The aims of the Single Honours Psychology programme are:
To provide effective, structured opportunities for the scientific study of mental processes and behaviour, recognising a diversity of perspectives.
To provide accredited programmes of study within the modular undergraduate degree, leading to eligibility for the Graduate Basis for Chartership (GBC) of the British Psychological Society (BPS).
To work in accordance with the ethics and values of appropriate professional and learned bodies in the activities of the Department.
To enable students to be prepared for careers in professional psychology, as well as imparting the key skills needed to open them to wider career opportunities.
Knowledge and Understanding
These apply across the range of content outlined in section 25. They involve psychological principles explaining human mental processes and behaviour; the social, historical and ethical context of psychology today; the roles of psychologists and psychology across a range of applied fields; codes of conduct for ethical research. Thinking or Cognitive Skills
The ability to synthesise information/ data from various sources; analyse, evaluate and interpret theories; formulate and test hypotheses.
Plan, conduct and report research
Application of Number
Information Literacy and Technology
Improving own learning and performance
Working with others
Students will develop employability skills in the areas of problem-solving, communication (oral and written); numerical skills appropriate to scientists; use of information technology (including use of specialist software for experimental work and for statistical analysis); the ability to work effectively in a team; the ability to work effectively individually keeping to deadlines; the ability to reflect upon own learning and performance and revise approach to learning.
Students will gain experience in project management consistent with practice in professional contexts
i. At Level 4 students will develop knowledge of important historical and contemporary concepts and theories, as well as the ability to use qualitative and quantitative information accurately in support of rational arguments. Learning is predominantly tutor-guided. The core modules at Level 4 can be regarded as foundation modules designed to provide a comprehensive introduction to students with no prior study of psychology and to provide a useful and interesting curriculum for those who have undertaken previous study in the subject, for example at AS or A2 level. Option modules are also available that may provide a basis for future career options or to allow students to pursue their individual interests in different areas of Psychology.
ii. At Level 5 students will build on the conceptual knowledge base acquired at Level 4; and, in the three core modules, appreciate the evolution of modern psychological theories and ideas. They will be encouraged to begin to demonstrate a more critical approach to data and evidence, which will sometimes involve inter-relating complex elements of knowledge. In particular, the students' research and analysis skills will be further developed in the "Becoming a psychological researcher" module where there will be regular small group workshops to help support the students in their learning. Students will be taught to audit their own skills and personal development, and to select appropriate individual learning styles for the tasks set, with progression towards greater independence in learning activities. At Level 5, students take modules involving greater detail and depth of study of key ideas and enhanced skills.Higher level statistical analyses and qualitative techniques are delivered as part of the core modules.There are a range of option modules available that allow students to further develop their individual interests in different areas of Psychology. The module options coordinate with those offered at levels 4 and 6 to allow students to create individual but coherent module combinations which reflect their areas of interest and career aspirations.
Full-time for the final seven weeks of the teaching year, students take WB5101 Enhancing your Employability Through Work Based Learning. This module involves a five week (minimum of 144 hours) work-placement with an employer, as well as a supportive programme helping students to develop the skills needed to successfully arrange a work placement. Prior to and during the placement the student is expected to develop their own specific learning targets and placement plans, which they then reflect on. Throughout this they are supported by the Work Based Learning Department and a Work Based Learning tutor. As an alternative to this, students can take WB5004, undertaking a similar experience but abroad. These options will allow all students to develop and enhance their employability skills to help them to achieve suitable employment or further study on graduation.
iii. At Level 6 students will be required to display a wide range of study skills including analysis, interpretation, synthesis, reflection and critical analysis, and to show an ability to articulate a personal standpoint with respect for the views of others. Students will handle complex ideas and show an ability to apply knowledge and skills to new situations, sometimes in relation to problem-solving activities. They will be required to assume greater responsibility for their own learning, both independent and collaborative, and will have achieved a certain degree of autonomy. This is particularly the case in the Research Dissertation which requires good planning and time-management. Supervision is provided on a one-to-one basis. In addition the students are supported by a programme of topic-focused lectures throughout the year and weekly drop-in ‘clinics' for advice on data analysis are also offered. An assessed research proposal, an application for ethics approval (formatively assessed) and an assessed short presentation are required in addition to the final report. Apart from being valuable in their own right, these additional tasks provide a degree of time-structure helping students to plan ahead and maintain momentum. The other modules at Level 6 are made up of two core modules, plus two optional modules aimed at enhancing students experience and career aims, as well as reflecting the expertise and interests of lecturers. As at the previous two levels the range of option modules available allows students to further develop their personal interests or career aspirations.
For students who wish to complete the GBC BPS route and spend a year abroad there is also the option of taking module PS5000 or WB5008. This allows them to spend a year abroad at a University linked to the Socrates / Erasmus programme (Europe, PS5000) or via the International Exchange Programme Scheme or Direct partners (other regions, including USA / Australia, WB5008) studying from the course available at that institution. They would then return to Chester to undertake the rest of their degree programme.
