(BA) Bachelor of Arts
Social Work
Current
University of Essex
University of Essex
Health and Social Care (School of)
Southend Campus
Honours Degree
Full-time
None
BA L500
15/08/2024
Details
Professional accreditation
Approved by Social Work England (SWE) for the purpose of providing eligibility to apply for registration with SWE as a social worker in England.
Admission criteria
Our published entry requirements are a guide and we welcome applications from those who have achieved one of the below qualifications with lower grades but meet our GCSE English (or equivalent) requirement.
- GCSEs: English Language C/4. Acceptable alternatives are listed further down this page
- A-levels: BBB - BBC or 120 - 112 UCAS tariff points from a minimum of 2 full A-levels.
- BTEC: DDM - DMM or 120 - 112 UCAS tariff points from a minimum of the equivalent of 2 full A-levels.
- Other UCAS tariff qualifications, and combined qualifications: 120 - 112 UCAS tariff points from a minimum of 2 full A levels or equivalent. Tariff point offers may be made if you are taking a qualification, or mixture of qualifications, from the list on our undergraduate application information page.
- IB: 30 - 29 points or three Higher Level certificates with 555-554.
- IB Career-related Programme: We consider combinations of IB Diploma Programme courses with BTECs or other qualifications.
- QAA-approved Access to HE Diploma: 6 level 3 credits at Distinction and 39 level 3 credits at Merit.
- T-levels: We consider T-levels on a case-by-case basis, depending on subject studied. The offer for most courses is Distinction overall. Depending on the course applied for there may be additional requirements, which may include a specific grade in the Core.
We also consider vocational level 3 qualifications and welcome applicants who can demonstrate social activity, awareness, lived experience or relevant work experience. If you are taking or have achieved any qualifications that are not listed here, and would like further information, email Undergraduate Admissions.
GCSE/level 2 requirements
All applicants must have, or be working towards, an acceptable level 2 English qualification such as GCSE grade C/4 or equivalent.
- If you don't need a Student visa and are either a first language English speaker or have a lived in the UK for over three years, we can accept OFQUAL regulated level 2 English qualifications, including Functional Skills level 2, Key Skills level 2 or literacy units taken as part of an Access to HE Diploma.
Additional requirements
Some paid or voluntary experience in health or social care in a relevant social care or childcare/education setting is also required.
This course has additional requirements including pass of an interview, a satisfactory reference, Occupational Health Check and Disclosure and Barring (DBS) check. For more information see the Health and Social Care Undergraduate page
Contextual Offers:
We are committed to ensuring that all students with the merit and potential to benefit from an Essex education are supported to do so. For October 2024 entry, if you are a home fee paying student residing in the UK you may be eligible for a Contextual Offer of up to two A-level grades, or equivalent, below our standard conditional offer.
Factors we consider:
- Applicants from underrepresented groups
- Applicants progressing from University of Essex Schools Membership schools/colleges
- Applicants who attend a compulsory admissions interview
- Applicants who attend an Offer Holder Day at our Colchester or Southend campus
Our contextual offers policy outlines additional circumstances and eligibility criteria.
For further information about what a contextual offer may look like for your specific qualification profile, email ugquery@essex.ac.uk.
If you haven't got the grades you hoped for, have a non-traditional academic background, are a mature student, or have any questions about eligibility for your course, more information can be found on our undergraduate application information page or get in touch with our Undergraduate Admissions Team
IELTS (International English Language Testing System) code
English language requirements for applicants whose first language is not English: IELTS 7.0 overall with a minimum of 6.5 in each component, or specified score in another equivalent test that we accept.
Details of English language requirements, including component scores, and the tests we accept can be found here
If we accept the English component of an international qualification it will be included in the academic levels listed above for the relevant countries.
English language shelf-life
Most English language qualifications have a validity period of 5 years. The validity period of Pearson Test of English, TOEFL and CBSE or CISCE English is 2 years.
If you require a Student visa to study in the UK please see our immigration webpages for the latest Home Office guidance on English language qualifications.
