1. Demonstrate critical knowledge of one substantive topic encountered on the module supported with relevant wider reading
Enquiry; knowledge and understanding

2. Illustrate how one or more relevant sociological theories or concepts on social and/or health inequalities informs our understanding of one substantive topic encountered on the module
Knowledge and understanding; learning; application

3. Demonstrate capacity to present a concise review of contemporary academic knowledge on a particular topic encountered on the module
Knowledge and understanding; analysis

4. Produce a critical discussion of the merits and limitations of how societal agencies are tackling a particular health and/or social inequality
Enquiry; analysis; problem solving

5. Produce a series of feasible recommendations for how to improve one contemporary social or health inequality supported with academic knowledge
Problem solving; communication; application

1. For the problem-based assignment, students will produce a critical, objective account of the merits and limitations of how societal agencies are tackling an issue encountered on the module and produce a series of recommendations for how this issue might be improved (meets learning outcomes 1, 2, 3, 4, 5)

2. Completion of weekly learning journal entries (250 words per entry) recording progress relating to the assignment (meets learning outcomes 1, 2, 3)

This team-taught module encourages students to explore a range of contemporary social and health inequalities and provides opportunities to reflect on how students might lead and influence in order to tackle these injustices. Students are introduced to various sociological theoretical approaches which allow them to gain an appreciation of the ways in which prejudicial attitudes, power, dependency and discrimination can impact people’s everyday lives. In problem-based workshops, students investigate and discuss various social and health inequalities and have opportunities to investigate and critically assess how and why societal agencies and authorities are responding to these issues in the way they are, and how effective these approaches are. Topics covered on this module are determined by current trends in social and health inequalities. For example, factors that enable and hinder health and well-being; education and youth services; ‘troubled’ families; dominant approaches to domestic abuse; inequalities in the workplace: race, disability, gender; food poverty; Social problem of terrorism; social and health problems associated with sexual health.

A range of contemporary social and health inequalities are explored on this module. Students are introduced to various sociological theoretical approaches which allow them to gain an appreciation of the ways in which prejudicial attitudes, power, dependency and discrimination can impact people’s everyday lives. Topics covered on this module are determined by current trends in social and health inequalities. For example, factors that enable and hinder health and well-being; education and youth services; ‘troubled’ families; dominant approaches to domestic abuse; inequalities in the workplace: race, disability, gender; food poverty; Social problem of terrorism; social and health problems associated with sexual health

The module will be taught via a series of lectures and seminars

Blackboard will be used to house teaching materials and readings. Pre-recorded podcast lectures will be loaded to blackboard for students to revisit and review.
Electronic course packs will contain links to pdfs of readings relevant to each week’s topic.

Students will engage in independent study outside of the lecture/seminar this will include preparing for the taught sessions by doing the key reading(s). Doing these readings will give students a deeper understanding of each of the social problems under discussion

Working towards assessments by:
Completing weekly learning journal entries that record progress relating to the assignment, where relevant these can be woven into the final assessment.
In the face-to-face seminars, students will engage in group discussions drawing on conventional academic resources such as journal articles, books, policies, parliamentary debates alongside archive sources. There will be one taught assessment guidance session.

Feedback:
The module leader will review a sample of students’ weekly learning entries and post some general feedback about the entries, so students learn about best practice and aspects of work to improve

Students will be given both informal feedback during taught sessions and written feedback on their final assessment

Thompson, N., and Campling, J., (2011). Promoting Equality, Working with Diversity and Difference. Third Edition. Basingstoke. Palgrave MacMillan
Millam, R., (2002). Anti-Discriminatory Practice. London. Continuum
Wilkinson, R., and Pickett, K., (2010). The Spirit Level, Why Equality is Better for Everyone. London Penguin
Smith, K.E, (2016). Health Inequalities: Critical Perspectives. Oxford. OUP
Garthwaite, K., (2016). Hunger Pains: UK Inside Foodbank Britain. Policy Press. (Ebook)
Ettore, E., (2010). Culture, Bodies and the Sociology of Health. Ashgate. Farnham
Morall, P (2009). Sociology and Health: An introduction. Second Edition. London. Routledge. Goldson, B., (ed) (2011) Youth in Crisis? Gangs, Territoriality and Violence. London. Routledge

This team-taught module encourages students to explore a range of contemporary social and health inequalities and provides opportunities to reflect on how students might lead and influence in order to tackle these injustices. Students are introduced to various sociological theoretical approaches which allow them to gain an appreciation of the ways in which prejudicial attitudes, power, dependency and discrimination can impact people’s everyday lives. In problem-based workshops, students investigate and discuss various social and health inequalities and have opportunities to investigate and critically assess how and why societal agencies and authorities are responding to these issues in the way they are, and how effective these approaches are. Topics covered on this module are determined by current trends in social and health inequalities. For example, factors that enable and hinder health and well-being; education and youth services; ‘troubled’ families; dominant approaches to domestic abuse; inequalities in the workplace: race, disability, gender; food poverty; Social problem of terrorism; social and health problems associated with sexual health.