BSc (Hons) in Health and Social Care (with Foundation Year) September 2020 Cohort 6 Module Code: FND3001 Module Title: Reading Modern Society MODULE GUIDE 2020/2021 Semester 1 Level HE3 Contents 1. Module Overview 2 2. Learning and Teaching 2 3. Graduate Attributes 2 4. Module Communications 3 5. Module Description 3 6. Learning Outcomes and Assessments 4 7. Assessment Deadlines 4 8. Assessment Feedback 4 9. Module Calendar 5 10. Formative Assessment 7 11. Indicative Reading 7 12. Guidelines for the Preparation and Submission of Written Assessments 8 13. Academic Misconduct 10 14. Assessments 10 15. General Assessment Criteria for Written Assessments 14 1. Module Overview Module TutorManelle BensoltaneEmailManelle.bensoltane@rcl.ac.ukAvailability and contact method(s)Scheduled drop in hours available for online support and tutorial via MS TeamsWeb link to Moodle Classhttps://moodle.bolton.ac.uk/course/view.php?id=15165#section-0Web link to Module Specificationhttps://modules.bolton.ac.uk/FND3001 2. Learning and Teaching This module is delivered using a blended learning approach with scheduled online and face-to-face sessions over 15 weeks. Most sessions comprise an online lecture and a workshop activity or activities. If you are unable to attend a live session due to factors outside your control, you are expected to inform your tutor and engage in this, where possible, before the next scheduled session. This is aimed at enabling you to develop a clear understanding, considering how the theory and academic knowledge will link into health and social care practice. In weeks 10 – 15 tutorials will take place which will provide you with the opportunity to discuss your progress on the module and receive feedback on assessments. To complete the module successfully you must allocate a substantial amount of independent study time, which will include undertaking set activities and carrying out assessment activities. Academic skills development will be embedded within the modules, with the inclusion of study skills appropriate to the stage of study. This module is delivered via one three-hour lecture and one three-hour seminar session per week over 15 weeks. To complete the module successfully you must also allocate a substantial amount of independent study time. The timetable will include tutorials (group and individual) in which you have the opportunity to discuss your progress on the module with your Module Tutor. Revision/ practice sessions are scheduled before submission of assessment. 3. Graduate Attributes Graduate attributes are the personal qualities and skills, which the Regent College/University of Bolton community values, and which a student is expected develop during their time at the College/University. Graduate attributes act as a point of reference for a student’s personal development and support the articulation of employability and transferable skills. In total there are 10 graduate attributes. This module seeks to support the development of: Effective CommunicationAdaptable 4. Module Communications The Module Tutor’s contact details are provided at the top of this page. You must check your University of Bolton email address and the Moodle area dedicated to this module regularly as many module communications are channelled through these media. Your Module Tutor will normally aim to respond to your email messages within 2 full working days of receipt. However, responses will be longer in holiday periods. 5. Module Description The aim of this module will help you consider the underpinning skills required to be a successful student of health and human science. You will have the opportunity to reflect on your academic ability identifying areas which need to be developed. You will do this by looking to raise your awareness through reflecting upon the process of learning. During this module you will be asked to consider your existing academic and personal skills, reflecting how these have developed. You will also be asked to consider ways in which skills are important for your future learning and knowledge development, to enable you to identify new skills to build upon. You will be asked to consider presentation and group discussion skills. The module will ask you to evaluate strengths and weaknesses, which you would like to address for your future academic/ professional and personal development. Bolton Values and Employability Skills (T= Taught, D= Developed, A = Assessed) Employability skills: Communication Skills (TDA); Organisation & Planning (TD); Problem Solving (D A); Self Awareness (D); Personal Impact and Confidence (D) Bolton Values: Internationalisation (D); Social, public and ethical responsibility: (TDA) Description Exploring the question “What is Social Science?” Examination of three social science texts, to reflect the academic disciplines covered in the programme. This will involve: Contextualisation of the book (historical, political, is it part of a genre?)Author biography and authorial perspectiveThe book; overview, content and issues, structure, methodsThe Influence (or legacy) of the bookThe contribution