Essay Plan of up to 1000 words (Formative assessment)

Essay of 3,500 words 100% (summative assessment) – University Learning Outcomes 1-4

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. Students are encouraged to recognise that individuals’ life courses are not universal. Instead, we focus on how a person’s life course is subject to processes of social construction, influenced by socio-cultural and historical contexts we live in, the relationships we have with significant others and the material circumstances of people’s everyday lives. In part 1 of the life course (semester one) we examine key aspects of the life Course covering the early phases of the life course through to young adulthood. Topics covered range from ‘reproduction and parenthood’, ‘contemporary childhoods’, ‘the risky transitions that embody contemporary youth’ and evaluate whether adulthood is being delayed by contemplating the experiences of the ‘boomerang generation’. We also explore the characteristics of modern intimate relationships, questioning whether they operate on a ‘good till further notice’ basis. Alongside this, we also take into consideration 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 16% schedule activities will consist of:
Ten one-hour lectures
Ten one-hour seminars supported by structured worksheets and case studies in which key issues relating to the life course will be discussed
One session of preparation for the assessment
One session of feedback

The 84% independent guided study will consist of: -
Guided reading and secondary research
Preparation for seminars
Essay writing
A mock examination (on Blackboard) and examination preparation

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

Formative assessment for the essay will take the form of a written essay plan of up to 1000 words (must include a reference list). Note the plan can take the form of a detailed mind-map (must include a reference list)

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.

1. DEMONSTRATE AN ACQUIRED UNDERSTANDING OF THE CONCEPT OF THE LIFE COURSE AS A SOCIAL CONSTRUCT
[Knowledge and Understanding]

2. ARTICULATE 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 IN-DEPTH KNOWLEDGE OF A SUBSTANTIVE AREA TAUGHT ON THE MODULE
[Application; Learning; Analysis]

4. ACCURATELY APPLY AND CRITICALLY EVALUATE SPECIFIC THEORIES RELATING TO AN ASPECT OF THE LIFE COURSE
[Analysis]