Social Welfare and Reform: The Changing Face of Britain (1500)

Course Title:

Access to Higher Education Diploma

Unit Title:

Development of the Welfare State

Unit Code

Unit: Level:

3

Credit Value:

3

Tutor Name:

Stuart Reardon

Student Name:

Task Nmber:

(if applicable)

Essay = one task

Task Title:

Social Welfare and Reform: the changing face of Britain (1500)

.

Date Set:

May 21^st, 2024

Date Due:

June 12^th, 2024

Extension Agreed:

Date of Return to learner:

Date of Resubmission:

Resubmission Return to learner:

I confirm that the assignment I have submitted is all my own work and that it has been appropriately referenced in line with the centre policy on referencing of submissions of academic work

Signature of student:

Date submitted:

I agree this assignment brief is fit for purpose and assesses the identified criteria.

IV Signature

Helen Hall

Date:

Grade Profile Achieved for Assignment

Final unit grade, if applicable *

Learning Outcomes

Assessment Criteria

Assessment Criteria Met

1. Understand the economic and social factors that impacted on the social state prior to the 19th century.

1.1 Analyse the development of social welfare from a historical perspective

Y/N

2. Understand changing attitudes and views to social welfare from the late 19th century.

2.1 Analyse different attitudes and views to

Y/N

3. Understand the concepts of poverty.

4. Understand the development of social welfare and social policy in the 1940s

3.1 Analyse the concepts of need, absolute poverty and relative poverty.

3.2 Evaluate the impact of limited resources on the States ability to set priorities.

4.1 Analyse the post war development of social welfare within the context of wider issues affecting society.

Y/N

Y/N

Submission Date

4^thDecember 2023

Description of Assessment Task (mapped to Assessment Criteria)

1. Understand the economic and social factors that impacted on the social state prior to the 19th century. 1.1 Historical perspective: identify several examples of historical, major changes in social welfare prior to 1945 (for example, the Poor Law of 1601 and the key legislation which led to the passing of the Poor Law Amendment Act of 1834).

2. Understand changing attitudes and views to social welfare from the late 19th century. 2.1 Attitudes and views: Analyse the welfare developments addressing issues such as why reforms were made, why legislation was passed and what the effects were using primary data such as first-hand accounts (possibly gained from interviewing) and secondary data as recorded by commentators in the field

3. Understand the concepts of poverty. 3.1 Key concepts: Analyse concepts of need, absolute poverty and relative poverty; 3.2 Impact of limited resources: Link analysis to a consideration of limited state resources in setting welfare priorities.

4. Understand the development of social welfare and social policy in the 1940s. 4.1 Post war development of social welfare: Explain the Post-War Consensus and analyse the breakdown in Post-War Consensus.

Indicative reading:

1. Midwinter, E. (1994) The Development of Social Welfare in Britain. Buckingham. Open University Press.

2. Fraser, D. (2017) The Evolution of the British Welfare State: A History of Social Policy since the Industrial Revolution (5th ed). London. Palgrave.

Grading Information

If you have achieved all Level 3criteria you will receive a grade (Pass, Merit or Distinction) against the following Grade Descriptors. The grade awarded will be determined by your aggregated performance against the Grade Descriptor Components noted below. The boxes below each Grade Descriptor provide contextual statements which relate the language of the Grade Descriptor to the set assignment task. These statements will help you to know what is required at the identified Grade Descriptor and also to understand the Grade Profile that you have been allocated.

Grade Descriptor

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To achieve a Merit:

The learner has

To achieve a Distinction:

The learner has

Grade Awarded

GD1:

The student, student's work or performance:

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a)

<!--[endif]-->demonstrates very good understandingof the different perspectives or approaches associated with the area of study.

The student, student's work or performance:

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a)

<!--[endif]-->demonstrates excellent understandingof the different perspectives or approaches associated with the area of study.

What this means for the assignment

The student needs to demonstrate clear understanding of the development of Social welfare and why it was needed.

The student needs to demonstrate an excellent understanding of the development of welfare and why it was needed.

GD2:

The student, student's work or performance:

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a)

<!--[endif]-->makes use of relevant

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with either

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b)

<!--[endif]-->breadth or depththat goes beyond the minimum required to Pass

and/or

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c)

<!--[endif]-->very goodlevels of

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<!--[endif]-->consistency

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The student, student's work or performance:

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a)

<!--[endif]-->makes use of relevant

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with both

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b)

<!--[endif]-->breadth and depth

and/or

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c)

<!--[endif]-->excellent levels of

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What this means for the assignment

There must be a clear investigation into the development of legislation, concepts of poverty and attitudes to poverty and welfare.

There must be an in depth investigation into legislation, the concepts of poverty and attitudes to poverty and welfare.

GD5:

The student, students work or performance:

shows very goodcommand of

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<!--[endif]-->structure

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<!--[endif]-->use of images

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The student, student's work or performance:

showsexcellent command of

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<!--[endif]-->use of images

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What this means for the assignment

This essay will be very well written and referenced and clearly proofread with very few errors.

This essay will demonstrate excellent writing skills. SPAG and referencing will be accurate.

GD7: Quality

The student, students work or performance:

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a)

<!--[endif]-->is structured in a way that is generally logical and fluent

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b)

<!--[endif]-->puts forward arguments or ideas which are generally unambiguous, but which are in a minor way limited or incomplete

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c)

<!--[endif]-->taken as a whole, demonstrates a very good response to the demands of the brief/assignment

The student, students work or performance:

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a)

<!--[endif]-->is structured in a way that is consistently logical and fluent

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b)

<!--[endif]-->puts forward arguments or ideas which are consistently unambiguous and cogent

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c)

<!--[endif]-->taken as a whole, demonstrates an excellent response to the demands of the brief/assignment

What this means for the assignment

Overall, this will be a very good essay with very good understanding, it will be well written logically developed and accurately referenced.

Overall, this will be an excellent essay demonstrating clear understanding. It will be well written, logically developed and accurately referenced.

Tutor Feedback

Individual feedback and targets for improvement and any comment in relation to resubmission (if appropriate):

Please also refer to the What this means for the assignment boxes on page 3 in terms of understanding the rationale for the grade judgments allocated to the different Grade Descriptor Components.

Areas for Improvement:

Tick

Spelling

Punctuation

Grammar

Structure

Referencing

Signposting

Content

Tutor Signature:

Date:

Internally Moderated by: (if applicable)

Date/s:

Student Reflections / Planning in relation to Tutor Feedback (where appropriate):

Student Target Setting for Future Assessment (where appropriate):