of social science and social investigation to social policy 6. Learning Outcomes and Assessments Learning OutcomesAssessmentLO1: Describe and illustrate an informed opinion based on research and analysis of evidenceWritten Report (Assessment 001)LO2: Analyse information and experiences and articulate reasoned arguments through reflection, review and evaluationWritten Report (Assessment 001)LO3: Demonstrate an introductory understanding of research and its application in practiceWritten Report (Assessment 001)LO4: Plan, prepare and write a review of a piece of social science literatureWritten Report (Assessment 001) 7. Assessment Deadlines Assessment itemDue DateWeight1Written Report – 2,500 words30/01/21 (23:59hrs)100% 8. Assessment Feedback Feedback on items of assessment can be formal (such as on a signed feedback form) or informal (such as advice from a tutor in a tutorial). Feedback is therefore not just your grade, or the comments written on your feedback form, it is advice you get from your tutor and sometimes your peers about how your work is progressing, how well you have done, what further actions you might take. We recognise the value of prompt feedback on work submitted. Other than in exceptional circumstances (such as might be caused by staff illness), you can expect your assignment and examination work to be marked and feedback provided not more than 15 working daysfrom the deadline date. However, please note that such feedback will be provisional and unconfirmed until the Assessment Board has met and may therefore be subject to change. Please take time you read or listen to your assessment feedback. This can be very useful in determining your strengths and key areas for development and can therefore help you improve on future grades. 9. Module Calendar 2020/2021 Session No.Week CommencingTopics Covered (lecture)128/09/20Enrolment Week Introduction to Module, Teaching and Learning Resources205/10/20Introduction to sociological research312/10/20Social science research: George Orwell, methods, context and key themes in the book419/10/20George Orwell: Key themes in the book and legacy526/10/20Ethnographic research: Polly Toynbee: author, book and research method602/11/20Auto-ethnographic research: Polly Toynbee: key themes in the book and legacy.709/11/20Psychology in the social sciences: Oliver Sacks: author, book and case study research method816/11/20Psychology in the social sciences. Oliver Sacks: context and legacy923/11/20Assignment preparation *Note: Your book choice should be made when you come to this session1030/11/20Assignment preparation. How to submit to Turnitin (workshop)1107/12/20Assignment preparation. Draft submission, Turnitin and the similarity index1214/12/20Assignment preparation; submit draft to tutor for feedback21/12/20 – 10/01/211311/01/21Assignment preparation ;submit draft to tutor for feedback1418/01/21Assignment preparation1525/01/21Assignment submission 001 book review via Turnitin 30/01/21 (23:59hrs) 10. Formative Assessment Formative assessment is employed to support your learning on the module, allowing you to reflect on feedback on your progress from your tutors and peers. It takes a variety of forms including online activities, quizzes and group work and does not contribute to the final module mark. There are opportunities within this module for guidance on meeting the learning outcomes and learning from the taught components, which will be linked into the assessment strategy. There will be facilitated discussions around the key areas, with individual tutorial sessions to support this. Individual tutorials will enable you to gain advice, support and feedback on your academic abilities and assist the module tutor to plan future sessions and support. You will be required to submit an outline plan of your SWOT analysis which will form the basis for your individual tutorial, you will also be given an opportunity to consider your reflection at the end of the module. This should be viewed as a formative assessment, aimed at helping you meet the needs of the summative assessment. 11. Indicative Reading Core Texts Orwell, G. (2001) The Road to Wigan Pier. London: Penguin Books. Toynbee, P. (2003) Hard Work: Life in Low Pay Britain. London: Bloomsbury. Sacks, O. (1985) The Man Who Mistook His Wife for a Hat. London: Duckworth. Essential Background Reading Alcock, P., May, M. (2014) Social Policy in Britain. Basingstoke: Palgrave. (Available as an ebook via University of Bolton library) Brewer, J.D. (2010) Ethnography. Milton Keynes: Open University Press. (Available as an ebook via University of Bolton library) Dean, H. (2019) Social Policy. (3rd ed.) Cambridge: Polity Press. (Available as an ebook via University of Bolton library) Delanty, G. (200) Community. (3rd ed.) London: Routledge. (Earlier editions available as an ebook via University of Bolton library) McGhee, P. (2001) Thinking Psychologically. Basingstoke: Palgrave. Marsh, I. (2009) Sociology: Making Sense of Society (5th ed.) Harlow: Longman. (Available as an ebook via University of Bolton library) O’Leary, Z. (2014) The Essential Guide to Doing Your Research Project (2nd ed.) London: Sage. Spicker, P. (2014) Social Policy (3rd ed.) Bristol: The Policy Press. 