Cradle to the Grave B (8800F)
Cradle to the Grave B: Welfare and Wellbeing Across the Lifecourse
Module 8800F
Module details for 2025/26.
15 credits
FHEQ Level 3 (sub-degree)
Full Module Description
This module aims to enhance the personal and academic development skills necessary for effective, active and independent study at undergraduate level in the social sciences, arts and humanities and develop knowledge, understanding and critical awareness of the individual and society. Building on Cradle to the Grave A, this module makes links between individual lived experiences and the broader policy contexts of neoliberalism and globalisation. This module takes in a broad sweep of topics relating to welfare, wellbeing, life experiences and identities at different stages of the life course. It will move from analyses of contemporary issues in Education in the UK through to mental health across the life course, work, care and housing, music, ageing and social care and experiences of loss. Dimensions of gender, class, age, disability and ethnicity will be taken into account in understanding the impact of contemporary social, cultural and policy environments across the generations.
Students will develop their critical, analytical and writing skills through weekly discussion, debate and analysis of academic texts, regular opportunities to reflect and through working towards an academic written assignment. There will be opportunities to undertake analyses of media and life history data and to reflect on life and work experiences. Students will be introduced to a range of theories and policies, providing analytical tools to enhance their understanding of the context in which we live. Engagement with the topics will provide a sound foundation for future studies, lives and work.
Module Outline
This module aims to enhance the personal and academic development skills necessary for effective, active and independent study at undergraduate level in the social sciences, arts and humanities and develop knowledge, understanding and critical awareness of the individual and society. Building on Cradle to the Grave A, this module makes links between individual lived experiences and the broader policy contexts of neoliberalism and globalisation. This module takes in a broad sweep of topics relating to welfare, wellbeing, life experiences and identities at different stages of the life course. It will move from analyses of contemporary issues in Education in the UK through to mental health across the life course, work, care and housing, music, ageing and social care and experiences of loss. Dimensions of gender, class, age, disability and ethnicity will be taken into account in understanding the impact of contemporary social, cultural and policy environments across the generations.
Students will develop their critical, analytical and writing skills through weekly discussion, debate and analysis of academic texts, regular opportunities to reflect and through working towards an academic written assignment. There will be opportunities to undertake analyses of media and life history data and to reflect on life and work experiences. Students will be introduced to a range of theories and policies, providing analytical tools to enhance their understanding of the context in which we live. Engagement with the topics will provide a sound foundation for future studies, lives and work.
Module learning outcomes
Demonstrate knowledge and understanding of ways in which policy contexts impact on the lives, education and wellbeing of individuals and families across the life course.
Reflect on, discuss and write about how your learning on the module has informed or challenged your opinions, and how these opinions are shaped by your own experiences of childhood, education and family life.
Engage with and evaluate differing arguments on the role of politicians, practitioners, children, service users and carers in debates surrounding key aspects of educational and social policies.
Develop and employ specific study skills (including academic writing and independent learning) to construct informed positions, arguments and reflections.
| Type | Timing | Weighting |
|---|---|---|
| Coursework | 100.00% | |
| Coursework components. Weighted as shown below. | ||
| Essay | A2 Week 2 | 75.00% |
| Report | T2 Week 8 | 25.00% |
Timing
Submission deadlines may vary for different types of assignment/groups of students.
Weighting
Coursework components (if listed) total 100% of the overall coursework weighting value.
| Term | Method | Duration | Week pattern |
|---|---|---|---|
| Spring Semester | Seminar | 2 hours | 11111111111 |
| Spring Semester | Lecture | 1 hour | 11111111111 |
How to read the week pattern
The numbers indicate the weeks of the term and how many events take place each week.
Dr May Nasrawy
Assess convenor, Convenor
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Prof Graeme Pedlingham
Assess convenor
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Dr Katherine Kruger
Assess convenor
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Dr Jill Kirby
Assess convenor
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Dr Polona Osojnik
Assess convenor
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Mr Chris Stocking
Assess convenor
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