ࡱ>  0XMbjbjo>o>  T TkD;^^8d^\ A('Z(4(@@@@@@@$BEP@(~'@'((@^^@+++(^8@+(@++>?0MC;t)K?w@@0 Ac?`E*E0?E?((+(((((@@+((( A((((E((((((((( $:  1Programme TitleSociology with Social Policy2Programme CodeSCSU083JACS CodeL4004Level of StudyUndergraduate5aFinal QualificationBachelor of Arts with Honours (BA Hons)5bQAA FHEQ LevelHonours6Intermediate Qualification(s)None7Teaching Institution (if not 91̽)Not applicable8FacultySocial Sciences9DepartmentSociological Studies10Other Department(s) involved in teaching the programmeNone11Mode(s) of AttendanceFull-time12Duration of the Programme3 years13Accrediting Professional or Statutory BodyNone14Date of production/revisionSeptember 201615. Background to the programme and subject area The social sciences developed in the mid-nineteenth century, out of the need to understand a social world that was changing rapidly under the impact of industrialisation, urbanisation, migration and population growth. At the beginning of the twenty first century, the world appears to be changing even more rapidly. As information technology, ecological pressures, and global transport networks increase the challenges that face societies and transform experiences of the here-and-now and expectations of the future. Against this backcloth, social science is ever more vital to our understanding of the human situation. A single honours degree with 75% Sociology and 25% Social Policy fosters a perspective which emphasises the need to understand how the daily lives of individuals, and the long-term patterns of social structure and policy, are each intertwined with the other. Indeed, many of the individual modules that make up the degree are themselves integrated and deal with questions of both social policy and sociology. The single honours degree in Sociology with Social Policy is possible because of the unique structure of the Department of Sociological Studies at 91̽ which has a long history of integrated research and teaching in these two fields (and also in social work and more recently in social anthropology). Thus the degree not only integrates the disciplines through content of the programme, but also through the academic staff who have research interests and expertise at the interface between sociology and social policy. Many of the optional modules at levels 2 and 3 reflect these interests and are taught by leading researchers in their field. The Department of Sociological Studies is distinctive within the United Kingdom in combing excellence in Sociology, Social Policy, Social Work and Social Anthropology. This multi-disciplinarity is our greatest strength and, over many years, has provided us with a solid foundation for consistently innovative high-quality teaching and research. The Department has a long history of integrated research and teaching with many of our modules reflecting staff research interests. The Department has an international reputation as one of the top social science research departments in Britain. For further background information on the programme please visit the Department of Sociological Studies webpage:  HYPERLINK "http://www.shef.ac.uk/socstudies" \h http://www.shef.ac.uk/socstudies 16. Programme aims The Department of Sociological Studies provides a high quality learning environment with the aim of delivering: A comprehensive curriculum that includes a significant study of competing conceptual and theoretical perspectives in sociology and social policy; Innovation in teaching through active learning strategies, including group work, student projects and computer based learning; Research and skills-focused programme design and teaching. With a commitment to: The participation of students from diverse backgrounds; Engendering a culture of student self-development and the development of life and vocationally-relevant skills, thus facilitating a full contribution to the society in which they live and work; Fostering respect for the traditions of Higher Education, including open enquiry, intellectual freedom and the advancement of knowledge. The degree in Sociology with Social Policy aims to: Foster knowledge and critical understanding of key theoretical, methodological and conceptual issues in Social Policy and Sociology; Enable students to understand contemporary social processes and evaluate competing interpretations of them; Develop skills in logical thinking and foster a capacity for independent, critical judgement; Provide students with the tools to effectively acquire, select and communicate ideas and information; Equip students with a range of transferable intellectual and practical skills that prepare them to enter employment or postgraduate studies; Facilitate understanding of how social and economic structures and social policies are each intertwined with the other; Enable students to engage in competing conceptual and theoretical perspectives in Social Policy and Sociology; Equip students with the skills to gather evidence and marshal arguments in a logical and clear fashion to address key issues in Social Policy and Sociology; Equip students with the skills to collect, analyse and present data using a variety of quantitative and qualitative research methodologies. 