1. Demonstrate student has acquired an understanding of the concept of the life course as a social construct
Knowledge and understanding

2. Articulate they have an appreciation of the various socio-cultural, historical, relational and material influences that inform the different transitions that people pass through, during their respective life-courses Knowledge and understanding, learning, analysis, communication

3. Demonstrate acquisition of an in-depth and critical understanding of a particular life course topic/ set of theories taught on the module
Application, learning, analysis

Essay Plan for the essay will take the form of a written essay plan (could also be in the format of a detailed mindmap) with a reference list, of up to 1000 words (formative assessment – weighted at 0%)

Essay of 3,000 words (summative weighted at 100%) meets University Learning Outcomes 1-3

The Life Course explores the various transitions and ‘age’ related phases that people pass through as they move through their respective life courses in Britain. Individuals’ life courses are not universal, instead they are subject to processes of social construction, influenced by the socio-cultural and historical contexts we live in, the relationships we have with significant others and the material circumstances of people’s everyday lives. The Early Years begins with different theoretical approaches to constructing the concept of the life course including the role that various factors such as diverse backgrounds (e.g. the interplay of social class, race, gender, ethnicity, sexual orientation and disability) and relationships with others (e.g. family and friends) play in shaping our life courses. The module then proceeds to examine key aspects of the life Course covering the early phases of the life course through to young adulthood. Topics covered include contemporary experiences of parenthood (e.g. motherhood, fatherhood and same-sex parenting), ‘contemporary childhoods’, the risky transitions inherent in teenagers’ experiences of the life course, the apparent postponement of adulthood by the ‘boomerang generation’ and an exploration of the characteristics of modern intimate relationships, questioning whether they operate on a ‘good till further notice’ basis.

This module centres around an exploration of the main ‘age’ related phases or roles people inhabit in the first half of the life course in Britain. Each session concentrates on specific, contemporary issues and debates that focus on:

• Various theoretical perspectives or approaches that seek to frame our understanding of the life course
• Motherhood, fatherhood and same-sex parenting
• Contemporary childhood
• The risky transitions that embody contemporary youth – and how these are experienced differently by gender and social class
• Key features of modern intimate relationships

Each of the seminars will include a variety of activities suitable for helping you to explore different topics. These activities will include discussions around a key reading, discussing notes that were made from watching or listening to a film/docu-drama and/or podcast that you were asked to watch/listen to before the seminar, carrying out an informal interview with a parent about their experiences of parenthood and completing an individual visual collage that represents ‘childhood’.

During the module, there will be one virtual (e)learning week where students are expected to engage in virtual learning, continuing to access the materials on blackboard. Engagement with the module for that week will be evidenced by contributing a post on the discussion forum on blackboard.

Independent guided study will consist of: -
Guided reading and secondary research
Preparation for seminars
Essay writing

Individual tutorial support will be provided on request and students will be encouraged to seek individual tutorial guidance if required.

Hunt, S., (2005). The Life Course, A Sociological Introduction. Basingstoke. Palgrave MacMillan
Green, L., (2010). Understanding the Life Course: Sociological and Psychological Perspectives. Cambridge. Polity Press
Hockey, J., and James, A,. (2003). Social Identities across the Life Course. Basingstoke. Palgrave MacMillan
Lawton, S., (2008). Identity: Sociological Perspectives. Cambridge. Polity
Mayer, K.U., (2009). New Directions in Life Course Research: Annual Review of Sociology. 35. (1)

A seminar room large enough for group work with a computer and projector for a PowerPoint presentation.
A lecture room with a computer and projector for a PowerPoint presentation
Computers with Microsoft Office, PowerPoint, SPSS and Accessibility Software
The Blackboard virtual learning environment will be available (where relevant) to support this module. Details will be supplied in the module handbook.