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Module Descriptors

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Session: 2022/23

Last modified: 20/06/2022 12:56:05

Title of Module: Society and Lifestyles

Code: UGED07004 SCQF Level: 7
(Scottish Credit and Qualifications Framework)		 Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:Yonah  Hisbon  Matemba

Summary of Module

This module will provide students (as ‘learners’) with knowledge and critical understanding of the influence of society on lifestyles, and vice versa.  Students will engage with various socio-cultural theories that underpin how society impacts (positively and/or negatively) on people’s lifestyles, and conversely how people’s lifestyles and choices impact on the society in which they live, and the implications of these issues on the students themselves, their families and local communities. Using a variety of teaching and learning methods, including engagement with AULA, students will gain in-depth knowledge in areas of reciprocal impacts (positive and /or negative) on society and lifestyles. The following areas are covered: religion, society and diversity; religion, culture and unchurched spirituality; inclusion, diversity and society; at risk behaviours and society; equality, human rights and society; mind, body health and lifestyle; youth culture and society; ideology and prejudice. The module is opne to all students of the university. 

 

  • The module has thematic links with a number of subject areas and themes: academic writing; lifestyles and at risk behaviours; religion and spirituality; society and values; interdisciplinary learning; diversity; human rights and inclusion; values and diversity

  • The module will support students towards meeting the GTCS Standard for Provisional Registration by working towards the following standards: Social Justice (1.1); Integrity (1.2); Trust and Respect (1.3); Professional Commitment (1.4)

  • In relation to learning for sustainability, students will engage with and be sensitised on human rights, inclusion, social (in)justice, enquiring learning, critical reflection, and understanding the concept of ‘what makes a good life’

  • Through participating in this module, students will develop UWS Graduate Attributes and will demonstrate, in particular, that they are inquiring, digitally literate, ethically-minded, culturally aware, collaborative, research minded, socially responsible and transformational


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

HybridC
Online with mandatory face-to-face learning on Campus

HybridO
Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:

 

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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1

 

Term 2check markTerm 3

 

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Employ socio-cultural theories to gain an in-depth understanding of the relationship between of society and lifestyles.

L2. Appraise wellbeing, religion, culture, diversity, human rights, and inclusion in relation to society and lifestyles

L3. Critically discuss the impacts of lifestyle patterns, personal choices and societal pressures on people’s health and the wellbeing of the society/community in which they live

L4. Using the material content of knowledge gained on the relationship between society and lifestyles produce academic essays for the final written examination

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 7.

Show understanding and in-depth knowledge of the material content on religion, society and diversity; religion, culture and unchurched spirituality; inclusion, diversity and society; at risk behaviours and society; equality, human rights and society; mind, body health and lifestyle; youth culture and society; ideology and prejudice.

Practice: Applied Knowledge and Understanding SCQF Level 7.

Using intellectual skills, a range of techniques and materials associated with the concepts and material content of issues arising from the module learners will be able to question, debate, discuss and offer independent or alternative views on many issues around religion, wellbeing, inclusion, diversity, culture, equality, human rights, ideology and prejudice.

Generic Cognitive skills SCQF Level 7.

Identify and analyse issues in understanding the place of religion, importance of citizenship and role wellbeing in society, and how people live in society and how change impacts on society.

Draw on a range of sources to understand the complex nature of the relationship between society and lifestyles, and how this impacts on people’s wellbeing, health and sense of community.

Communication, ICT and Numeracy Skills SCQF Level 7.

Use a wide range of ICT skills and other soft skills such as empathy and understanding to gather and analyse materials in the areas related to religion, wellbeing, citizenship, and human flourishing.

Present or convey, formally and informally, information on standard/mainstream topics in areas that intersect topics related to society and lifestyles.

Autonomy, Accountability and Working with others SCQF Level 7.

Exercise autonomy, initiative and independence in gathering information for the seen essay question, preparing for the written examination, investigating topics related to tutor directed learning and working with others in small groups in tutorials on various topics related to society and lifestyles.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:N/A
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
Teaching and learning on the module will employ a number of methods, including the use of the Aula VLE, interactive whiteboards, lectures, tutorials, cooperative learning and independent research. In addition, a module handbook, and other detailed materials made available to students, will give more specific information on the particular learning and teaching methodologies, and combinations of these methodologies, to be used for timetabled student sessions. This will clarify for students both their expectations for timetabled sessions, and their expectations for the overall balance of learning and teaching methodologies to be used during the module.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below: 		Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery36
Tutorial/Synchronous Support Activity10
Asynchronous Class Activity10
Independent Study144
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Bouchard, C., Blair, N. and Hanskell, W. (2006) Physical Activity and Health, Illinois: Human Kinetics Publishers.

Clarke, P. (ed.) (2011) The Oxford Handbook of the Sociology of Religion, Oxford: Oxford University Press.

Hayward, B. (2012) Children, Citizenship and Environment: Nurturing a Democratic Imagination in a Changing World, London: Routledge

Thirlaway, K. and Upton, D. (2009) The Psychology of Lifestyle: Promoting Health Behaviour, Oxford: Routledge.

Thompson, N. (2011) Promoting Equality: Working with Diversity and Difference (3rd ed.), Basingstoke: Palgrave Macmillan.

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the VLE, and complete assessments and submit these on time. For student-teachers, given the link to their professional development inline with GTCS standards, 100% attendance and engagement is expected. The module coordinator maintains an overview of attendance and engagement. Should there be concerns, there will be liaison between module coordinator, personal tutor and the student to identify steps to support engagement and success.

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Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelEducation
ModeratorLouise Barrett
External ExaminerDr Lesly Waddell
Accreditation DetailsGeneral Teaching Council Scotland. Contact School for current details.
Version Number

2.05

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Assessment: (also refer to Assessment Outcomes Grids below)
The module will be assessed summatively in the form of a 2000-word assignment (critical essay) submitted via Turnitin. For this assignment, students will be asked to critically examine the ways in which society is impacted by religion, culture, lifestyle choices, diversity and human rights. In their response they should focus only on any three of these impacts. Weighting of the assignment will be 100%. To pass the module students must score not less than 40%.
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essaycheck markcheck markcheck markcheck mark1000
Combined Total For All Components100% 0 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using the VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/

Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.


UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.

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