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 role that various socio-cultural, historical, relational and material factors play in informing the different transitions that people pass through during their respective mid-to later life courses
Knowledge and understanding; learning; analysis; communication

3. Demonstrate research and critically apply theories to a specific aspect of the life course by producing a report that analyses a life-history interview student carried out
Communication; enquiry; application; problem solving

4. Demonstrate an in-depth knowledge of a substantive area taught on the module and be able to accurately apply theories to, and critically evaluate a specific topic
Application; learning; analysis

Draft critical literature review up to 1000 words, completion of appropriate level of ethical approval (including devising an interview schedule and consent form) (Formative Assessment)

Written Report based on a life-history interview 3,500 words (meets University Learning Outcomes 1, 2, 3, 4)

Stories from the later 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 climates we inhabit, the relationships we have with significant others and the material circumstances of people’s everyday lives.

The module opens with an outline of theoretical and conceptual approaches for studying the life course and students will be introduced to methods involved in telling stories from the life course (e.g. narrative, life histories). The remainder of the module explores the key aspects of the life course related to phases of adulthood (including middle and later adulthood). Topics are likely to include; getting married, sustaining a marital relationship and divorce, continuities and shifts in work/life balance in households, exploration of the pleasures and precariousness associated with mid-life. The module will also consider the various issues and inequalities that are emerging with a greying population, such as funding retirement and pensions, and informal vs institutional care. The module concludes with a contemplation of issues associated with death and dying and dealing with the end of life.

Students will participate in 13 x 2-hour formal lectures/seminar discussions.
Each lecture will concentrate on specific, contemporary issues and debates centred around the life course
Seminars are constructed around a series of activities that allow students to consolidate learning from the lectures. These activities are likely to include: paired or small group or class debates/discussion 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, designing anti-ageing product adverts and studying obituaries (stories written about the deceased).

Independent study:

Preparation for the seminar workshop
Individual tutorial support will be provided on request and you will be encouraged to seek individual tutorial guidance if required.

Formative Assessment will take the form of: producing a relevant critical review of literature relating to the topic being studied (up to 1000 words), completion of appropriate level of ethical approval and devising information about the project, an interview schedule and consent form for the interviewee to complete

Green, L. (2010). Understanding the Life Course. Cambridge: Quality Press.
Howarth, H. (2007) Death and Dying, A Sociological Introduction. Cambridge: Polity Hockey, Hockey, J., and James, A., (2003). Social identities Across the Life Course. Basingstoke. Palgrave MacMillan
Hunt, S. (2005) The Life Course: A Sociological Introduction. Basingstoke: Palgrave MacMillian.
Lawton, S. (2008) Identity: Sociological Perspectives. Cambridge: Polity.
Philipson, C., (2013). Ageing. Cambridge. Polity Press

Lecture room with technology facilities; suitable for capturing audio of the whole session, projector, speakers, suitable for PowerPoint presentations, seminar room suitable for group work
University Library
eLibrary Resources
Blackboard
Internet