BSc Psychology with Education

Year 3

(Award available for year: Bachelor of Science)

Learning outcomes

On completion of the year/programme students should have provided evidence of being able to:
• understand and demonstrate coherent and detailed subject knowledge and professional competencies, some of which will be informed by recent research/scholarship in the disciplines;
• deploy robust and systematic techniques of enquiry and analysis across the disciplines;
• demonstrate advanced conceptual understanding which enables the development of complex, argument spanning Psychology and Education;
• appreciate the ambiguity and limitations of knowledge and methods in the disciplines;
• make appropriate use of scholarly reviews and primary sources to inform their own research;
• apply their knowledge and understanding in order to initiate and carry out an extended piece of work or project;
• conform to professional boundaries and norms;
• demonstrate the ability to critically analyse and reflect on their experience in an educational setting.

Transferable (key) skills

Students will have had the opportunity to acquire, as defined in the modules specified for the programme:
• the transferable/key/generic skills necessary for employment related to the areas studied;
• the exercise of initiative and personal responsibility;
• the deployment of decision making skills in complex and unpredictable situations;
• the communication of information, ideas, problems and solutions in a variety of ways to a variety of audiences;
• the ability to undertake appropriate further training of a professional or equivalent nature.

Assessment

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 of the disciplines;
• work that draws on a wide variety of material;
• the ability to evaluate and criticise received opinion;
• evidence of an ability to conduct independent, in depth enquiry within the disciplines;
• work that is typically both evaluative and creative;

Assessment methods include essays, reports, reflective logs, online discussion, unseen examinations (MCQ, short answer and essay based), multimodal presentations (e.g. oral, poster, video), research reviews, critiques of published work, experimental protocols, research proposals and problem-based learning tasks. 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.