For students commencing from 2012-13 onwards the modules that must be included for GBC with the BPS are: PS4005; PS4010; PS5015; PS5017; PS5018; PS6001; PS6002; PS6034. It should be noted that GBC requires a 2.2 honours award or better and successful completion of the PS6001 Research Dissertation. Due to students who have currently interrupted studies a number of level 5 modules remain on the system (PS5009, PS5010, PS5011 and PS5099). These have now been replaced by modules PS5015, PS5017 and PS5018, with students also taking WB5101 or WB5004. It is envisaged that these students will switch to the new programme but as this has not been done yet the 'old' modules remain on the system. All of these 'old' modules will be removed from the system as soon as possible. In addition the PS4012 and PS6004 modules remain on the system in case of failures in the 2013-14 cohort who may undertake reassessment over the 2014-15 year, and both PS6004 and PS6031 will remain on the system, though not on offer to Chester students, as they will be delivered only at Raffles College of Higher Education in Singapore.
There are no subject specific GCE A2 or BTEC Diploma requirements
Access to Higher Education Diploma – to include a minimum of 15 Level 3 credits at Distinction and 15 level 3 credits at Merit
28 points at International Baccalaureate
Offers will be made in grades or a combination of points and grades
Psychology requires GCSE grade C or above in Mathematics (or equivalent)
The University accepts grades and points achieved from General Studies
The University allocates the full 120 points achieved for successful completion of the Welsh Baccalaureate
The Single Honours Psychology programme at Chester is accredited by the British Psychology Society (BPS) as providing the basis for the Graduate Basis for Chartership (GBC). The curriculum therefore conforms to BPS requirements. BPS requirements in conjunction with the "core domains" of the national benchmarks more or less constitute a national curriculum for Psychology. Knowledge, both of the areas and of the links between them, is expected, as is an understanding of appropriate applications. Ethical, theoretical and practical research issues arise in each of the knowledge areas within psychology:
Biological psychology, e.g., biological bases of behaviour, hormones and behaviour, behavioural genetics, neuropsychology, sociobiology and evolutionary psychology;
Developmental psychology, e.g., childhood, adolescence and life-span development, development of attachment, social relations, cognitive and language development, social and cultural contexts of development;
Personality and individual differences, e.g., personality, psychological testing, intelligence, cognitive style, emotion, motivation, mood, mental health (including social, biological, and cognitive processes), and gender and equality;
Social psychology, e.g., social cognition, attribution, attitudes, group processes and intergroup relations, close relationships and social constructionism.
Research methods in psychology, i.e., research design, the nature and appropriate statistical analysis of data, psychometrics and measurement techniques, and quantitative and qualitative methods.
It should be noted that the BPS require a 2.2 degree pass or better, plus a pass in their dissertation, for the award of GBC.
A wide range of learning and teaching methods is used, including lectures, practical classes, seminars, individual tutorials, experiential learning, use of intranet-based materials, group work and guided reading.
The assessment strategy is based on providing students with a wide range of assessment methods in order to demonstrate the achievement of key learning outcomes, focusing on key knowledge and skills domains. In addition there is recognition of the need to provide formative assessment elements, particularly at level 4. In some modules we have incorporated a series of small-scale summative assessments which provide progressive formative feedback.
Each module is assessed on a 4,000 word-equivalent basis, with a one hour examination equating to 1,000 words. The majority of modules involve more than one method of assessment. Typically assessment is 50% examination and 50% coursework, though there are variations on this where appropriate. The descriptors provide a clear indication of the relationship between individual assessment components and learning outcomes.
The graduate characteristics of Single Honours Psychology students include subject knowledge, subject skills and employability skills as described above. From this grounding, students are in a position to secure employment in a wide range of settings or proceed to postgraduate courses and research. Students who complete the approved programme will be eligible for Graduate Basis for Chartership (GBC) and may wish to proceed to training for a range of professional psychology qualifications and other career paths. Apart from post-graduate training in applied psychology (e.g., in clinical, counselling, educational, health or forensic psychology), students enter diverse fields as teaching, personnel, management and financial services. The choice of option modules across all levels of their degree can enhance their employability in a range of applied psychology or related fields.
Psychology graduates are well placed in the employment market by virtue of their enhanced understanding of human behaviour in work and other situations, and the extensive practice in language-based and quantitative skills which is gained as a psychology undergraduate. Psychology graduates will have well-developed skills in research and handling data, together with team working, problem solving and the analysis of complex information.
The University is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.
In recent years we have performed well locally and nationally in the National Student Survey. We believe this is due, at least in part, to our student focus. We seek input from our students not only on our current provision, but also on future directions, seeing the development of our programme as a partnership. We also practice an open door policy, making ourselves available to support our students both pastorally and academically. In order to strengthen our student supportive framework further we are currently working with the HEA and other universities across the UK on the Student Retention and Success initiative. From this we hope to further improve our students experience at Chester. In addition, issues of diversity and inclusiveness are embedded in the curriculum, and students are able explicitly to learn across all three undergraduate stages about individual differences, individuals with specific educational needs, gender identity issues, and the psychology of religious belief, ideological and political differences.
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