Cradle to the Grave A (8700F)
Cradle to the Grave A: welfare and wellbeing across the lifecourse
Module 8700F
Module details for 2025/26.
15 credits
FHEQ Level 3 (sub-degree)
Full Module Description
This module introduces students to key personal and academic development skills necessary for effective, active and independent study at undergraduate level in the social sciences, arts and humanities. It will particularly appeal to students who have an interest in childhood and youth studies, education, social work, wellbeing and social care but has broad relevance across the disciplines.
This module introduces students to social policy and welfare with a focus on how politically led objectives and agendas shape the everyday experiences and opportunities of people at each stage of the life course. Cradle to the Grave A focusses specifically on ways in which the development, safety and wellbeing of children, young people, individuals and families are shaped by historical, political, economic, and cultural forces. The module provides a background of social welfare provision and explores some of the implications of universal welfare and cradle to grave support in the UK towards a mixed economy of welfare. It asks students to consider the impact of such a change on societal values and wellbeing, taking different identity locations into account.
Academic study will be brought to life via students making life-history narrative based links between their lived experiences and the social policy contexts which shape those experiences. By exploring their experiences and those of previous and future generations, students will be encouraged to develop critical thinking in relation to the socio-economic and political landscape and the opportunities and limitations which arise.
Through reading texts and analysing media, students will enhance their reading skills, extend their vocabulary, critical and analytical skills. Through independent study, students will take personal responsibility for their learning. Through reflective writing and responding to directed tasks, students will develop their writing, reflection, discussion, group-work and presentation skills.
Module Outline
This module introduces students to key personal and academic development skills necessary for effective, active and independent study at undergraduate level in the social sciences, arts and humanities. It will particularly appeal to students who have an interest in childhood and youth studies, education, social work, wellbeing and social care but has broad relevance across the disciplines.
This module introduces students to social policy and welfare with a focus on how politically led objectives and agendas shape the everyday experiences and opportunities of people at each stage of the life course. Cradle to the Grave A focusses specifically on ways in which the development, safety and wellbeing of children, young people, individuals and families are shaped by historical, political, economic, and cultural forces. The module provides a background of social welfare provision and explores some of the implications of universal welfare and cradle to grave support in the UK towards a mixed economy of welfare. It asks students to consider the impact of such a change on societal values and wellbeing, taking different identity locations into account.
Academic study will be brought to life via students making life-history narrative based links between their lived experiences and the social policy contexts which shape those experiences. By exploring their experiences and those of previous and future generations, students will be encouraged to develop critical thinking in relation to the socio-economic and political landscape and the opportunities and limitations which arise.
Through reading texts and analysing media, students will enhance their reading skills, extend their vocabulary, critical and analytical skills. Through independent study, students will take personal responsibility for their learning. Through reflective writing and responding to directed tasks, students will develop their writing, reflection, discussion, group-work and presentation skills.
Module learning outcomes
Demonstrate knowledge and understanding of ways in which policy contexts shape the lives, education and wellbeing of children, young people, individuals and families.
Reflect on, discuss and write about their own experiences of childhood, education and family life, which have informed or challenged their opinions.
Construct informed positions and arguments and communicate these effectively through written and oral communication.
Work effectively in a team, taking account of different perspectives.
| Type | Timing | Weighting |
|---|---|---|
| Coursework | 100.00% | |
| Coursework components. Weighted as shown below. | ||
| Log | T1 Week 8 | 25.00% |
| Report | A1 Week 2 | 75.00% |
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 |
|---|---|---|---|
| Autumn Semester | Lecture | 1 hour | 11111111111 |
| Autumn Semester | Seminar | 2 hours | 11111111111 |
How to read the week pattern
The numbers indicate the weeks of the term and how many events take place each week.
Prof Graeme Pedlingham
Assess convenor
/profiles/166463
Dr May Nasrawy
Convenor, Assess convenor
/profiles/343257
Ms Laurie Owen
Assess convenor
/profiles/497490
Dr Emily Baker
Assess convenor
/profiles/123259
Dr Polona Osojnik
Assess convenor
/profiles/387060
Dr Katherine Kruger
Assess convenor
/profiles/245567
Dr Jill Kirby
Assess convenor
/profiles/212335
Mr Chris Stocking
Assess convenor
/profiles/335362
Dr Chris Griffin
Assess convenor
/profiles/170183
Please note that the University will use all reasonable endeavours to deliver courses and modules in accordance with the descriptions set out here. However, the University keeps its courses and modules under review with the aim of enhancing quality. Some changes may therefore be made to the form or content of courses or modules shown as part of the normal process of curriculum management.
The University reserves the right to make changes to the contents or methods of delivery of, or to discontinue, merge or combine modules, if such action is reasonably considered necessary by the University. If there are not sufficient student numbers to make a module viable, the University reserves the right to cancel such a module. If the University withdraws or discontinues a module, it will use its reasonable endeavours to provide a suitable alternative module.