12. Guidelines for the Preparation and Submission of Written Assessments 1. Written assessments should be word-processed in Arial or Calibri Light font size 12. There should be double-spacing and each page should be numbered. 2. There should be a title page identifying the programme name, module title, assessment title, your student number, your marking tutor and the date of submission. 3. You should include a word-count at the end of the assessment (excluding references, figures, tables and appendices). Where a word limit is specified, the following penalty systems applies: • Up to 10% over the specified word length = no penalty. • 10 – 20% over the specified indicative word length = 5 marks subtracted (but if the assessment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assessment). • More than 20% over the indicative word length = if the assessment would normally gain a pass mark or more, then the final mark will capped at the pass mark for the assessment. 4. All written work should be referenced using the standard University of Bolton referencing style – see: https://www.bolton.ac.uk/library/Study-Skills/Referencing/Home.aspx 5. Unless otherwise notified by your Module tutor, electronic copies of assignments should be saved as Word documents and uploaded into Turnitin via the Moodle class area. If you experience problems in uploading your work, then you must send an electronic copy of your assessment to your Module Tutor via email BEFORE the due date/time. 6. Please note that when you submit your work to Moodle, it will automatically be checked for matches against other electronic information. The individual percentage text matches may be used as evidence in an academic misconduct investigation (see Section 13). 7. Late work will be subject to the penalties: Up to 7 calendar days late = 10 marks subtracted but if the assignment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assignment.More than 7 calendar days late = this will be counted as non-submission and no marks will be recorded. Where assessments are graded Pass/Fail only, they will not be accepted beyond the deadline date for submission and will be recorded as a Fail. Students may request an extension to the original published deadline date as described below. 8. In the case of exceptional and unforeseen circumstances, an extension of up to 14 days after the assessment deadline may be granted. This must be agreed by your Programme Leader, following a discussion the Module Tutor. You should complete an Extension Request Form available from your Tutor and attach documentary evidence of your circumstances, prior to the published submission deadline. Requests for extensions over 14 calendar days should be made using the Mitigating Circumstances procedure, with the exception of extensions for individual projects and artefacts which, at the discretion of the Programme Leader may be longer than 14 days. Requests for extensions which take a submission date past the end of the module (normally week 15) must be made using the Mitigating Circumstances procedures. Some students with registered disabilities will be eligible for revised submission deadlines. Revised submission deadlines do not require the completion extension request paperwork. Please note that the failure of data storage systems is not considered to be a valid reason for an extension. It is therefore important that you keep multiple copies of your work on different storage devices before submitting it. 13. Academic Misconduct Academic misconduct may be defined as any attempt by a student to gain an unfair advantage in any assessment. This includes plagiarism, collusion, commissioning (contract cheating) amongst other offences. In order to avoid these types of academic misconduct, you should ensure that all your work is your own and that sources are attributed using the correct referencing techniques. You can also check originality through Turnitin. Please note that penalties apply if academic misconduct is proven. See the following link for further details: https://www.bolton.ac.uk/about/governance/policies/student-policies/ 14. Assessments Assessment Number001Assessment Type (and weighting)Written Report (2,500 words)Assessment NameBook ReviewAssessment Submission Date30/01/21 (23:59hrs) Learning Outcomes AssessedLO1: Describe and illustrate an informed opinion based on research and analysis of evidence.LO2: Analyse information and experiences and articulate reasoned arguments through reflection, review and evaluation.LO3: Demonstrate an introductory understanding of research and its application in practice.LO4: Plan, prepare and write a review of a piece of social science literature. Assignment 001 Brief Write a 2,500-word book review of one of the three core books in this module (The Road to Wigan Pier by George Orwell; Hard Work: Life in Low-Pay Britain by Polly Toynbee or The Man Who Mistook His Wife for a Hat by Oliver Sacks). The book review should be