Pre-sessional English courses
If you do not meet our IELTS requirements then you may be able to complete a pre-sessional English pathway that enables you to start your course without retaking IELTS.
Pending English language qualifications
You don’t need to achieve the required level before making your application, but it will be one of the conditions of your offer.
If you cannot find the qualification that you have achieved or are pending, then please email ugquery@essex.ac.uk.
Additional Notes
If you’re an international student, but do not meet the English language or academic requirements for direct admission to this degree, you could prepare and gain entry through a pathway course. Find out more about opportunities available to you at the University of Essex International College
Course qualifiers
A course qualifier is a bracketed addition to your course title to denote a specialisation or pathway that you have achieved via the completion of specific modules during your course. The
specific module requirements for each qualifier title are noted below. Eligibility for any selected qualifier will be determined by the department and confirmed by the final year Board of
Examiners. If the required modules are not successfully completed, your course title will remain as described above without any bracketed addition. Selection of a course qualifier is
optional and student can register preferences or opt-out via Online Module Enrolment (eNROL).
None
Rules of assessment
Rules of assessment are the rules, principles and frameworks which the University uses to calculate your course progression and final results.
Additional notes
None
External examiners
Mr Richard Ashiagbor
MA Course Lead
London South Bank University
External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment.
External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course.
They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards.
External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.
Programme aims
To provide practice opportunities that build skills and knowledge that supports the student to develop the skills, knowledge and values to become effective practitioners in the work place.
To provide a framework within which the student can develop critical and analytical skills consistently applying their knowledge and intellectual skills and evaluating and integrating theory and practice in a wide range of situations .
To provide an environment in which the student can explore potential professional conflicts.
To support them to become self-directed and able to act autonomously in planning and implementing interventions at a professional level.
To provide a learning environment of high quality that supports the development of a professional who is confident, committed and resilient while recognising the challenge of engaging effectively in social work practice.
To support students to become practitioners who are adaptable, can make decisions in complex and unpredictable situations, show originality and insight with critical and reflective abilities which can all be brought to bear upon problem situations relating to own, individuals, families and groups settings and contexts.
To support students to gain understanding and skills to be responsive to local and national agendas and needs within a sound ethical, legal and socio-cultural framework.
Learning outcomes and learning, teaching and assessment methods
On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:
A: Knowledge and understanding
A1: Describe and overview one theoretical approach with a socio-neurological focus and relate it to lifespan development
A2: Examine the development of the role and function of social work provision
A3: Explore the role of evidence based practice in effective social work provision
A4: Explore and evaluate the inter-relationship of critical reflection and professional challenge within contemporary social work practice
A5: Review research literature in order to inform the development of research objectives.
A6: Evaluate the scope and limitations of research evidence in terms of its capacity to support conclusions.
A7: Explore and develop understanding of the origins and impact of legislation on individuals, organisations and the social work role
A8: Outline and examine how to practice social work in ways that are ethical and lawful including recognising potential ethical dilemmas and the impact on practice
A9: Evaluate assessment processes and outcomes and identify best practice within contemporary social work settings responding to potential conflicting values and expectations
A10: Identify and outline policy and legislative sources (e.g. cases, reports, white papers, etc.) that inform contemporary social work practice
A11: Outline and detail the role of evidence-based practice in effective social work through the utilisation of one or more models of practice
A12: Examine the development of one theoretical approach currently used in social work practice to support interventions.
Learning methods
Learning Outcomes 1-12 will be delivered through: Directed pre-reading and writing tasks on different aspects of enterprise; lectures; Discussions with tutors and colleagues and mentors on the values, principles and applications of mentoring and coaching practice as they apply in organisations in the public sectors.
Directed self-study, observation and reflection of own and others practice; comparative case studies in workshops and the classroom; consultation with library materials, presentations of findings related to models, strategies and good practice; examination of critical topics Informal assessment with feedback will be made by mentors, tutors and peers.
Feedback, coupled with peer group interaction should enable students to explore and augment their understanding of the topics, and develop their skills and understanding.
