Learning Partnerships, Unit Catalogue 2011/12 |
|
 Credits:
| 12 |
| Level:
| Foundation (FHEQ level 3) |
| Period: |
Semester 1 at Chichester College Semester 1 at City of Bath College Semester 1 at Greenwich Community College Semester 1 at Wiltshire College |
| Assessment:
| CW 30%, EX 70% |
| Supplementary Assessment: | Like-for-like reassessment (where allowed by programme regulations) |
| Requisites:
| |
| Description:
| Aims: This unit aims to ensure that students have a foundation of knowledge and skills in social science. The unit will draw upon core aspects of the GCE AS syllabuses and will achieve an equivalent depth and standard in these aspects. Learning Outcomes: On successful completion of the unit, students will be able to: (i) Explain the nature of democracy (ii) Demonstrate an understanding of definitions of abnormality. (iii) demonstrate an understanding of the features of eating disorders and the models used to explain them (iv) Describe explanations of the role of education in industrialised society (v) Distinguish sociological explanations for differential educational achievement of social groups by social class, and/or gender and/or ethnicity (vi) Describe relationships and processes within schools with particular reference to teacher/pupil relationships, pupil subcultures, the hidden curriculum and the organisation of teaching and learning (vii) Demonstrate use of academic conventions. Skills: Key transferable skills, laboratory skills and theoretical problem solving. T = taught, F = facilitated, A = assessed Candidates should be able to: * Recognise, recall and demonstrate understanding of specific sociological and physcological theory.(A) * Select, organise and present relevant information clearly and logically, using appropriate specialist vocabulary.(T/F/A) * Interpret data presented from a variety of studies, theories and perspectives. (T/A) * Apply sociological and psychological principles and concepts in problem solving in studies, arguments and examples bringing together aspects from different curriculum areas in an integrated manner. (T/F/A) * Analyse and evaluate material from a variety of sources communicating the results clearly and logically using the appropriate specialist vocabulary.(F/A) * Interpret and critically analyse a wide variety of studies and arguments and present evaluations and conclusions. (F/A) * Use IT resources to plan and produce written work. (F/A) Content: Key concepts including democracy, representation, representative democracy, liberal democracy, parliamentary democracy, political participation and referendum. The forms that democratic governance has taken, the difference between direct and representative democracy and their strengths and weaknesses and the nature of liberal democracy. Democracy in the UK including strengths and weaknesses, reforms in the UK aimed at enhancing democracy. Definitions of psychological abnormality and evaluation of definitions. Anorexia nervosa and bulimia nervosa. Biological; cognitive; behavioural; psychodynamic models. Usefulness of models in explaining eating disorders. At least two explanations for role of education (probably functionalist and Marxist) and evaluate explanations for the role of education. At least two different theoretical explanations for differential educational achievement. Identify and evaluate similarities and differences in explanations for differential achievement by social class, gender and ethnicity. Define concepts such as hiddenc curriculum, pupil subculture, self fulfilling prophecy. Evaluate the significance of processes within schools compared to wider structural factors. Reference accurately within essay text. Write bibliography following Harvard conventions. |
| Programme availability: |
AS00046 is Optional on the following programmes:Learning Partnerships
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