prepared in a report format following the template below. Reasoned arguments should be developed and supported with additional literature for each of the subheadings in the template. Your review should show evidence that you have read and made use of appropriate supporting material beyond the book you have chosen to review *Please note- the LO’s do not have to be addressed in order and it is sometimes better if they are not Report Format Front Cover Page – Include: Course Name, Module Name, Tutor Name, Student ID, Date, Word Count etc. Introduction The introduction sets the scene for the reader: Explain the purpose of the report, outline the structure, and explain the method of investigation used along with key points. The context of the book When it was written? What was happening at the time in social, political or cultural terms? Was anything similar being produced, was it part of a genre etc.? The Author Provide background information on the author, both personal and professional e.g. key life experiences, other work they have written. The Background and Perspective Was the book commissioned and if so, what were the implications of this?Does the author come from a particular viewpoint? Is there a purpose behind their work? If so, does this matter? Does it affect the reliability of the book and its findings?Who are they aiming their work at? Is this important? Methodology and Methods What approach to social research is taken by the author? What kind of data is produced? Discuss the pros and cons of this, consider ethical issues etc. The Book itself Provide a brief overview, bring out themes, issues and arguments, and illustrate with quotes as appropriate. The legacy of the book Has the book left a legacy? Is it significant? Has it influenced others? Conclusion This should sum up the main points of your report whilst avoiding introducing new points/ideas. You can use the conclusion to present opinions/views/judgements/concluding points – provided the evidence for these has already been established in the main body. Bibliography Assignments should be referenced using the university Harvard system of referencing Minimum Secondary Research Source Requirements: Level HE3 – It is expected that the Reference List will contain at least five sources. As a MINIMUM the Reference List should include three academic books. Specific Assessment Criteria (Please note that the General Assessment Criteria will also apply. Please see section 15) First class (70%+): This piece of work showed evidence of wider research with reference to a number of differing academic viewpoints. The report has reviewed one of the three core books (by George Orwell, Polly Toynbee and Oliver Sacks) given in the module guide and discussed in the class. The report has been prepared in a format following the template given in the brief. Several reasoned and logical arguments have been developed well and supported by a wide range of appropriately researched literature for each of the subheadings in the template. Your review should show good evidence that you have read and made use of appropriate supporting material beyond the book you have chosen to review. Presentation is of a high standard, and in the appropriate report style. The high number of appropriate sources has been referenced accurately following university Harvard Referencing and to a high standard. Second class (50-69%): A clear and informative piece of work with evidence of wider research and discussion. The report has reviewed one of the three core books (by George Orwell, Polly Toynbee and Oliver Sacks) given in the module guide and discussed in the class. The report has been prepared in a format following the template given in the brief. Some reasoned arguments have been developed and supported by a good number of appropriately researched literature for each of the subheadings in the template. Your report should show some evidence that you have read and made use of appropriate supporting material beyond the book you have chosen to review. Presentation is of a good standard, in the appropriate report style. A good number of appropriate sources have been referenced well, with most complying with the Harvard Referencing style. Third class (40-49%): A reasonable attempt has been made at researching the report, but greater in-depth discussion and academic debate is required around the review of one of the three core books (by George Orwell, Polly Toynbee and Oliver Sacks) given in the module guide and discussed in the class. The report has been prepared in a format following the template given in the brief. Your report showed few evidences that you have read and made use of appropriate supporting material beyond the book you have chosen to review. Presentation of the report is limited, and only the minimum of 5 sources has been provided, with at least one academic text and two academic journals included. Fail: Students who do not meet the requirements of a third-class grade will not successfully complete the assessment activity. 