Assessment methods
The assessment methods for the programme are varied and reflect the vocational nature of the course.
Within Knowledge and Understanding the more significant assessments include examinations such as multiple choice and seen papers, presentations and reports.
The nature of exploring the knowledge base of a particular area and then engaging in a more in depth exploration and making connections with peoples needs or concerns is a vital element of the programme.
In some circumstances such as those where it is critical a student is able to explore in depth and articulate the understanding she or he has gained a presentation is an appropriate vehicle.
Assessments of presentations also include elements of peer feedback or at times peer assessment that supports students to experience some of the anxiety that the service users they work with will experience.
In the majority of assessments there are opportunities for students to engage in learning through the assessment as well as through the assignment.
B: Intellectual and cognitive skills
B1: Examine power in the construction of normality and pathology
B2: Explain the process and use of a child study and the importance of effective observation for social work practice
B3: Demonstrate and explore the differences between reflective practice and critically reflective practice
B4: Apply research, theoretical insights and knowledge drawn from Psychology, Sociology and related disciplines to issues and concerns in contemporary social work practice
B5: Analyse intervention methods providing clear rationales based on theory, reason and assessment
B6: Critically reflect on the outcomes and impact of interventions on service users and their families, own self, organisations and others
B7: Locate research projects within wider perspectives and paradigms in order to critically examine tacit assumptions
B8: Describe and explain the relationships between legislation, regulations, professional codes of conduct and work place policies and procedures as they apply in social work practice
B9: Examine and explain the interdisciplinary nature of mental health, emotional and relational issues and the importance of interdisciplinary inter agency working
B10: Outline and detail the ambiguous and uncertain nature of working with individuals and families with emotional, relational and mental health issues and explore the roles of advocacy skills and services in providing support
B11: Evaluate the effectiveness and impact of widely used interventions in a variety of contexts, settings and situations within social work practice
B12: Critique and analyse the strengths and weaknesses of intervention methods within contexts and settings
B13: Define and apply concepts of social justice and human rights when examining social policy and legislation
Learning methods
Lectures; workshop exercises, preparation of individual and group-based non-assessed assignments, presentations of assignments to academic and practitioner panels; peer group work; final assessments.
Recommended directed reading, networking with external communities of practice, peer groups, practitioners.
Development of reflective journals from the beginning of the course with opportunities to evaluate and apply to their practice Lectures and directed self-study for the identification of different research paradigms, techniques and methods used to inform and support practical scenarios.
Formative assessment will consist of individual assignments, group work and oral presentations.
Related feedback, coupled with peer group interaction, should enable students to explore and augment their understanding of the topics, and develop their presentation skills.
Assessment methods
The assessment methods for the programme are varied and reflect the vocational nature of the course.
Within Intellectual/cognitive skills the more significant assessments include presentations, mini seminars and observation-based assessments.
In this area the focus is one the ability of the student to explore and synthesise with a strong focus on the inter-relationship of practice and theory.
There is the same need to make connections with peoples needs or concerns as it is a vital element of the programme but there is additional layer of analysis and making the steps to integrate these findings with own practice.
In some circumstances such as those where it is critical a student is able to explore in depth and articulate the understanding she or he has gained a mini seminar can be the most exciting vehicle as it enables other students to learn as well and indeed for many students this is a very positive experience of assessment.
In the majority of assessments there are opportunities for students to engage in learning through the assessment as well as through the assignment.
