2020-21 BA Social Policy Programme Design Document

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1	Programme Information & PLOs
2	Title of the new programme – including any year abroad/ in industry variants
3	BA Social Policy
4	Level of qualification
5	Please select:				Level 6
6	Please indicate if the programme is offered with any year abroad / in industry variants																				Year in Industry Please select Y/N								No
7																					Year Abroad Please select Y/N								No
8	Department(s): Where more than one department is involved, indicate the lead department
9	Lead Department		SPSW
10	Other contributing Departments:		None
11	Programme Leader
12	Please name the programme leader and any key members of staff responsible for designing, maintaining and overseeing the programme.
13	Dr Zoë Irving
14	Purpose and learning outcomes of the programme
15	Statement of purpose for applicants to the programme
16	Social progress depends on effectively designed social policies that aim to distribute resources in ways that maximise human welfare and minimise social disadvantage. Social Policy study addresses the best ways to achieve these outcomes, drawing on concepts and theories from all social science disciplines, and actively applying them to solving social problems from the local and national, to the global level. Students of Social Policy consider the diversity of human needs and sources of inequality, and analyse the social, political and economic context in which they exist. Aiming to understand and improve societal responses to social problems and disadvantage also engages students with active examination of the complexity of the policy-making process in the UK and beyond. Students will learn how to investigate and critically assess the role of citizens, governments, markets and other policy actors in shaping policy, and to evaluate the evidence on which policy is based. As independent, critical thinkers, York graduates in Social Policy are equipped to tackle complex problems and produce creative solutions, applying sophisticated theoretical knowledge of the social and policy worlds and promoting collaboration and participatory approaches in their working lives. Our programme is outward-looking and incorporates strong links with the non-academic policy community, opportunities to undertake placements in policy organisations and an international perspective to studying social issues. Our Graduates have a versatility of knowledge and skills that will enable them to pursue a wide range of careers in the public, private and volunatry sectors.
17	Programme Learning Outcomes Please provide six to eight statements of what a graduate of the programme can be expected to do. 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.
18	PLO	On successful completion of the programme, graduates will be able to:
19	1	Analyse and evaluate policy to develop informed judgements through a critical understanding of the ways in which social, political, economic and institutional interests shape social problems and societal responses.
20	2	Design policy for effective delivery and outcome, drawing on understanding of the policy making process and applying theories and concepts from the social sciences to real world problems.
21	3	Retrieve, generate, interpret and critically assess qualitative and quantitative data using appropriate research methods, digital resources and policy-relevant analytical techniques to investigate social questions, assess evidence and produce reasoned written accounts of social policy enquiry.
22	4	Engage with policy debate at local, national and global level, synthesising complex material and communicating ideas effectively to peers, policy actors, practitioners and client groups across a range of professional settings, both in writing and verbally, using up-to-date visual presentation techniques.
23	5	Work effectively in multidisciplinary teams by acknowledging competing interpretations of social issues, and by recognising the value of collaborative and participatory approaches to problem-solving and the shaping of policy solutions.
24	6	Recognise the drivers of social inequalities and the differential impact of policies on social groups and contribute to the pursuit of social progress through sensitivity to the diversity of human needs
25	Programme Learning Outcome for year in industry (where applicable) For programmes which lead to the title ‘with a Year in Industry’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year in industry b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year in industry by alteration of the standard PLOs.
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27	Programme Learning Outcome for year abroad programmes (where applicable) For programmes which lead to the title ‘with a Year Abroad’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year abroad or b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year abroad by alteration of the standard PLOs.
28	N/A
29	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:
30	i) Why the PLOs are considered ambitious or stretching?
31	The Learning Outcomes for this programme are ambitious because they contain an expectation that students will complete their studies with the ability to actively engage in the work and activities of policy communities at a number of levels and in different ways. It is expected that they will do this equipped with both theoretical knowledge and the capacity to apply this to tackling problems and projects in their working lives. It is also expected that students will graduate with a sophisticated comprehension of human diversity and social divisions, and the benefits of collaborative activity, enabling them to be effective actors. The PLOs are stretching because they enable students to develop complex frameworks for understanding the social world and societal responses to social problems that draw from a range of disciplinary perspectives, and to use these in a variety of applied contexts. They also enable students to develop a command of both academic and interpersonal skills that require both sustained and increasing engagement in subject content as well as communicative development.
32	ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
33	The Learning Outcomes for this programme are distinctive because they are designed to equip students to become effective social actors recognising the values of diversity and an outward-looking perspective on problem-solving. The ability to tackle complexity in their future lives and careers using a range of conceptual and theoretical tools for analysis, as well as skills in communication and collaboration combined with a policy orientation will be especially advantageous.
34	iii) How the programme learning outcomes develop students’ digital literacy and will make appropriate use of technology-enhanced learning (such as lecture recordings, online resources, simulations, online assessment, ‘flipped classrooms’ etc)?
35	For Social Policy students, the PLOs develop digital literacy both vertically through the stages of progression to final attainment and horizontally as part of the learning and assessment strategy for each of the modules. Different elements of digital literacy are addressed at foundational, intermediate and more advanced levels through the stages. While level 1 enables foundational literacy, modules at levels 2 and 3 aim for depth of skill development rather than breadth. Digital literacy development is directly linked to the practices relevant to the discipline, for example, engagement with policy debate which inlcudes 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. This element of digital literacy will feature throughout the 3 levels. 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 familarity 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 capture 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.
