MSc Psychology (Conversion Award)

Transcription

1 MSc Psychology (Conversion Award) 2015/16 Postgraduate Students Award title MSc Psychology (Conversion Award) Programme code MSPSY Faculty Faculty of Health and Social Sciences School School of Social, Psychological, and Communication Sciences

2 Leeds Beckett University Student Charter Working together for success Leeds Beckett University and our Students Union are committed to working in partnership with our students to ensure that our University is an inclusive, safe and engaging learning environment which is conducive to study for its students and work life for its staff. Our Student Charter sets out how we aim to achieve this by working together to understand and fulfil our commitments to one another. Our Student Charter has been produced jointly with the Students Union and we will review it, together, every year. Our University s Vision seeks to put students at the centre of all our activities and this Student Charter is a contribution towards that goal. The Leeds Beckett Student Charter is not a contractual document, but provides a guide to what members of the Leeds Beckett Community can expect of each other in terms of engagement and behaviour. We work to shape and sustain a supportive, safe, inclusive community for active learning and the building of skills for life. We will Work together within a progressive, independent, and active environment which promotes lifelong learning. Support a culture of personal and academic resilience. Collaborate to build partnerships for learning. Work together to sustain our bold, industrious spirit. We forge an environment which builds trust, accountability and transparency. We will Maintain mutually respectful codes of behaviour. Promote the availability of information and support for all. Ask each other for help when we need it. Be honest, clear and assertive with each other. Use the means available to give a compliment, raise a concern or make a complaint. Take advantage of opportunities for formal and informal learning. We foster inclusive academic, cultural, social, emotional and creative development for all. 2015/16 Handbook 2

3 We will Share an exciting and challenging curriculum which is contemporary and relevant. Promote a culture of critical enquiry and rigorous scholarship. Support participation in extracurricular opportunities which enhance career and personal development Enable one another to plan, develop, and drive forward our individual educational and career goals. Acknowledge and celebrate our joint and separate successes. We are responsible, diligent, reliable and considerate in our academic and professional actions and behaviours. We will Act with academic integrity. Listen to, and respect, differing perspectives, including those from different cultures and backgrounds. Work together within a positive collaborative learning and working environment, wherever, and however, we engage. Take care with our personal and professional digital identity and recognise the impact it may have on us and others. We seek active engagement, feedback and participation in the issues that affect us. We will Work together to enhance our experience of our University. Collaborate to promote learning and support enhancement, through mutual reflection and feedback. Build partnerships to enable our University communities to engage with our external stakeholders. Support the development of courses which prepare our graduates to be ready for work, ready for life and ready to seize the opportunities that lie ahead. Use our knowledge of local and world issues to strengthen our global outlook and build a sustainable environment for a thriving future for all. 2015/16 Handbook 3

4 Contents 1 Welcome to the Course Studying on this Course Assessment and Feedback Where to get help What to do if you Relevant Policies /16 Handbook 4

5 1 Welcome to the Course 1.1 Message from the Dean Welcome or welcome back! Whether you are starting your course or returning to continue your studies, I hope you will really enjoy and value your experience over the coming academic year. Your time at our University can and should be positively life-changing. We are firmly committed to helping you gain as much as possible from your Leeds Beckett experience, something that was recognised through our University recently achieving Customer Service Excellence accreditation. We will support your learning through our staff and use of our excellent facilities, but you will need to put in some hard work too! The Faculty of Health and Social Sciences is proud of our reputation for innovation and excellence in the quality of our courses which span a wide range of professional and academic disciplines in health, social care, the social sciences and related subject areas. At all times we aim to be student-centred and value your feedback. We like to receive feedback on the things you enjoy and that you think we do well, but also want to hear from you when you think there are ways in which we can improve your experience. You can provide feedback in many ways including through your course representatives and through feedback to your tutors and course leader, as well as module evaluations and end-of year student surveys. We continue to work closely with employers and professional bodies to review and enhance our courses, ensuring these remain relevant to meet the high standards expected for employment and/or for entry to your chosen profession. Our courses place an important emphasis on improving your employability and most incorporate work-related placements or other forms of work-related learning. Our approaches to teaching, learning and student support are designed to assist your learning. You are likely to experience a variety of teaching approaches including lectures, group-work, technology enhanced learning and work-related projects, supported by access to individual tutors. We also use a variety of different methods of assessment and aim to provide you with prompt feedback on your assessed work that will be helpful for your future learning. 5

