BSc Psychology with Education
(Award available for year: Diploma)
On completion of the year/programme students should have provided evidence of being able to:• demonstrate a broad understanding of the concepts, information, practical competencies and techniques which are standard features in a range of aspects of Psychology and Education;• apply generic and subject specific intellectual qualities to situations outside the context in which they were originally studied;• appreciate and employ the main methods of enquiry in Psychology and Education and critically evaluate the appropriateness of different methods of enquiry (for example, interviewing, observation and quantitative methods);• understand the societal and organisational structures and purposes of inclusive educational systems and the implications for learners and the learning process. • demonstrate an understanding of the diversity of learners and how an interdisciplinary approach bringing psychology and education together can inform responses to learners’ needs.• effectively communicate information, arguments and analysis in a variety of forms;
Transferable (key) skills
Students will have had the opportunity to acquire, as defined in the modules specified for the programme:• qualities and transferable skills necessary for employment related to the subject area(s) studied;• skills necessary for the exercising of personal responsibility;• decision making.
Achievement will be assessed by a variety of methods in accordance with the learning outcomes of the modules specified for the year/programme and will include:• demonstrating the ability to apply a broad range of aspects/competencies of the disciplines/profession to complex, albeit standard, situations and simple, albeit novel or atypical, instances;• work that is often descriptive in nature but drawing on a wide variety of material;• demonstrating basic professional competencies relevant to the disciplines;• the ability to evaluate and criticise received opinion;Assessment methods include essays, reports, unseen examinations (MCQ, essay- based and open-book), oral presentations, statistical exercises, critiques of published work and policy, and worksheets. Assessments support the achievement of learning outcomes as they are based on learning objectives, are clearly linked to module content and require students to engage with academic content at the appropriate level. Assessments are submitted for approval to the relevant exam sub-committee and to external examiners. Specific assessments for each module are outlined in the module descriptions.