Programme Specifications
Psychology and Education
Information provided by Department of Psychology:
Information provided by School of Education:
Information provided by Department of Psychology:
Psychology for the Psychology contribution of the degree with the additional contribution from other subject benchmarks.
Information provided by School of Education:
Education Studies
Information provided by Department of Psychology:
September 2023
Information provided by School of Education:
September 2023
Information provided by Department of Psychology:
Psychology Joint Honours provides graduates with foundations of psychological theory and application together with appropriate academic and employability skills. Students are encouraged to move from being supported learners to becoming autonomous learners as they progress through Levels 4, 5, and 6. Level 4 is designed to provide a solid foundation in psychology, and also how these foundations are underpinned with research. Level 5 continues to encourage inter-relatedness of psychology that is underpinned by research, but is designed to encourage a more independent approach to learning in more specific modules. On completion of Level 5 students will be equipped with a sufficiently broad stock of information and practical experience of techniques, to make an informed decision about a topic for the Research Project at Level 6. Level 6 builds on the core modules at level 5 as students complete their engagement with specific core modules. In terms of assessment, it is expected that as students move from supported to autonomous learners that this will be evidenced in their assessment where their work will be based on tutor-led material at Level 4, while at Level 6, students will be required to produce and analyze material independently, drawing not only on final year content but that of the entire programme. Students completing this degree will have:
• A thorough knowledge of psychology, where psychology is defined in broad terms as the scientific study of mind, brain, behaviour and experience, and the complex interactions between these.
• A knowledge and critical understanding of the key academic constituencies which compromise Psychology within the areas of biological, cognitive, developmental, and social psychology together with the psychology of individual differences.
• An ability to think, speak and write professionally; to question, to be critical, to be analytical, and to be creative in ways appropriate to the subject.
• An ability to apply a range of psychological methodologies appropriately and to understand their limitations.
• Skills in qualitative and quantitative research methods and research design
• An understanding of the rigorous and precise nature of scientific method and a thorough grasp of experimental design and statistical analysis.
• An ability to undertake original research using investigative skills appropriate to the laboratory and applied settings, using both quantitative and qualitative methods.
• An awareness of relevant ethical considerations.
• An ability to apply their understanding of psychological theory and research in a variety of applied areas.
Information provided by School of Education:
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To provide students with an opportunity to develop an understanding of the complex body of knowledge associated with Education
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To enable students to critically engage with the key issues and current research in Education.
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To enable students to critically reflect on and manage their own learning and performance;
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To provide students with an opportunity to acquire the employability skills and personal attributes and values that are necessary for employment, training, or further education.
Information provided by Department of Psychology:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills and other attributes in the discipline of Psychology. The structure and delivery of the degree scheme recognize the need to achieve an appropriate balance between the acquisition of the subject specific knowledge, and the development of generic skills. Integrating these two components of the scheme is a central feature of the degree scheme. The programme outcomes are referenced to the QAA benchmark statements for Psychology and the Framework for Higher Education Qualifications in England, Wales and Northern Ireland, and relate to the typical student.
Information provided by School of Education:
Information provided by Department of Psychology:
By the end of the joint honours degree, students will be expected to have acquired and demonstrated:
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A1 A comprehensive knowledge of the core domains within psychology and their applications.
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A2 an understanding of the relationship between psychology and cognate disciplines e.g. biology, sociology, psychiatry.
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A3 a comprehensive appreciation of the assimilation within psychology of themes, theories, methods, and findings from other discipline a
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A4 a comprehensive appreciation of the integration which can occur within the subject.
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A5 a comprehensive knowledge of a range of research methods and measurement.
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Techniques.
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A6 an in-depth knowledge of selected specialists areas of psychology at Level 6.
Acquisition of knowledge and understanding is through a combination of lectures (A1-A6), group seminars (A1-A4, A6), coursework (A1-A6) and laboratory work (A1-A6), as well as through supervision (A1-A6). Throughout, the learner is encouraged to undertake independent study both to supplement and consolidate what is being taught/learnt and to broaden their individual knowledge and understanding of the subject. Knowledge and understanding are assessed through a combination of seen and unseen examinations (A1- A6) and in-course assessments (A1-A6), in the form of practical laboratory reports (A1-A6), essay assignments (A1-A4,A6), group presentations (A2,A3,A5,A6), portfolios (A3), in-class tests (A1, A2, A3, A5), project report (A2, A4,A5), oral presentations (A1-A6) and research participation (A2), and eLearning assessments that include Wikis and Blogs (A1-A6). Importantly, the whole degree encourages, promotes, and facilitates active learning where students are able to learn through less formal means, such as the Psychology Society and public lectures. Students are also supported through academic progress meetings with their personal and / or subject tutors.
