Chester Parkgate Road campus. Also delivered at Raffles, Singapore for some modules (separate degree outcome as a top up non-BPS accredited degree)
Undergraduate Modular Programme
Full-time and Part-time
Classroom / Laboratory,
3 years full-time
Annual - September
Graduate Basis for Chartership from the British Psychological Society, subject to gaining at least a 2ii and passing the final year dissertation
Tuesday 5th November 2013
The aims of the Single Honours Psychology programme, within the approved curriculum of the British Psychological Society (BPS), are:
To introduce students to core psychological content which meets national subject benchmarking and the UK Quality Code for HE requirements and which enables them to satisfy requirements for eligibility for the Graduate Basis for Chartership (GBC) with the BPS.
To provide effective, structured opportunities for the scientific study of mental processes and behaviour, recognising a diversity of perspectives.
To foster students’ understanding of ethical and professional approaches in study and work, according to departmental and BPS guidelines.
To foster employability and aid students to gain 'soft', generic and employability skills to enable them to function effectively as graduate employees in psychological and other fields.
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.
FHEQ Level 4; historical antecedents, basic theories and research in the following British Psychological Society curriculum areas:
PS4005 (Research methods and skills)
PS4010 (Core topics in psychology)
Specialist psychological knowledge at this level includes an understanding of the work of professional psychologists and applications of psychology in real life contexts (elective modules eg PS4013 psychological well being, PS4016 Applications of psychology in education, PS4017 Psychology & lifestyle, PS4018 Secrets of the brain, PS4020 The psychology of arts, culture and media)
FHEQ Level 5; an in-depth knowledge of four of the core BPS domains, taught in:
PS5015 (Becoming a psychological researcher, with understanding of range of empirical designs and analytical techniques in both quantitative and qualitative fields)
PS5017 (Understanding the mind, cognitive psychology and intelligence aspect of individual differences)
PS5018 (Social and individual psychology, social psychology and non-intelligence aspects of individual differences)
Specialist psychological knowledge at this level will focus on areas of psychology of special interest chosen by the student in conjunction with peers and staff.
FHEQ Level 6; an in-depth knowledge of two further core BPS domains, taught in:
PS6002 (Developmental psychology)
PS6034 (Biological psychology)
In the dissertation module (PS6001) students will be capable of applying the research methods and analytical knowledge learned in previous years (using either quantitative or qualitative methodology) to complete a large-scale piece of independent research. Specialist psychological knowledge in a range of applied settings will be demonstrated in elective modules.
Thinking and cognitive skills are expected to develop across the three years of study, with progression from an emphasis on clear description and understanding, to demonstration of analytical and critical skills by the end of the studies. The ability to reason scientifically, to synthesise information and data from various sources, to analyse, evaluate and interpret theories, and to formulate and test hypotheses will be shown.
FHEQ Level 4
Find, read and understand psychology-specific texts, including primary sources, and reference them using an appropriate referencing format (all modules)
Understand the scientific method including the formulation of hypotheses (PS4005)
Interpret basic data sets (PS4005)
Be able to write reports in a standard scientific format (PS4005)
Analyse data using appropriate level tests of relationship, association, and difference (PS4005)
FHEQ Level 5
The ability to synthesise material across a range of sources, looking for general principles to increase the power of analysis (all modules)
The ability to analyse data using complex tests of relationship and difference, and text-based analysis (PS5015)
Adapt writing styles for specific audiences (e.g. PS5013)
Problem-solving (all modules WB5101 or its equivalent)
The ability to critique a source (all modules)
FHEQ Level 6
The ability to apply a critical and analytical stance to the reading and reporting of research and other texts (all modules)
To problem-solve and reason scientifically (all modules)
To comprehend and analyse complex data sets (PS6001)
Students will demonstrate the ability to manage their time, and to plan, conduct and report research in a variety of formats, and deal with statistical and textual analysis of data. Students will gain experience in project management consistent with practice in professional contexts, as well as knowledge of ethical standards in research. They will demonstrate numerical skills appropriate to the interpretation of large data sets; 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 plan and carry out work individually, and keeping to deadlines.
FHEQ Level 4
Time management (PS4005)
An awareness of ethical issues raised when working with humans or animals (PS4005, PS5015, PS6001 in particular)
IT skills (all modules)
FHEQ Level 5
The ability to work as a key member of a team (PS5014, PS5015)
Sensitivity to inter-personal factors and cooperation (PS5014, PS5015)
FHEQ Level 6
The ability to plan, manage, conduct and report a complex individual project (PS6001)
Apply psychological knowledge to a range of real-world problems and issues (elective modules)
FHEQ Level 4
Describe and discuss psychological issues clearly and accurately both orally (PS4005) and in written work (all modules)
Be able to write for an academic audience (all modules)
FHEQ Level 5
Develop a coherent and evidence-based argument (all modules)
Adapt writing styles for specific audiences (PS5013)
Communicate fluently with members of a team (PS5015)
FHEQ Level 6
Fluent and accurate written communication, based on clear and critical argument and evidence-based reasoning (all modules)
Fluent oral communication suitable for an academic audience (PS6001, PS6005)
Psychology, as the study of brain and behaviour, has a wide brief that involves the explanation of human behaviour at micro- and macro-levels. As such, it is interdisciplinary, involving a knowledge of influences on behaviour ranging from the neurochemical to the social and cultural. In turn, psychological research and theory influences our understanding of many facets of human life, and this programme is designed to study those influences by promoting knowledge and understanding of a wide range of psychological applications.
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. At Level 5, students take modules involving greater detail and depth of study of key ideas and enhanced skills, particularlly in the areas of group work and presentation 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 150 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.