C: Practical skills
C1: Apply a variety of interpersonal skills and strategies
C2: Relate aspects of lifespan development, socio-psychological and cultural influence to a variety of situations and contexts
C3: Outline and explore the use of assessment, planning and evaluation in effective social work interventions
C4: Investigate issues and concerns in contemporary social work practice
C5: Analyse and explore the research and evidence base of reflection, critical reflection and effective social work practice drawing conclusion and recommendations
C6: Explore and demonstrate understanding of the experiences of service users and the impact of mental health, emotional and relational issues and the support available for those issues, on individuals, families and communities
C7: Explore and critique intervention methods appropriate to developing and sustaining compassionate relationships when working with aggression and resistance
C8: Outline and evaluate a range of theories and models of social work practice for a variety of settings and contexts
C9: Explore and apply concepts and social work methods related to attachment, separation and loss, trauma and resilience
C10: Utilise, implement and evaluate a holistic approach to safeguarding and protection in social work practice
C11: Explore and implement a range of appropriate skills for effective social work practice
C12: Examine theories and models of social work practice and relate them to own and others practice with a focus on accountability, power and responsibility
C13: Demonstrate skills related to reflection on and in practice and outline the role of critical reflective practice
Learning methods
Significant learning will be gained through placement opportunities and students will be supported to learn from each other, service users and other proffessionals as well as from their formal agreed learning situations.
There is an emphasis on students recognising that learning comes from many different approaches and a flexible and open attitude is encouraged and supported.
Classwork, management of self-learning, group work and interactions with experts/specialists/colleagues will provide an informal means for assessment and feedback of the practical skills acquired by the students.
Assessment methods
The assessment methods for the programme are varied and reflect the vocational nature of the course.
Within Practical Skills the more significant assessments include observation-based assessments both of the student ad by the student.
Students also undertake activities on placement and within college sessions that produce direct practice and these are ideal opportunities for direct observations.
As with Intellectual/cognitive skills there is an emphasis on the synthesis of practice and theory that is present in all of the assessments.
The student undertakes both formative and summative assessments in this area and there is a significant level of informal feedback in initial staged of development as high quality and effective insightful practice is essential and there are additional layers of analysis and critical reflection and making the steps to integrate these findings with own practice.
In the majority of assessments there are opportunities for students to engage in learning through the assessment as well as through the assignment.
D: Key skills
D1: Describe a range of approaches to interpersonal communication, Develop and reflect critically on strategies and approaches that promote professional challenge for self, others and organisations, Demonstrate effective skills and strategies related to courtroom practice including writing reports and verbal communication.
D2: Systematically sample and review research literature evaluating its relevance to a specific element of contemporary social work practice
D3: Design research procedures using a variety of data collection techniques, Analyse research literature for sources of bias unreliability, Propose valid research objectives and reliable methodologies for investigating a specific element of contemporary social work practice.
D4: Demonstrate and evaluate the methods and approaches used in undertaking a negotiated study associated with an area of personal professional practice, Develop a hypothesis or negotiated subject for investigation and exploration related to the development of effective social work practice.
D5: Contribute to the learning and development of others. Critically reflect on the process and outcomes of the extended study and on the student's own learning and the learning of others. Explore and detail best practice in safeguarding and protection of children, young people and vulnerable adults. Demonstrate effective interpersonal skills and establish appropriate and positive relationships with service users, peers and colleagues. Analyse holistic assessment and detail significant elements of practice that contribute to effective practice with families and individuals.
D6: Reflect upon, and learn from, feedback from others on the effectiveness of own interpersonal strategies; Explore and evaluate own practice and approach with reference to professional body (Social Work England, Professional Standards 2019); Identify, engage with and integrate social work theory and practice recognising own and other strengths and limitations appropriately.
Learning methods
All Learning Outcomes will be delivered through:
Communication in the classroom, written assignments, group work, interactions with external and internal providers and experts, placements, opportunities for informal learning and from assessments such as the child studey and the community study and the use of a variety of materials, resources and information should provide for the means of supporting and assessing the range of key skills.
Assessment methods
The assessment methods for the programme are varied and reflect the vocational nature of the course.
Within Key Skills the more significant assessments include community and child studies, simulated cases and presentations.
The assessments frequently involve own development or those of others and support the student to self assess and to learn from their own practice.
In this area the focus is on the ability of the student to explore and synthesise with a strong focus on working with others effectively.
There is the same need to make connections with peoples needs or concerns, as it is a vital element of the programme but with a focus on insight and understanding of self.
In the majority of assessments there are opportunities for students to engage in learning through the assessment as well as through the assignment and this is an essential element of the assessments for Key Skills.