1. Draw on and apply appropriate sociological theoretical perspectives for studying equality and diversity:
Knowledge
Understanding
Learning
Application

2. Illustrate the different ways that a key issue in the study of equality and diversity is defined:
Analysis
Knowledge
Understanding
Learning

3. Demonstrate an in-depth knowledge of a substantive equality and diversity issue taught on the module:
Analysis
Knowledge
Understanding
Learning
Application

4. Evidence capacity for putting forward a convincing argument supported with relevant reading that illustrates student has critically assessed the extent to which key legislative measures have reduced inequality and oppression:
Analysis
Knowledge

5. Communicate the impact of inequality on specific aspects of peoples’ daily lives:
Analysis
Knowledge
Communication

One non-assessed essay plan of up to 1,000 words (formative assessment 0%)

One essay of 3,500 words weighted at 100% (learning outcomes 1, 2, 3, 4, 5)

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.

For 150 hours, of which 24 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.

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.
Malik, H., (2003). A practical Guide to Equal Opportunities. Second Edition. Cheltenham. Nelson Thornes.
Wilkinson, R., and Pickett, K., (2010). The Spirit Level, Why Equality is Better for Everyone. London Penguin.

The library.
Video Play back facilities.
PCs with standard suite of University software 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 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.