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 courses available at that institution. They would then return to Chester to undertake the rest of their degree programme.
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 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.
In addition, modules PS6004, PS6028 and PS6031 while on the system, are not on offer to Chester students, as they will be delivered only at Raffles College of Higher Education in Singapore, though we are in consultation to exchange PS6028 with PS6007 with them. Modules PS5019 and PS6003 are normally only available to students undertaking Erasmus or ISEP studies within the Psychology department, rather than to home students.
Students who successfully complete their degree with at least a 2ii honours award (and successfully pass their dissertation module at level 6) are eligible for professional accreditation, known as Graduate Basis for Chartership (GBC) from the British Psychological Society (BPS).
120 UCAS points
GCE A Level
120 UCAS points from GCE A Levels or equivalent. Typical offer - BBC/BBB
BTEC Extended Diploma: DDM
BTEC Diploma: D*D*
Access to HE Diploma, to include 45 credits at level 3, 30 of which must be at Merit
OCR National Extended Diploma: Merit 1
OCR Cambridge Technical Extended Diploma - DDM
OCR Cambridge Technical Diploma - D*D*
Please note that GCSE Mathematics and English at grade 4 or above is essential.
We also accept a maximum of 8 points from GCE AS Levels and the Welsh Baccalaureate (core) and A level General Studies will be recognised in our offer. Furthermore, we consider a combination of A levels and BTECs/OCRs.
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, conceptual, cultural, historical, theoretical and practical research issues arise in each of the knowledge areas within psychology:
Biological psychology, e.g., biological bases of human and non-human animal behaviour, hormones and behaviour, behavioural genetics, neuroscience typical and atypical neuropsychology, comparative and evolutionary psychology;
Cognitive psychology, e.g., attention, perception, learning, memory, thinking, problem solving, decision making, metacognition, language, consciousness and cognitive neuropsychology;
Developmental psychology, e.g., typical and atypical development across the lifespan including childhood adolescence and aging, attachment, social relations, cognitive and language development, and cultural development;
Individual differences, e.g., personality, psychometrics, intelligence, cognitive style, emotion, motivation, mood, positive psychology, physical and mental health (including social, biological, and cognitive processes), and diversity;
Social psychology, e.g., social cognition, attribution, attitudes, group processes and intergroup relations, culture, close relationships, social constructionism, self and identity, and leadership.
Research methods are integral to psychology and students obtain a sound knowledge of, and a proven ability to use, a range of methods appropriately. Knowledge and understanding of how to obtain and analyse evidence is best acquired and demonstrated through extensive and progressive empirical work in laboratory and naturalistic settings through all stages of the degree.
Generic skills identified by the benchmarking statement include effective communication, numerical reasoning skills, IT literacy, information organisation and retrieval, critical handling of source material, teamwork, problem-solving and scientific reasoning, critical judgement, interpersonal sensitivity, and personal planning skills. These will be explicitly taught in many modules, and students encouraged to document their development in summative assessments in some modules.
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. At Level 4, students entering the programme will do so at different levels of experience. Students are introduced to a range of university facilities and resources in induction week, when they also meet their personal academic tutor (PAT) who will oversee their progress in a series of regular meetings throughout their degree. The teaching team will help them to develop their discursive skills, learning discrimination in the choice of reading materials and evidence, evidencing discourse and argument, and encouraging them to read widely in order to achieve a good knowledge base.
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 at level 4 to aid the transition to Higher Education. Subject knowledge is assessed through the provision of modules specifically designed to cover the core content required by QAA. Assessments are provided which test the knowledge of this core content both at level 4 and at either level 5 or 6. Each module has more than one assessment method, and core BPS areas are assessed using a range of written and oral work ensuring that subject benchmarks are met in the key knowledge domains.
Feedback is available on all summative work, and there are opportunities for formative feedback and for draft reading in line with departmental policy. University level support is also available via the Study Skills Unit which provides both online and face-to-face support for teaching.
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 full range of assessment types is as follows:
Essay or literature review: e.g. PS4010; PS4018
Laboratory report or portfolio of practical work: PS4005; PS5015; PS5017; PS6001
Other: PS5013 leaflet for lay audience, case studies (PS4013, PS6002, PS6011, PS6015)
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 of Chester is committed to the active promotion of equality of opportunity both as an employer and an educational institution. For this purpose it has an Equal Opportunities Policy and appropriate codes of practice to ensure compliance with the Equality Act 2010. The Policy covers discrimination in relation to the protected characteristics of disability, age, race, gender, religion and belief, sexual orientation, pregnancy, marriage and civil partnership and gender reassignment. The policy relates to all aspects of employment, academic and student experience. It is implemented by heads of department reporting to a designated member of the Senior Management Team. Support is provided by the Director of HRM in consultation with bodies such as the Equality Forum.
The aim of the policy is to ensure that all students and all members of staff at the University of Chester have equality of opportunity and are treated solely on the basis of their aptitude, ability and potential to pursue a course of study or to fulfil the requirements of a job. The policy also aims to eliminate unlawful or unfair discrimination.
The objective of the policy is a University which is open to all sections of the community, where people from all groups in society are represented at all levels, and in whose activities all members of staff and all its students can participate fully and equally for the benefit of the University of Chester.
In addition, issues of diversity and inclusiveness are embedded in the curriculum, and students are able explicitly to learn across all three undergraduate levels about individual differences, individuals with specific educational needs, gender identity issues, and the psychology of religious belief, ideological and political differences.
In recent years we have performed well locally and nationally in the National Student Survey and other surveys in terms of our student satisfaction and teaching quality. 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.
Back - to previous page Print - launches the print options panel