17. Programme learning outcomes On completion of this programme students will be able to demonstrate knowledge and understanding of:K1The relationships between individuals, groups and social and political institutions; the role of culture in social life; the social, political and economic processes underpinning social change.K2The importance of the social, political and economic context to social problems, social diversity and inequality.K3The interrelationship between social and economic needs in different national contexts and the range of social policies and welfare institutions which address these needs.K4The policy process and the main statutory and non-statutory institutions of the welfare state.K5The key concepts and theoretical approaches in social policy and sociology.K6Both the distinctive characters of, and the interrelation between, social policy and sociology.K7An appreciation of the important interrelationship between society, state and economy. On completion of this programme students will be able to demonstrate the following skills:S1General, cognitive or transferable skills: problem solving; making reasoned arguments; interpreting evidence and texts; written and oral communication skills in a variety of contexts; time planning; interpersonal and teamwork skills.S2Social inquiry, information technology and research: gathering, retrieving and synthesising information; identifying and appraising a range of research strategies and methods; conducting empirical research; statistical and other quantitative techniques at a preliminary level.S3Evaluative and analytical: judging and evaluating evidence; critical analysis of social policies in practice; formulating sociologically informed questions; competence in using major sociological theoretical perspectives and applying them in social policy contexts; analysing, assessing and communicating empirical information; undertaking and presenting scholarly work.S4Moral sensitivity: appreciating the complexity and diversity of social situations; assessing the merits of competing theories and explanations; understanding the ethical implications of sociological enquiry.S5Reflective: developing the ability to reflect upon their own accumulation of knowledge; recognising the relevance of sociological knowledge to social, public and civic policy.18. Teaching, learning and assessment Development of the learning outcomes is promoted through the following teaching and learning methods: 1. Lectures are a major teaching method in most modules at levels 1 and 2 of the degree (K1 K7, S1 S4). 2. Seminars are used throughout the programme. At level 1 all single and dual honours students attend weekly seminars. Here the students are exposed to the range of knowledge and skills in social policy and sociology, along with the more generic study skills noted in Section 16. Seminars are used extensively in level 2 and are designed to reinforce knowledge gained from lectures and to explore relevant issues in depth. Most level 3 modules are taught entirely in seminars where all students are expected to both prepare and contribute to the weekly seminars. Seminars thus contribute both to the achievement of knowledge and understanding (K1 K7) and to the development of key skills (S1 S5). 3. Student-led groups are an integral part of some level 2/3 modules and, in at least, one level 3 module the whole learning experience is based on group project work (S1). 4. Interactive workshops are used at level 3 in order to move away from more traditional teaching methods of delivering teaching, to more interactive, enquiry based learning. Students are also taught in smaller groups to encourage greater student engagement, cohesion and responsibility for their own learning (S1, S2, S5). 5. Independent study is essential to the successful completion of the programme. New students are introduced to study skills through a zero credit skills-based online module and assessed portfolios undertaken in their first semester as part of the core module Doing Social Research. The amount of independent study broadly expected for each module is set out in the course information, although it is recognised that this will vary from student to student. Independent study is generally geared towards the assimilation and further clarification of material gleaned from lectures, preparation for seminars, preparation for written assessments, and the broader development of knowledge of the field of study. Supervised independent study for the dissertation is a core element of level 3 of the degree. Independent study thus contributes to the development of all the programme learning outcomes, S1 S5. 6. One to one supervision is provided for students undertaking the dissertation. These sessions are arranged between student and supervisor and it is here that the intellectual and methodological issues of independent study are discussed, and where students get help and support in planning and undertaking their project. 7. Open-access surgeries are optional timetabled sessions, available for discussion of academic questions and problems, advice on essays, discussion of reading and so on. These sessions reinforce all knowledge and understanding outcomes (K1 K7) and while supportive of all skills outcomes are particularly relevant to S3 and S5. Opportunities to demonstrate achievement of the learning outcomes are provided through the following assessment methods: Innovations in teaching have been accompanied by novel assessment forms. Assessment methods used across the range of modules at all levels include: Written examinations designed to test subject knowledge (K1 K7). Essays, project work and research reports designed to test subject knowledge, to increase autonomy in student learning, and to develop transferable skills (K1 K7 and S1 S5). Oral presentations and group work (including peer assessment) designed to test organisational, communicative and interpersonal skills (S1 S5). Ethnography review (S1, S4, S3, S5). Commentaries and analysis of scholarly debates and key readings (S1, S3, S5). Internet research to test information searching and processing skills (K4 and S1-S3). The Level 3 dissertation is a substantial report of 12,000 words and is assessed on its application