Information provided by School of Education:
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A1 To understand the structure and development of the Education system within the UK and internationally and to be aware of assessment systems in place at each phase of the Education system.
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A2 To understand how learners’ physical, intellectual, linguistic, social, cultural and emotional development can affect their learning
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A3 To be aware of methods of safeguarding children and to understand a range of professional frameworks.
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A4 Understand a range of strategies to establish a purposeful learning environment and promote good learning, achievement and behaviour.
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A5 To be aware if the interdisciplinary nature of ICT and digital competency
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A6 To be aware of the SEN code of practice for Wales and to be aware of strategies to support learners
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A7 To understand the practical and ethical issues when working with and researching children
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A8 To understand and evaluate issues relating to learner well-being and health.
Learning and Teaching
The above learning outcomes are developed through the following:
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Lectures
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Seminars
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Individual tutorials
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Group work
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Personal research
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Workshops
Assessment Strategies and Methods
The learning objectives will be assessed via the following:
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Written assignments
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Examinations
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Placement Portfolio
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Undergraduate Dissertation
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Posters
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Oral Presentations
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Teaching/ Lesson Plans
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Interactive artefacts
Information provided by Department of Psychology:
• B1 the ability to integrate simple and challenging ideas and empirical findings and assess the relevance of theoretical knowledge in applied contexts;
• B2 the ability to extrapolate and comprehend the application of knowledge within the areas of psychology;
• B4 the ability to display critical thinking skills;
• B5 the ability to process information in a manner displaying advanced cognitive skills;
• B6 the ability to define and appreciate complex problems and offer solutions;
• B7 Integrate and critically evaluate information and data from a variety of sources to construct cogent arguments;
• B8 Attend to the distinction between primary and secondary sources of information;
• B9 Reflect on experience of learning and adjust intellectual perspective.
Teaching and Learning and Assessment
Student development of intellectual skills from B1-B8 are promoted through lectures, group seminars, coursework, and laboratory work, as well as through supervision at Level 6. Throughout, the learner is encouraged to undertake independent study both to supplement and consolidate what is being taught / learnt and to broaden their individual knowledge and understanding of the subject. The application of these skills in the context of specific areas of psychological enquiry is demonstrated through lectures and seminars for core and optional modules at Levels 1, 2 and 3. Reflection and self-assessment (B9) are integral to the learning of intellectual skills and will be developed through feedback on summative and formative assessments and through the online PDP facility. Intellectual skills (B1-B8) are assessed through a combination of seen and unseen examinations and in-course assessments, in the form of practical laboratory reports, essay assignments, portfolios, in-class tests, project report, group and oral presentations, and research participation, as well as eLearning assessments; The use of reflection tools through the PDP are used to develop the students critical awareness and identify their performance. Personal tutors provide feedback regarding academic performance of students.
10.2.1 Practical Skills
On completion of the Programme students should be able to:
• C1 - Interact ethically and professionally with research participants;
• C2 - Generate and explore complex hypotheses and research questions;
• C3 - Initiate, design and conduct complex empirical-based studies involving a variety of methods of data collection;
• C4 - Analyse and interpret quantitative and qualitative data;
• C5 - Effectively employ specialist computer packages (at Level 5 and 6) to analyse and use complex numerical, statistical and other data using quantitative methods;
• C6 - Effectively employ thorough advanced qualitative approaches and methods to analyse complex text, media and human experiences;
• C7 - Search specialist databases to be able to conduct and write literature reviews;
• C8 - Evaluate, present and communicate effectively complex findings by a variety of means, such as a research report
Teaching and Learning and Assessment
Practical skills are developed through a series of lectures, seminars, workshops and practical laboratory classes at levels 4 and 5 and further developed through a supervised independent research project at level 6. C7 is also acquired through essay writing at all levels, but developed to an advanced standard at level 6 in the systematic review module where C2-C8 are also developed in the module. At level 4, students engage in C5 using formula and calculations by hand before moving to specialist computer packages at Level 5 and 6. Throughout, the learner is encouraged to consolidate practical skills (C1 - C8) through practice with appropriate research methods and projects. Practical skills are assessed through practical and project reports (C1-C8), statistics tests and examinations (C4-C5), poster presentations (C1-C6; C8), portfolios (C1-C2; C8), and Wikis (C4, C8), group presentations (C2, C7, C8). At level 6 the Dissertation project may, depending on the topic, assess any or all of outcomes C1 to C8.