36	iv) How the PLOs 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:
37	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 to a variety of audiences. The PLOs support employability through the option of a work-based placement in the final year undertaken in an organisation where social policy learning can be translated into practice. Students will develop a rounded awareness of and sensitivity to a range of perspectives and interests 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 in the third year.
38	vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
39	At level 1 students will become familiar with key academic skills and have the opportunity to practise these and identify any particular areas for improvement. Sessions to reinforce and update these skills are embedded in core modules in stage 2 and 3. Module convenors offer open-door hours where students can seek help and it is expected that personal supervisors will discuss these issues with individuals and provide advice and support for additional training and learning in these areas.
40	vii) How is teaching informed and led by research in the department/ centre/ University?
41	All teaching staff are active researchers and the programme content is driven by research-led interests and strengths. This is reflected in both core and option modules focused on the politics of social policy; comparative/international approaches and Families and Children which inform the research strategy of the department as a whole. Staff operational skills are used to inform specific research-based teaching in social research methods and dissertation supervision. Level 3 modules are directly linked to staff research and provide learning opportunities at the cutting edge in the discipline. Further Integration of the two research centres located in the Department (CHP and SPRU) with learning and teaching strategies is also a departmental aim.
42	Stage-level progression Please complete the table below, to summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of each year. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules. Note: it is not expected that a position statement is written for each PLO, but this can be done if preferred (please add information in the 'individual statement' boxes). For a statement that applies across all PLOs in the stage fill in the 'Global statement' box.
43	Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
44	Stage 1
45	On progression from the first year (Stage 1), students will be able to:											Global statement
46	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
47	Use policy examples to identify the ways in which social, political, economic and institutional interests shape social problems and societal responses.		Demonstrate familiarity with the policy making process and apply theories and concepts from the social sciences to real world problems.			Retrieve, qualitative and quantitative data using appropriate digital resources to develop knowledge about the sources of evidence used to investigate social questions					Identify key policy debates and communicate these to peers both in writing and verbally, using appropriate visual presentation techniques.					Work in teams and appreciate the value of collaborative and participatory approaches to problem-solving					Recognise key drivers of social inequalities, and provide explanations for the differential impact of policies on social groups and individuals
48	Stage 2
49	On progression from the second year (Stage 2), students will be able to:											Global statement
50	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
51	Analyse policy with a critical understanding of the ways in which social, political, economic and institutional interests shape social problems and societal responses.		Design policy, drawing on understanding of the policy making process and application of theories and concepts from the social sciences to real world problems.			Retrieve, generate and interpret qualitative and quantitative data using appropriate research methods, and policy-relevant analytical techniques to investigate social questions, assess evidence and produce reasoned written accounts of social policy enquiry.					Appreciate the complexity of policy debate at local, national and global level, communicating ideas effectively both in writing and verbally to peers, using appropriate visual presentation techniques.					Work collaboratively in multidisciplinary teams by acknowledging competing interpretations of social issues, and by recognising the value of participatory approaches to problem-solving and the shaping of policy solutions.					Critically appreciate the drivers of social inequalities, with an awareness of the differential impact of policies on social groups and individuals and sensitivity to the diversity of human needs
52	Stage 3
53	(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:											Global statement
54	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
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56	Programme Structure
57	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. ‘Option module’ can be used in place of a specific named option. If the programme requires students to select option modules from specific lists these lists should be provided in the next section. 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 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). If summative assessment by exams will be scheduled in the summer Common Assessment period (weeks 5-7) 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.
58	Stage 0 (if you have modules for Stage 0, use the toggles to the left to show the hidden rows)
59	Stage 1
60	Credits	Module				Autumn Term										Spring Term										Summer Term
61		Code		Title		1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
62	30	SPS00001C		Contemporary Issues in Social and Political Sciences			S									A													E		A
63	30	SPY00002C		Introducing Social Policy			S									A													EA		A
64	30	SPY00003C		Politics & Economics for Social Policy			S								A														E		A
65	30	SPY00020C		Exploring Social Policy & Social Justice			S									A													E		A
66	Stage 2
67	Credits	Module				Autumn Term										Spring Term										Summer Term
68		Code		Title		1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
69	30	SPY00012I		Social Research Methods		S																							E		A
70	30	SPY00018I		Citizenship Difference and Inequality		S										A													EA		A
71	30	SPY00002I		The Policy Process		S										A										A			E		A
72	30			Option		S										A													E		A
73	Stage 3
74	Credits	Module				Autumn Term										Spring Term										Summer Term
75		Code		Title		1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
76	40	SPY00003H		Dissertation		S																								EA
77	20			Option		S									E	A
78	20			Option		S									E	A
79	20			Option												S									E	A
80	20			Option												S									E	A
81	Optional module lists If the programme requires students to select option modules from specific lists these lists should be provided below. If you need more space, use the toggles on the left to reveal ten further hidden rows.
82	Option List Level 3 T1 (subject to change)		Option List B Level 3 T2 (subject to change)			Option List C Level 2					Option List D					Option List E					Option List F					Option List G					Option List H
83	The Policy Process Victimisation & Social Harm Understanding Childhood & Youth Debates in Criminal Justice Communities, Advocacy & Social Change		Placement Love, Intimacy & Family Policy Welfare States & Economic Crises Wellbeing of Children & Young People Prisons & Penal Policy Policing and the police UG Option Modules - Spring Term 20 credits Drugs: Prevalence, Policy and Practice Health Policy and Delivery Welfare Imaginaries - Past, Present and Future Environmental justice, harm, and policy Social Policy Crime and Criminal Justice Education Policy: Divisions & Inequalities Migration, Immigration & Social Policy Gender, Violence and Justice
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