6 Our library never closes, being open 24/7, 365 days a year with excellent on-line access and support available. Over the coming year you may notice some continuing building work in the Calverley and Portland Buildings of City Campus. This is part of the next phase of a programme of refurbishment already completed for Floors Those of you who have already experienced learning in our specialist teaching facilities will know that the temporary inconvenience of the building work is well worth the wait. We will do everything possible to minimise any disturbance caused by the remaining building work to the lower floors. I wish you well and hope you have a very enjoyable and successful year Professor Ieuan Ellis, Dean and Pro Vice-Chancellor Faculty of Health and Social Sciences 1.2 Message from your Course Leader This handbook provides you with information that you will need to succeed on your course. You should find it helpful when you first start, when you are preparing for assessment and at any time that you need help or advice in connection with your studies here. You will also receive a Module Handbook for each module you study on your course. Please read through each one and remember to refer to these handbooks throughout your studies. Your module handbooks will give you information about the delivery, content and assessments of each of your specific modules, e.g. Psychological Research and Statistics. The course team is looking forward to working with you this year and we hope that your time studying with us at Leeds Beckett University is both enjoyable and successful. On behalf of our University and the whole course team we would like to wish you well in your studies. Dr Lydia Windisch Course Leader, MSc Psychology Dr Zoe Kolokotroni Deputy Course Leader, MSc Psychology 6

7 1.3 Academic Calendar and Timetable Our standard student calendar is summarised below: Week Commencing Monday Student Calendar Bank Holiday Student Welcome and Induction Week Semester 1 Teaching Starts UG Christmas Break Formal Examinations Period Student Welcome and Induction Week Semester 2 Teaching Starts UG Easter Break Bank Holiday Bank Holiday Formal Examinations Period, TBC Semester 1 Reassessment Period Spring Bank Holiday TBC Semester 2 Reassessment Period (Exams) TBC Semester 2 Reassessment Period (Coursework)

8 Full details of this and future standard student academic calendars are available at: Once you have enrolled, you will have a student login. You can then find confirmation of your personal timetable by selecting the appropriate link after logging on the Student Hub from Key Contacts Course Leader The Course Leader, Dr Lydia Windisch, can be consulted if you have general queries about the course. The Course Leader is responsible for liaising with all students regarding general course issues and will do so via a number of communication mechanisms, including meetings with Course Representatives (see section below), focus group meetings every semester, and reviewing information provided by students in formal course and module evaluations. Any actions, or responses, to student comments and/or issue raised through group level communications will be made available via the Leeds Becket University VLE, MyBeckett. The Course Leader is also responsible for organising the appointment of course representatives, and the smooth running and reviewing of the course. Course Leader: Dr Lydia Windisch [email protected] (tel) Deputy Course Leader The Deputy Course Leader, Dr Zoe Kolokotroni, works in conjunction with the Course Leader and provides additional administrative and management support across the course. Dr Kolokotroni can be contacted if the Course Leader is not available. Deputy Course Leader: Dr Zoe Kolokotroni [email protected] (tel)

9 Module Leader Module Leaders provide a wealth of information on their module via the MyBeckett module page, in module handbooks, and handouts. Module leaders can be consulted directly for specific queries about each module involving teaching, learning and assessment. To meet with your Module Leaders, sign-up to their office hours posted online on the MSc Course page on the MyBeckett site. Personal Tutor A Personal Tutoring System is in place to support students both academically and pastorally. The system fulfils three main functions: (1) to provide everyday support for students, (2) to provide directions or advice to students if a problem or concern arises, (3) to provide students with an opportunity to reflect on academic and personal development throughout the course. You will be allocated to a Personal Tutor who is your first point of contact for advice and support for career development and for personal problems that may affect your academic work. If your personal tutor is unable to advise you on a specific issue, she or he will be able to point you in the right direction for further help. This can include giving you information about the University s support services. To meet with your Personal Tutor, sign-up to her or his office hours posted online on the MSc Course page on the MyBeckett site. If you need to see your tutor quickly, you can send an or contact by phone directly to your Personal Tutor. Please note, the university operates on a policy of aiming for first response to s within 5 working days. Student Liaison Officer The Student Liaison Officer in the Faculty of Health and Social Sciences can offer advice and support on non-academic issues. He or she is a first point of contact for problems relating to finance, induction, attendance, and social activities. In addition, the Student Liaison Officer may signpost students to other sources of advice and guidance. 9

