2020-21 BA Social Policy - Applied Social Science Programme Design Document

	A	C	F	G	I	K	L	M	N	O	P	Q	R	S	T	U	V	W	X	Y	Z	AA	AB	AC	AD	AE	AF	AG	AH	AI	AJ	AK	AL	AM	AN
1	Programme Information & PLOs
2	Title of the new programme – including any year abroad/ in industry variants
3	BA Social Policy - Applied Social Science
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	Dr Zoë Irving
13	Purpose and learning outcomes of the programme
14	Statement of purpose for applicants to the programme
15	Social scientific knowledge underpins the pursuit of social progress, broadening our social and political horizons and enabling effective active citizenship. The study of Applied Social Science examines the ways to achieve these outcomes, drawing on concepts and theories from Social Policy, Politics, Economics, Psychology and Sociology, and actively applying them to solving social problems from the local and national, to the global level. Students of Applied Social Science consider the diversity of human needs and sources of inequality, and analyse the social, political and economic context in which they exist. Exploring the nature and context of social divisions engages students with the application of core social scientific concepts and themes to real-world social problems, and active examination of the complexity of societal responses. Students will learn how to investigate and critically assess the role of citizens, governments, markets and other social and political actors in society, and to evaluate the evidence on which social science knowledge is based. In the second and third years of study, Applied Social Science students are able to shape their degree studies to their own interests, with training in social research, choice of modules and opportunities to undertake a work placement. As independent, critical thinkers, York graduates in Applied Social Science are equipped for a broad range of career paths in the private, public and voluntary sectors. Our graduates are able to tackle complex problems with interdisciplinary insight, apply sophisticated theoretical knowledge of the social world and promote collaboration and participatory approaches in their working lives.
16	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.
17	PLO	On successful completion of the programme, graduates will be able to:
18	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.
19	2	Design creative solutions to complex real world social problems by applying theories and concepts from the social sciences and accounting for social difference.
20	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 and produce reasoned written accounts of social science enquiry.
21	4	Engage with social, political and economic 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.
22	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.
23	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
24	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.
25	N/A
26	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.
27	N/A
28	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:
29	i) Why the PLOs are considered ambitious or stretching?
30	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 with social, political and economic debate at a number of levels and in different ways. It is expected that they will do this equipped with multi-disciplinary 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.
31	ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
32	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. In achieving the outcomes students are able to actively shape the direction and content of their degree studies through a high level of module optionality. With academic experience across key social sciences disciplines, students will be advantaged in their future careers and activities by their abilities to tackle complexity using a range of conceptual and theoretical tools for analysis, and their skills in communication and collaboration.
33	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)?
34	For Applied Social Science 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 in 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. Preparation of seminar work will include reflection on the value of digital resources, their public/private nature and endurance. 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 the social sciences. 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.
35	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:
36	The PLOs include a range 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 a wide range of sectors and occupations. Students will develop independent and team-based working skills, including planning and time-management culminating in their dissertation work in the third year.
37	vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
38	At stage 1 students will be introduced to 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.
39	vii) How is teaching informed and led by research in the department/ centre/ University?
40	All teaching staff are active researchers and the programme content is driven by research-led interests and strengths at all levels. 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 and students following this programme are able to benefit from the specific research strengths across social policy, children and young people and crime and criminal justice which makes this a particularly dynamic area for research-led teaching opportunities. Further Integration of the two research centres located in the Department (CHP and SPRU) with learning and teaching strategies is also a departmental aim.
41	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.
42	Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
43	Stage 1
44	On progression from the first year (Stage 1), students will be able to:											Global statement
45	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
46	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 construction of social problems and apply theories and concepts from the social sciences to their explanation.			Retrieve, qualitative and quantitative data using appropriate digital resources to develop knowledge about the sources of evidence used to investigate social questions					Identify key debates in the social sciences 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
47	Stage 2
48	On progression from the second year (Stage 2), students will be able to:											Global statement
49	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
50	Analyse policy with a critical understanding of the ways in which social, political, economic and institutional interests shape social problems and societal responses.		Apply theories and concepts from the social sciences to critically reflect on social problems, social divisions and the construction of societal responses.			Retrieve, generate and interpret qualitative and quantitative data using appropriate research methods, and social scientific analytical techniques to investigate social questions, assess evidence and produce reasoned written accounts of social science enquiry.					Appreciate the complexity of social scientific 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
51	Stage 3
52	(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:											Global statement
53	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
54
55	Programme Structure
56	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.
57	Stage 1
58	Credits	Module				Autumn Term										Spring Term										Summer Term
59		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
60	30	SPY00002C		Introducing Social Policy			S									A													E		A
61	30	SPY00020C		Exploring social policy and social justice			S								A														EA		A
62	30	SPY00003C		Politics and Economics of Social Policy			S									A													E		A
63	30	SPS00001C		Contemporary Issues in Social and Political Sciences			S									A													E		A
71	Stage 2
72	Credits	Module				Autumn Term										Spring Term										Summer Term
73		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
74	30	SPY00012I		Social Research Methods			S																						E		A
75	30			Option			S									A													E		A
76	30			Option			S																						E		A
77	30			Option			S																						E		A
78	Stage 3
79	Credits	Module				Autumn Term										Spring Term										Summer Term
80		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
81	40	SPY00003H		Dissertation			S																							EA
82	20			Option			S								E	A
83	20			Option			S								E	A
84	20			Option												S									E	A
85	20			Option												S									E	A
86	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.
87	Option List A Level 3 Term 1 (Subject to change)		Option List B Level 3 Term 2 (Subject to change)			Option List C Level 2 (current)					Option List D					Option List E					Option List F					Option List G					Option List H
88	The Policy Process Victimisation & Social Harm Citizenship, Difference & Inequality 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
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107