of research skills, their interpretation of existing literature and its organisational coherence. The dissertation is a key element in the assessment of all the programme learning outcomes, but particularly K6 and S5.19. Reference points The learning outcomes have been developed to reflect the following points of reference: Subject Benchmark Statements  HYPERLINK "http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx" \h http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx HYPERLINK "http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx" \h  Framework for Higher Education Qualifications (2008)  HYPERLINK "http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-education-qualifications-in-England-Wales-and-Northern-Ireland.aspx" \h http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-education-qualifications-in-England-Wales-and-Northern-Ireland.aspx HYPERLINK "http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-education-qualifications-in-England-Wales-and-Northern-Ireland.aspx" \h  University Strategic Plan  HYPERLINK "http://www.sheffield.ac.uk/strategicplan" \h http://www.sheffield.ac.uk/strategicplan HYPERLINK "http://www.sheffield.ac.uk/strategicplan" \h  Learning and Teaching Strategy (2011-16)  HYPERLINK "http://www.shef.ac.uk/lets/staff/lts" \h http://www.shef.ac.uk/lets/staff/lts HYPERLINK "http://www.shef.ac.uk/lets/staff/lts" \h  The research interests of departmental staff and the Department of Sociological Studies Learning, Teaching and Assessment Strategy.20. Programme structure and regulations The curriculum is designed to allow students progressively to achieve the specified learning outcomes. Coherence, a balance between breadth and depth of study, staged progression over the period of study, and flexibility and choice are promoted by a combination of compulsory and optional modules. At all levels, advice is available to help students choose coherent programmes of individual study. Level 1 At level 1, students are required to take 100 credits within the Department of Sociological Studies, the other 20 credits being unrestricted. Levels 2 and 3 At levels 2 and 3, students are required to take at least 100 credits within the Department of Sociological Studies, the other 20 credits being taken either within the Department or via an unrestricted module. In practice, most students choose to take all their credits within the Department. All level 2/3 modules are of 20 credits, except for the 40 credit Dissertation in Social Policy. There are four core modules at level 2 and at level 3 students are required to take a 20 credit core module and the dissertation. Detailed information about the structure of programmes, regulations concerning assessment and progression and descriptions of individual modules are published in the University Calendar available on-line at  HYPERLINK "http://www.sheffield.ac.uk/calendar/" http://www.sheffield.ac.uk/calendar/21. Student development over the course of study The curriculum is designed to allow students progressively to achieve the specified learning outcomes. Coherence and a balance between breadth and depth of study are promoted by a combination of compulsory and optional modules. Progression through the programme structure is informed by three principles: Subject specialisation students can increase their knowledge, and depth of understanding through engaging with research led modules at level 3 and further develop research, communication and presentation skills in specific areas of interest; Student choice students are supported in taking responsibility for shaping their degree programme and constructing intellectual and substantive pathways through available modules; The acquisition of key skills (in writing, researching and presenting ideas) and knowledge (of key concepts, theories and disciplinary approaches) at the appropriate level. Level 1 is designed to provide a common foundation of theoretical, empirical and methodological work that is appropriate for students who are familiar or unfamiliar with sociological concepts and methods. Level 2 builds on this foundation to further develop key skills in theoretical analysis and research methods. It also provides ample opportunity for students to select optional modules to reflect their emerging interests and expertise in society. Level 3 enables students to explore their interests and strengths further by providing higher level core skills, the opportunity to carry out a substantial piece of research on a topic of their choosing, and allowing students to select from a wide range of research-focused optional modules.22. Criteria for admission to the programme Detailed information regarding admission to the programme is available at  HYPERLINK "http://www.shef.ac.uk/prospective/" \h http://www.shef.ac.uk/prospective/ HYPERLINK "http://www.shef.ac.uk/prospective/" \h 23. Additional information The Department is proud to host an active Sociology Society run by and for students. The society aims to provide academic and social support for all students in the Department of Sociological Studies. The group organises seminars with guest speakers, maintains the Departmental Library, produces a newsletter and holds regular social events.This specification represents a concise statement about the main features of the programme and should be considered alongside other sources of information provided by the teaching department(s) and the University. In addition to programme specific information, further information about studying at 91̽ can be accessed via our Student Services web site at  HYPERLINK "http://www.shef.ac.uk/ssid" \h http://www.shef.ac.uk/ssid.      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