The library
Video Play back facilities
PCs with standard suite of University soft ware providing access to e-mail, Blackboard, the internet,
word processing, etc.
Rooms with access for disabled students, and suitable for group work
The Blackboard virtual learning environment will be available (where relevant) to support this module. Details will be supplied in the module handbook.

This module encourages students to explore the ways in which Equality matters to people’s everyday lives. Students are introduced to Thompson’s (1998) PCS model. And encouraged to apply this model to aspects of people’s daily lives in order to appreciate the significant role that prejudicial attitudes, power and discrimination can have in impacting people’s everyday lives. Each week students are introduced to current Equality Legislation and policy that has been designed protect and improve people’s lives. Students are encouraged to evaluate how successful these legislative measures have been in key areas of inequality, such as gender, sexual orientation, disability, race and ethnicity, religion, and age. Students are also encouraged to critically reflect on the daily experiences of groups of others (refugees, asylum seekers, gypsies and sections of the working-class) whose lives are not protected by Equality legislation. The module incorporates an E-learning week where no attendance is required but learning continues through guided reading and contribution to a discussion forum on Blackboard.

One non-assessed essay plan of up to 1,000 words (must include a reference list). Note the plan can take the form of a detailed mind map (must include references)

One essay of 3,000 words weighted at 100% (learning outcomes 1, 2, 3, 4)

Thompson (1998) Promoting Equality: Challenging Discrimination and Oppression in The Human Services. Macmillan
Thompson, N., and Campling, J., (2011). Promoting Equality, Working with Diversity and Difference. Third Edition. Basingstoke. Palgrave MacMillan
Thompson, N., (2012). Anti-Discriminatory Practice. Fifth Edition. Basingstoke. Palgrave Macmillan
Millam, R., (2002). Anti-Discriminatory Practice. London. Continuum (362.7120941 MIL)
Malik, H., (2003). A practical Guide to Equal Opportunities. Second Edition. Cheltenham. Nelson Thornes (305 MAL)
Wilkinson, R., and Pickett, K., (2010). The Spirit Level, Why Equality is Better for Everyone. London Penguin

1. DEMONSTRATE CRITICAL KNOWLEDGE AND UNDERSTANDING OF A VARIETY OF SOCIOLOGICAL PERSPECTIVES IN THE STUDY OF EQUALITY AND DIVERSITY.
[Knowledge and Understanding; Learning]

2. DEMONSTRATE UNDERSTANDING OF AND DEFINE A KEY ISSUE IN EQUALITY AND DIVERSITY [Analysis; Knowledge and Understanding; Learning]

3. DEMONSTRATE AN IN-DEPTH KNOWLEDGE OF A SUBSTANTIVE EQUALITY AND DIVERSITY ISSUE TAUGHT ON THE MODULE AND BE ABLE TO CRITICALLY ASSESS THE EXTENT TO WHICH KEY LEGISLATIVE MEASURES HAVE BEEN EFFECTIVE FOR AMELIORATING INEQUALITY AND OPPRESSION
[Analysis; Knowledge and Understanding; Learning; Application]

4. COMMUNICATE THE IMPACT OF INEQUALITY ON SPECIFIC ASPECTS OF PEOPLES’ DAILY LIVES [Analysis; Knowledge and Understanding; Communication]

For 150 hours, of which 26 will be whole group contact and the remainder will be guided independent study. Whole group contact will consist of formal lectures, workshops on preparation for assessment and guidance for student's work outside of class and guidance over source materials and seminars centred on discussion of key issues prepared by students in advance. Student seminar work will be further supported by structured work sheets and formative feedback. Independent learning will consist of preparation workshop and seminar sessions and preparation for assessment.

This module encourages students to explore the ways in which Equality matters to people’s everyday lives. Students are introduced to Thompson’s (1998) PCS model, and encouraged to apply this model to people’s daily lives in order to better understand the significant role that prejudicial attitudes, power and discrimination can have in impacting on people’s everyday lives. Each week students are introduced to current Equality Legislation and policy that has been designed protect and improve people’s lives. Students are encouraged to evaluate how successful these legislative measures have been in key areas of inequality, such as gender, sexual orientation, disability, race and ethnicity, religion, and age. Students are also encouraged to critically reflect on the daily experiences of groups of others (refugees, asylum seekers, gypsies and working-class) whose lives are not protected by equality legislation. The module incorporates an E-learning week where no face-to-face teaching takes place but learning continues through watching an e-lecture, completing guided reading and contributing to a discussion forum on Blackboard.