Information provided by School of Education:
10.2.1 Intellectual skills
By the end of their programme, all students are expected to be able to:
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B1 Analyse and interpret a range of academic texts and government documents
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B2 Critically evaluate a range of source materials
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B3 Apply theory to practice
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B4 Understand a range of learning and teaching styles
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B5 Communicate knowledge to others in written and spoken forms
Learning and Teaching
The above learning outcomes are developed through the following:
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Lectures
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Seminars
-
Group work
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Personal research
-
Workshops
Assessment Strategies and Methods
The learning objectives will be assessed via the following:
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Written assignments
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Examinations
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Placement Portfolio
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Undergraduate Dissertation
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Posters
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Oral Presentations
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Teaching/ Lesson Plans
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Interactive artefacts.
10.2.2 Professional practical skills / Discipline Specific Skills
By the end of their programme, all students are expected to be able to:
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C1 Demonstrate the ability to understand the diverse learning needs of learners and evaluate how to provide the best possible education for them to maximize their potential, whatever their individual aspirations, personal circumstances or cultural, linguistic, religious and ethnic background;
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C2 Understand the role of multi-agency approaches to supporting learners.
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C3 Be aware of, and work within, the statutory framework relating to their responsibilities
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C4 Understand and apply psychological theories of learning and teaching
Learning and Teaching
The above learning outcomes are developed through the following:
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Lectures
-
Seminars
-
Group work
-
Personal research
-
Workshops
Assessment Strategies and Methods
The learning objectives will be assessed via the following:
-
Written assignments
-
Examinations
-
Placement Portfolio
-
Undergraduate Dissertation
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Posters
-
Oral Presentations
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Teaching/ Lesson Plans
-
Interactive artefacts.
Information provided by Department of Psychology:
On completion of the degree scheme, students should be able to demonstrate a high standard of work ethic to take with them into employability, while also demonstrating a number of general transferable skills acquired through studying at degree level, and include:
• D1- Communicate effectively, both orally and in writing;
• D2- Work effectively within a group;
• D3- Work and learn independently;
• D4- Manage time, resources, and work to deadlines efficiently;
• D5- Effectively use information and communication technology to produce and present ideas and documents;
• D6- Show respect for the views and ideas of others;
• D7- Identify career opportunities;
• D8-Decision making; Identify problems and provide solutions;
• D9- Recognise the need to continually update knowledge and skill.
Teaching and Learning and Assessment
The programme aims to promote, develop and nurture students’ awareness of and competence in these key transferable skills, many of which students will already possess to a greater or lesser degree of competence. All of these skills are integral to teaching and learning activities across the programme and are embedded in the degree scheme. Others (D7-D9) are developed through specific modules and learning activities, such as Level 5 work placement module and personal development plan (PDP). Group work (D2) through data collection, research findings, and project coordination is a strong feature of the course that compliments the independent skills developed in most modules, and is a particular feature at level 4 and 5. Throughout, the learner is encouraged to develop transferable skills by maintaining a record of evidence and completing a personal development plan (PDP) initiated in Level 4. Transferable skills are assessed through unseen examinations, in-class tests (D1, D3); laboratory reports, essays including placement essay, project report (D1, D3,D5,D8), poster presentations, mini- projects and laboratory group work (D1-D6,D8), portfolios (D6 and D7). In addition, a number of the above skills are explicitly assessed at various points during the programme through a range of methods, including the Dissertation project (D1, D3-D5, D8), oral presentations (D1-D2), group debates and discussions (D2,D6).
Information provided by School of Education:
By the end of their programme, all students are expected to be able to:
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D1 Demonstrate independent working and thinking
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D2 Research, assimilate, select and organise relevant academic material
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D3 Evaluate key theories
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D4 Work as part of a group
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D5 Communicate to a range of audiences
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D6 Demonstrate effective time management
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D7 Demonstrate critical self-reflection
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D8 Argue coherently by analysing evidence and applying logical thinking
Learning and Teaching
The above learning outcomes are developed through the following:
-
Lectures
-
Seminars
-
Group work
-
Personal research
-
Workshops
Assessment Strategies and Methods
The learning objectives will be assessed via the following:
-
Written assignments
-
Examinations
-
Placement Portfolio
-
Undergraduate Dissertation
-
Posters
-
Oral Presentations
-
Teaching/ Lesson Plans
-
Interactive artefacts.
BSC Psychology and Education [CX80]
Academic Year: 2023/2024Joint Honours scheme - available from 2018/2019
Duration (studying Full-Time): 3 yearsChildren's Development and Learning
The Learner and the Learning Environment
Psychology of Learning and Thinking
Assessment and Education