree or equivalent qualification.You will also be considered if you have relevant work experience and academic potential.If your native language is not English, you should meet an English language proficiency level of 6.5 in the British Council's IELTS test with at least 5.5 in each component.
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Length and status of the programme(s) and mode(s) of study
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ProgrammeLength (years/ months) Status (full-time/ part-time)
Please select		Start dates/months
(if applicable – for programmes that have multiple intakes or start dates that differ from the usual academic year)		Mode
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Face-to-face, campus-basedDistance learningOther
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MRes Social Policy1 yearFull-timeSeptember 2018Please select Y/NYesPlease select Y/NNoN/A
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MRes Social Policy2 yearsPart-timeSeptember 2018Please select Y/NYesPlease select Y/NNoN/A
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Language(s) of study
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English
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Language(s) of assessment
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English
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2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
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3. Additional Professional or Vocational Standards
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Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
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Please Select Y/N: Noif Yes, provide details
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4. Programme leadership and programme team
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4.a. Please name the programme leader for the year to which the programme design applies and any key members of staff responsible for designing, maintaining and overseeing the programme.
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Dr Antonios Roumpakis (Deputy Director of SPSW Graduate School).
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5. Purpose and learning outcomes of the programme
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5.a. Statement of purpose for applicants to the Masters programme
Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective masters student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
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The MRes Social Policy aims to equip you with an in-depth understanding and applied knowledge of a range of qualitative and quantitative research methods in social policy. This structured programme of research training is designed to train highly skilled social policy researchers interested in pursuing a career in policy research, whether this applies to further academic study or relevant policy organisations. You will gain from a research active environment that will allow you to develop an in-depth understanding and awareness of the various stages of the research process. You will draw on a range of disciplinary social research traditions to identify and collect relevant primary and secondary evidence and apply relevant research techniques and analytical tools. You will also develop transferable skills such as effective communication and presentation of complex ideas, retrieval, analysis and presentation of appropriate evidence using computer and IT skills. Graduates of the MRes Social Policy will represent a new generation of social policy researchers, able to contribute effectively to research methods and real-life debates, equipped with the knowledge and skills to shape social policy both in the UK and internationally.
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5.b.i. Programme Learning Outcomes - Masters
Please provide six to eight statements of what a graduate of the Masters programme will be able to do.
If the document only covers a Postgraduate Certificate or Postgraduate Diploma please specify four to six PLO statements in the sections 5.b.ii and 5.b.iii as appropriate.
Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
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PLOOn successful completion of the programme, graduates will be able to:
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1Critically and independently use an in-depth understanding of research theory, design, qualitative and quantitative skills, and the ability to apply this to real-life social policy problems.
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2Identify and synthesise theories, methodolical approaches and concepts from multiple disciplines and critically apply them to real world contexts to contribute to the informed construction of social policy responses to social needs.
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3 Effectively design and manage policy research projects drawing on appropriate qualitative, quantitative and mixed research methods; retrieve, generate and interpret relevant primary and secondary data, digital resources and work within appropriate ethical codes of conduct and data protection laws.
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4Communicate research findings and policy analyses authoritatively to specialist and informed audiences in ways that balance academic rigour and accessible presentation of complex information.
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5Reflect on their own independent learning experience by conducting and facilitating the management of a policy and research project that would require them to critically analyse policy context, devise and evaluate policy strategies, and take into account multiple and multilevel interests.
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6Work effectively in teams, with sensitivity to the individual perspectives, organisational positions and institutional dynamics of peers and other actors, and recognition of their own subjective positions.
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7Critically apply knowledge and skills to the pursuit of social progress beyond the local and domestic policy-making context as active and participatory citizens.
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5.c. Explanation of the choice of Programme Learning Outcomes
Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
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i) ... in what way will these PLOs result in an ambitious, challenging programme which stretches the students?
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The Learning Outcomes for this programme are stretching because they enable students to develop in depth and systematic knowledge of complex research methods and analytical frameworks for the study of social policy and practice. They are ambitious because they contain an expectation that students will complete their studies with the ability to demonstrate originality and independent capacity to develop and undertake research projects that contribute towards the pursuit of social progress while reflecting on their own requirements for continuing professional study. In doing so, students are expected to demonstrate comprehensive understanding of research methodologies, both qualitative and quantitative and demonstrate ability to design competently and independently research in a professional manner using a range of research tools to develop, critique and evaluate policy.
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ii) ... in what way will these PLOs produce a programme which is distinctive and advantageous to the student?
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The Learning Outcomes for this programme are distinctive because they offer both core skills in appropriate social policy research methods and theories and undertake specialised research training modules that equip students with advanced social policy specific research skills that are needed to critically analyse and research contemporary social problems and policy issues. The programme bridges the study of social policy theories with the application of advanced research methods training to real life social problems. In this way, graduates from the programme will be in a position to look to careers in research organisations, think tanks, NGOs, civil service and other public offices within a range of national and regional organisations either in their own country of origin or in other countries.
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iii) ... how the design of the programme enables students from diverse entry routes to transition successfully into the programme? For example, how does the organisation of the programme ensure solid foundations in disciplinary knowledge and understanding of conventions, language skills, mathematics and statistics skills, writing skills, lab skills, academic integrity
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You will benefit from a range of supports already developed for this student body, including: a well-established induction programme covering key study skills issues, a presentation from our Librarian on Library services and online access of relevant reading material; an introduction from the CELT detailing the classes organised for supporting academic writing and intercultural awareness sessions; a social event where all students meet each other and discuss with their personal tutors; an essay writing and referencing workshop delivered by Departmental staff early in the Autumn Term (with subject specific practice essay option); and [where applicable] pre-sessional language classes options. In addition, the core Autumn Term module 'Social Policy Analysis' will provide an overview of key disciplinary knowledge and conventions. Additionally students with qualification in less closely related subjects are provided prior to the start of the programme with key readings - that enable them to familiarise with introductory terms and concepts of social policy analysis and research- and receive tutorial support where applicable.
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iv) ... how the programme is designed to enable students to progress successfully - in a limited time frame - through to the end of the award? For example, the development of higher level research skills; enabling students to complete an independent study module; developing competence and confidence in practical skills/ professional skills. See QAA masters characteristics doument http://www.qaa.ac.uk/en/Publications/Documents/Masters-Degree-Characteristics-15.pdf
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In the Autumn term students study two core modules: one provides a grounding in the key social policy analysis theories and the other provides a grounding in research skills. In the Autumn term, you will also be required to prepare and submit electronically a formative essay that will enable you to receive feedback on your academic writing skills and familiarise yourself with the electronic submission process. In the Spring term students undertake specialised research methods training during which students study effective data collection, analysis and interpretation at an advanced level as well as developing the presentation and communications skills they will need to effectively disseminate their research. Classes are usually split into lectures and seminars and you are requested to work as parts of a team and individually and reflect how theoretical concepts apply to real world examples or depending on your choice of modules how methodological techniques inform policy discussion on social progress. Together these four modules provide the foundation on which the remainder of the programme builds. These components are built in the independent study module over the summer term and summer vacation, while the graduate research workshop provides an opportunity for students to synthesise knowledge and approaches and communicate the research structure and aims of their independent study module to members of staff and their peers. The seminar and workshops sessions in the respective modules will provide the opportunity to train, reflect and evaluate transferable skills such as presentation and teamwork with the 'Reflective Practice' module enabling you to reflect on your own learning development. Part-time students start their independent study module at the beginning of year 2.
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v) ... how this programme (as outlined in these PLOs) will develop students’ digital literacy skills and how technology-enhanced learning will be used to support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classroooms, response 'clickers' in lectures, simulations, etc).
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Digital literacy development is directly linked to the practices relevant to the discipline, for example, engagement with policy debate which includes both academic knowledge and understanding, and the ability to undertake engagement activities across social media fora and to contribute as well as utilise online information sources. Working effectively in groups will require that students manage digital presence and identity sensitively, both as individuals and within their groups. In working towards the PLOs students will undertake reflective and critical use of digital resources and digital practices; use technology for effective communication and to increase the efficiency with which they engage with learning; contribute to and share digital resources. The PLOs enable students to learn to retrieve and evaluate a substantial range of information sources and they will gain familiarity with qualitative and quantitative software and online data sources relevant to Social Policy. The PLOs allow substantial use of material provided on the VLE to support learning as well as social media; digital tools for research, production and presentation of communications (both written and visual); management of data and documents (including e.g. the management of references using digital tools); learning support tools such as lecture recordings and online library tutorials. The PLOs will equip students with the ability to effectively combine digital and physical forms of learning and working, individually and together. You will have access to a number of materials and training towards the development of digital literacy capabilities from members of staff in the Department and the Library.
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vi) ... how this programme (as outlined in these PLOs) will support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)?
The programme's employablity objectives should be informed by the University's Employability Strategy:
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http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
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The PLOs include a suite of transferable skills that can be applied in a wide range of problem-solving contexts, such as being able to interpret and critically evaluate complex material and communicate such material in a variety of formats. Students will develop a rounded awareness of and sensitivity to a range of social research methods techniques and approaches that will be essential for employability in the social policy fields and more widely. Students will develop independent and team-based working skills, including planning and time-management culminating in their dissertation work. The programme's substantive focus on social policy research methods will enhance the employability of our graduate in both UK and non UK settings, including employment in international, national and local organisations dedicated to social policy research and analysis including public, private and non-for-profit organisations that are involved in the designing, consultation and delivery of social policy.
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viii) ... how learning and teaching on the programme are informed and led by research in the department/ Centre/ University?
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All teaching staff are active researchers and the programme content is driven by research-led interests and strengths. In particular, the programme reflects the Department's strengths in social policy research plus our strengths in social policy, drawing on the work of our Child Welfare Research Group, Centre for Childhood, Youth and Family Research, Social Policy Research Unit, Centre for Housing Policy and our Social Policy East Asia eXchange (SPEAX) centres. Our expertise in applied social research methods also underpins the programme.
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5.d. Progression
For masters programmes where students do not incrementally 'progress' on the completion of a discrete Postgraduate Certificate and Postgraduate Diploma, please summarise students’ progressive development towards the achievement of the PLOs, in terms of the characteristics that you expect students to demonstrate at the end of the set of modules or part thereof. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules and in circumstances where students registered on a higher award will exit early with a lower one.

