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Psychology

September 2023

Our psychology schemes provide graduates with the foundations of psychological theory and application together with appropriate academic and employability skills. Students are encouraged to move from being supported to autonomous learners as they progress through Levels 4, 5, and 6 of the national framework for Higher Education. Level 4 is designed to provide a solid foundation in psychology (PS11420, PS11220) and how theory intertwines with professional application (PS12120, PS11710), but also how these foundations are underpinned by competent research skills and knowledge (PS11320; PS11610). Level 5 continues to encourage inter-relatedness of psychology and everyday life that is underpinned by research (PS21410, PS21310), but is designed to encourage a more independent approach to learning in more specific modules (PS22120, PS20220, PS20720) where ability to search and utilise research articles beyond the core reading. 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.

A number of module options also are provided in Level 6 outside of the BPS curriculum, such as Sex and Relationships, 21st Century Self, Drugs and Behaviour, and Psychology Critical Review. 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 analyse material independently, drawing not only on final year content but that of the entire programme.

In addition to covering the core BPS psychology curriculum, the course introduces students to key skills and knowledge in the applied area of counselling 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 recognizes 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.

Graduate Basis for Chartered Membership (GBC) is an entry requirement for all British Psychological Society (BPS) accredited postgraduate training courses and is also required when working towards becoming a Chartered Forensic Psychologist. The GBC is awarded through a successful application to become a Graduate Member of the Society. In order to be eligible for the GBC students must achieve a minimum of a 2(ii) or equivalent and pass the empirical psychology dissertation.

A1 Demonstrate a range of transferable skills including initiative, independence and professional awareness.

A2 A comprehensive knowledge of the core domains within psychology and their applications

A3 An understanding of the relationship between psychology and cognate disciplines e.g. biology, sociology, law.

A4 a comprehensive appreciation of the integration which can occur within the subject.

A5 an in-depth knowledge of psychology applied in counselling settings.

Learning and Teaching

Acquisition of knowledge and understanding is through a combination of lectures (A1-A5), group seminars (A1-A4), coursework (A1-A5) and laboratory work (A1-A5), as well as through supervision (A1-A5). 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- A5) and in-course assessments (A1-A6), in the form of practical laboratory reports (A1-A5), essay assignments (A1-A4,A5), group presentations (A2,A3,A5), portfolios (A3), in-class tests (A1, A2, A3, A5), project report (A2, A4,A5), oral presentations (A1-A5) and research participation (A2), and eLearning assessments that include Wikis and Blogs (A1-A5). 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.

Assessment Strategies and Methods

Across the undergraduate Psychology programme a wide range of teaching strategies ensure the acquisition of skills and knowledge and the development of independent learning. Subject knowledge is introduced through lectures and expanded/developed through: seminar/workshop exercises/laboratory work/ video presentations, portfolio work, reading of recommended texts/primary literature and preparation of assessments. In addition, students will have access to teaching and learning material for each of their chosen units including E-Learning and the Virtual Learning Environment (VLE) (e.g., Blackboard). Students are encouraged to broaden their knowledge and understanding through attendance at research seminars and through discussions with each other and with tutors via drop-in (office hours) provision

10.2.1 Intellectual Skills

B1 the ability to extrapolate and comprehend the application of knowledge within the areas of psychology;

B2 the ability to process information in a manner displaying advanced cognitive skills;

B3 the ability to define and appreciate complex problems and offer solutions;

B4 Integrate and critically evaluate information and data from a variety of sources to construct cogent arguments.

Learning and Teaching

Student development of intellectual skills from B1-B4 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 4, 5 and 6. Reflection and self-assessment 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.

Assessment Strategies and Methods

Intellectual skills (B1-B4) 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 that include coding (Cognitive Psychology) and Blogs. The use of reflection tools through the PDP (PS11710) are used to develop the student’s critical awareness and identify their performance. Personal tutors provide feedback regarding academic performance of students. Students are encouraged to broaden their knowledge and understanding through attendance at research seminars and through discussions with each other and with tutors via drop-in (office hours) provision. Across the Undergraduate Psychology Programme a wide range of teaching strategies ensure the acquisition of skills and knowledge and the development of independent learning. Subject knowledge is introduced through lectures and expanded/developed through: seminar/workshop exercises/laboratory work/ video presentations, portfolio work, reading of recommended texts/primary literature and preparation of assessments. In addition, students will have access to teaching and learning material for each of their chosen units including E-Learning and the Virtual Learning Environment (VLE) (e.g., Blackboard).

10.2.2 Professional practical skills / Discipline Specific Skills

By the end of their programme, all students are expected to be able to:

C1 Generate and explore, and test complex hypotheses and research questions

C2 Initiate, design and conduct complex empirical-based studies involving a variety of methods of data collection

C3 Analyse and interpret quantitative and qualitative data

C4 Evaluate, present and communicate effectively complex findings by a variety of means, such as a research report

Learning and Teaching

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. C4 is also acquired through essay and report writing at all levels, but developed to an advanced standard at level 6 in the (optional) systematic review module where C1-C4 are also developed in the module. Throughout, the learner is encouraged to consolidate practical skills (C1-C4) through practice with appropriate research methods and projects.

Assessment Strategies and Methods

Practical skills are assessed through practical and project reports (C1-C4), statistics tests and examinations (C3-C4), poster presentations (C4), portfolios (C1), group and individual presentations (C4). At level 6 the Dissertation project may, depending on the topic, assess any or all of outcomes C1 to C4.

10.3 Transferable/key skills

By the end of their programme, all students are expected to be able to demonstrate:

D1 Professionalism and an understanding of commercial/professional pressures, including ethics in counselling research and roles;

D2 Communicate effectively, both orally and in writing

D3 Work and learn independently and/or in groups

D4 Manage time, resources, and work to deadlines efficiently

D5 Effectively use information and communication technology to produce and present ideas and documents

Learning and Teaching

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 are developed through specific modules and learning activities, such as Level 5 and 6 work placement module and personal development plan (PS11710). Group work (D3) 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.

Assessment Strategies and Methods

Transferable skills are assessed through unseen examinations, in-class tests (D1, D3); laboratory reports, essays including placement essay, project report (D1, D3-D5) poster presentations, mini- projects and laboratory group work (D1-D5). 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), oral presentations (D1-D2), group debates and discussions (D2,D5), placement portfolio (D5).