10 Course Representative Course Representatives are student volunteers who represent your views at course-level, at Faculty Forums and in meetings with academic and administrative staff. Details about being a Course Representative are available at and on the Students Union website Student Administrator Your student administrator is Ms Joanna Richmond. If she is not available, you can contact Mrs Margaret Garland, however, please ensure that you CC Ms Richmond on any correspondence with Mrs Garland. Calverley Building Room CL615 City Campus Telephone: (25143) or (25147) [email protected] Academic Librarian The Academic Librarian for Psychology is Ms Kirsty Bower. City Campus Library Telephone: [email protected] 1.5 Keeping in Touch Academic and administrative staff at our University use your student address to contact you. It is important that you check this account regularly. You can forward s from your student address to a preferred personal address, however, quarantine and spam filters needed by our University mean that s sent from external addresses may be delayed, blocked or deleted. It is therefore important that your student address is the only address that you use to contact University staff. 10

11 You can find how to forward your student address to a preferred personal address or mobile device from: We will inform you of cancelled classes/activities/course notices as soon as possible via your student address and announcements on the VLE. For each module, the Module Handbook will include the preferred method of communicating general information about that module to you. Please make sure that you inform your Student Administration team whenever you change your address and contact details. It is important that you also update your records yourself. You can do this via the My Account/Update my Data tab on MyBeckett. This will ensure we can always contact you in an emergency, and that you receive any important University communications that we may need to send you. 11

12 2 Studying on this Course Psychology develops a rich and diverse range of attributes by drawing on skills associated with studying the humanities (e.g., critical thinking and essay writing) and the sciences (hypotheses-testing and numeracy). Specifically, students will develop competencies in communication, data analysis, computer literacy, the ability to retrieve and organise information from a variety of sources, problem-solving and scientific reasoning, the ability to make critical evaluations of issues, and the ability to conduct independent research and manage projects. Psychology continues to be a popular degree course in the UK, with many students in other disciplines taking elective modules in areas of psychology. Although the skills which psychology students develop over the course of their degrees are valued by a range of employers, many students are interested in pursuing a career in one of the Chartered areas of Psychology, such as Health Psychology, Clinical Psychology, Counselling, Educational Psychology, or Forensic Psychology. In order to do this, students need a psychology qualification offering the Graduate Basis for Chartership (GBC) from the British Psychological Society. The MSc Psychology (Conversion Award) will therefore be of interest to those considering such a career who have either not studied psychology before but have a strong interest in developing a career in Psychology or who have completed an undergraduate degree with a psychology component which is not accredited by the BPS. The provision of a Masters degree award enables the development of training in the research skills necessary for designing and conducting quality research beyond that expected of graduates. Support for employability and career planning is embedded throughout the degree programme and is based on developing students ability to reflect on, recognise, and articulate the general and subject-specific skills developed from studying the course. The MSc Psychology (conversion award) aims to equip students with the in-depth knowledge, skills, and experience in the core areas of psychology to qualify for the Graduate Basis for Chartership (GBC) with the British Psychological Society. The programme will: 12

13 Provide students with a thorough knowledge and understanding of theories, concepts and frameworks in the BPS core curriculum areas of psychology. Equip students with detailed knowledge of, and skills in, qualitative and quantitative research methods. Provide students with skills in critically evaluating the research of others. Enable students to communicate research findings to others, in both written and verbal formats. Develop independence and employability through the development of evaluative and reflective skills. Prepare students for a career in psychology or related areas. 2.1 Programme Specification The programme specification is a concise description of your course's aims and objectives and how you will be taught and assessed to achieve the required learning outcomes. It includes information on course structure and the maintenance of academic standards. The full programme specification for this course can be found online via the Course Finder at or on the MyBeckett MSc Psychology Course page. Course Structure The course structure and curriculum has been designed to provide an education in psychological theory and research methods of sufficient breadth and depth for the course to be accredited to provide a qualification giving eligibility for the Graduate Basis for Chartership (GBC) of the British Psychological Society (BPS). The British Psychological Society (BPS) stipulates that such recognition and accreditation of a programme of study for the Graduate Basis for Chartered Membership (GBC) is predicated upon the fulfilment of specified syllabus and assessment criteria. The curriculum and programme of study must normally cover all topics included in the BPS Qualifying Examination, with each specified topic area assessed individually, requiring study equivalent to that assessed for honours degrees, and contributing to the final classification of the degree. In addition, it is a requirement that the practical component will normally involve the successful completion of a psychology project. 13