15. General Assessment Criteria for Written Assessments Level HE3 %RelevanceKnowledgeArgument/AnalysisStructurePresentationWritten EnglishResearch/RefsClass I(Exceptional Quality)85-100%Directly relevant to title. Expertly addresses the main assumptions of the title and/or the requirements of the brief.Demonstrates an exceptional knowledge/understanding of theory and practice for HE3 level through the identification and summary of key themes.Makes exceptional use of appropriate arguments and/or theoretical models. Presents a comprehensive discussion of material resulting in clear, logical and original conclusions.Coherently articulated and logically structured. An appropriate format is used.The presentational style and layout is correct for the type of assignment. Effective inclusion of figures, tables, plates (FTP), where appropriate.A very well written answer with standard spelling and grammar. Style is clear, resourceful and academic.A wide range of sources drawn upon. Sources are cited accurately in the text and in the reference list.Class I(Excellent Quality)70-84%Directly relevant to title. Addresses the main assumptions of the title and/or the requirements of the brief.Demonstrates an excellent knowledge/understanding of theory and practice for HE3 level through the identification and summary of key themes.Makes excellent use of appropriate arguments and/or theoretical models. Presents a comprehensive summary of material resulting in clear, logical conclusions.Coherently articulated and logically structured. An appropriate format is used.The presentational style and layout is correct for the type of assignment. Effective inclusion of figures, tables, plates (FTP), where appropriate.A well writtenanswer with standard spelling and grammar. Style is clear, and academic.A wide range of sources drawn upon. Sources well cited in the text and in the reference list – with only minor errors.Class II/i(Very Good Quality)60-69%Generally addresses the title/brief and covers some key issues in sufficiently meaningful detail.Demonstrates a very good knowledge/understanding of theory and practice for HE3 level through the identification and summary of key themes.Uses appropriate arguments or theoretical models. Clear and valid summary of the material. Presents clear, logical conclusions.Logically constructed in the main. An appropriate format is used.Presentational style and layout is correct for the type of assignment. Inclusion of FTP, where appropriate.A clearly written answer with standard spelling and grammar. Style is clear, and academic.A range of sources drawn upon. Most sources cited accurately in the text and in the reference list.Class II/ii(Good Quality)50-59%Generally addresses the title/brief but sometimes considers irrelevant issues.Demonstrates a good knowledge/understanding of theory and practice for HE3 level through the identification and summary of some key issues.Presents largely coherent arguments. Valid summary of the material although focus lacking in places. Presents conclusions which are fairly clear and logical.For the most part coherently articulated and logically structured. An acceptable format is used.Presentational style & layout is largely correct for the type of assignment. Inclusion of FTP lacks selectivity.Competently written with minor lapses in spelling and grammar. Style is readable, and generally academic.Relevant sources drawn upon. Some weaknesses in referencing technique.Class III(Satisfactory Quality)40-49%Some degree of irrelevance to the title/brief. Superficial consideration of the issues.Demonstrates an adequate knowledge/understanding of theory and practice for HE3 level. An attempt is made to identify and summarise key themes.Presents basic arguments, but focus and consistency lacking in places. Some issues may lack clarity. Presents conclusions which are not always clear or logical.Some attempt at articulation and logical structure but gaps in coherence and progression. An acceptable format is used.The presentational style & layout is largely correct for the type of assignment. Inappropriate use of FTP or not used where clearly needed to aid understanding.Generally competently written although intermittent lapses in grammar and spelling pose obstacles for the reader. Style limits communication and is non-academic in places.Some academic sources but overreliance on non-academic sources. A number of errors in referencing technique.Borderline Fail35-39%Significant degree of irrelevance to the title/brief. Only the most obvious issues are addressed at a superficial level and in unclear terms.Demonstrates weaknesses in knowledge of theory and practice for HE3 level, with poor understanding of key themes.Limited arguments, which lack clarity in places. Presents conclusions which are neither clear nor logical.Poorly structured. Lack of articulation. Format deficient.For the type of assignment the presentational style and/or layout is lacking. FTP ignored in text or not used where clearly needed.Deficiencies in spelling and grammar makes reading difficult. Simplistic or repetitious style impairs clarity. Style is not academic.Limited sources and poor referencing.Fail