Note: it is not expected that a position statement is written for each masters PLO, but this can be done if preferred.
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On completion of modules sufficient to obtain a Postgraduate Certificate students will be able to:
If the PG Cert is an exit award only please provide information about how students will have progressed towards the diploma/masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
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Students exiting with a PG Cert in Research in Social Policy will be able to: demonstrate systematic knowledge of key theories and approaches for social policy analysis and the ability to retrieve, generate and interpret relevant primary and secondary data, including digital resources; communicate effectively complex information, synthesise concepts and apply them critically to real world contexts; and demonstrate skills in reflecting their own independent learning experience. Students need 60 credits from the taught modules to acquire the PGCert as an exit award.
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On completion of modules sufficient to obtain a Postgraduate Diploma students will be able to:
If the PG Diploma is an exit award only please provide information about how students will have progressed towards the masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
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** a diploma option is not be offered: PG Cert is the only exit award; this is because the independent study module is 80 credits meaning it is not possible to meaningfully complete 120 credits of modules **.
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6. Reference points and programme regulations
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6.a. Relevant Quality Assurance Agency benchmark statement(s) and other relevant external reference points
Please state relevant reference points consulted (e.g. Framework for Higher Education Qualifications, National Occupational Standards, Subject Benchmark Statements or the requirements of PSRBs): See also Taught Postgraduate Modular Scheme: Framework for Programme Design:
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https://www.york.ac.uk/media/staffhome/learningandteaching/documents/programmedevelopment/Framework%20for%20Programme%20Design%20-%20PG.pdf
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http://www.qaa.ac.uk/en/Publications/Documents/Masters-Degree-Characteristics-15.pdf
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http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements
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http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2843#.VthM1fmLS70
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Social Policy Subject Benchmark Statement: http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=3046#.WwQjti-ZNyo .
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6.b. University award regulations
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The University’s award and assessment regulations apply to all programmes: any exceptions that relate to this programme are approved by University Teaching Committee and are recorded at the end of this document.
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7. Programme Structure
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7.a. Module Structure and Summative Assessment Map
Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme.

IMPORTANT NOTE:
If the structure of your programme does not fit the usual academic year (for instance students start at the beginning of September or in January) please contact your Academic Quality Team contact in the Academic Support Office for guidance on how to represent the structure in an alternative format.

To clearly present the overall programme structure, include the name and details of each invidual CORE module in the rows below. For OPTION modules, ‘Option module’ or 'Option from list x' should be used in place of specifically including all named options. If the programme requires students to select option modules from specific lists by term of delivery or subject theme these lists should be provided in the next section (7.b).

From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of teaching delivery for the module (if the end of the module coincides with the summative assessment select 'EA'). It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets).

Summative assessment by exams should normally be scheduled in the spring week 1 and summer Common Assessment period (weeks 5-7). Where the summer CAP is used, a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place. (NB: An additional resit assessment week is provided in week 10 of the summer term for postgraduate students. See Guide to Assessment, 5.4.a)
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http://www.york.ac.uk/about/departments/support-and-admin/registry-services/guide/
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Full time structure
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CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
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CodeTitle12345678910123456789101234567891012345678910111213
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20RSS00002MResearch DesignSEA
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20SPY00026MSocial Policy AnalysisSEA
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20SPY00001MAdvanced Qualitative MethodsSEA
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20SPY00002MAdvanced Quantitative MethodsSEA
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10SPY00034MGraduate Research WorkshopsSEA
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10SPY00118MReflective PracticeSESSEAEEA
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80SPY00035MIndepedent Study ModuleESEA
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Part time structures
Please indicate the modules undertaken in each year of the part-time version of the programme. Please use the text box below should any further explanation be required regarding structure of part-time study routes.
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Year 1 (if you offer the programme part-time over either 2 or 3 years, use the toggles to the left to show the hidden rows)
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CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
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CodeTitle12345678910123456789101234567891012345678910111213
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20RSS00002MResearch DesignSEA
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20SPY00001MAdvanced Qualitative MethodsSEA
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20SPY00002MAdvanced Quantitative MethodsSEA
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10SPY00118MReflective PracticeSESEAEEA
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See Option List A for guidance on module choices
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Year 2
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CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
100
CodeTitle12345678910123456789101234567891012345678910111213