14 The course structure for the MSc Psychology (Conversion Award) covers the specified five topics in the BPS Qualifying Examination. These topic areas are described by the BPS as Cognitive Psychology, Psychobiology, Social Psychology, Developmental Psychology, and Individual Differences, with core compulsory elements covering Research Design and Quantitative Methods, a Practical Component (including a psychology project), and Conceptual and Historical Issues. In order to ensure that students achieve the standards required to be eligible for GBC, the MSc Psychology (Conversion Award) course structure includes core modules covering each of these areas and a core compulsory element (research methods) that is designed as pre-requisite for the subsequent dissertation. Progression on the course is predicated on achieving a pass mark (40% or more) on these core modules. In order to achieve eligibility for the GBC with the BPS, students must attain an overall average mark of 50% or above in the course. 14

15 2015/2016 Course Structure by Semester FULL TIME MODE Semester 1 Growing and Developing in the Social World (20 credits) Psychological Research and Statistics (20 credits) Applying Psychology (20 credits) The Embodied Mind (20 credits) Semester 2 Working and Living in a Social World (20 credits) Psychological Research and Analysis (20 credits) Thinking, Living, and Acting (20 credits) Psychology Masters Dissertation (40 credits) 2015/2016 Course Structure by Semester PART TIME MODE PART TIME YEAR 1 Semester 1 Growing and Developing in the Social World (20 credits) Psychological Research and Statistics (20 credits) Semester 2 Working and Living in a Social World (20 credits) Psychological Research and Analysis (20 credits) PART TIME YEAR 2 Semester 1 Applying Psychology (20 credits) The Embodied Mind (20 credits) Semester 2 Thinking, Living, and Acting (20 credits) Psychology Masters Dissertation (40 credits) 15

16 Course Learning Outcomes All courses are benchmarked against the Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (FHEQ-DAB). The FHEQ-DAB can be viewed on the Quality Assurance Agency website: For more details on the Course Learning Outcomes specific to this course please view the programme specification. 2.2 Course Resources Physical In addition to the lecture theatres you will be taught in seminar rooms or computer rooms in the City Campus buildings. Most psychology staff and dedicated psychology teaching space is located on the eighth floor of Calverley (CL) block. A good proportion of your seminar and lab class work will take place in the CogBio lab. We also have small sound-attenuated lab rooms equipped with tables, chairs and computers which are used for teaching purposes and can also be booked for data collection for project work. The computers labs and lab rooms are equipped with specialist software which you will use in the course, including SPSS (data analysis software), Biopac (used in Biological Psychology modules such as The Embodied Mind) and EPrime (experiment generation software, used in Cognitive Psychology modules such as Thinking, Living, and Acting). Online Library Online provides access to information and resources via the internet. You can find out about our facilities and access our extensive collection of electronic databases, e- journals and e-books at any time day or night, while at University, home or work. MyBeckett, our portal and virtual learning environment, is the gateway to all the information you will need to support your studies during your time at University. Accessible from the Leeds Beckett homepage, it provides access to your modules and timetables; your account; your personal storage area on our University IT servers and a wide range of other information. In addition, it gives you access to all the off-campus services and resources provided by the Library, via the Library tab. There is also a course website on 16

17 MyBeckett and individual module sites where you will be able to access electronic versions of module handbooks, lecture notes and other resources. 2.3 Skills you will Gain during the Course Skills Developed All of the skills listed below are addressed during the MSc Psychology (Conversion Award) course. This is reflected in the philosophy, aims and objectives of the course. Technical Skills The technical skills involved in the study of psychology include the ability to use IT to wordprocess assignments, to access electronic information sources such as CD-ROMS, electronic journals and the Internet, and the ability to access and use information provided on MyBeckett - the University s virtual learning environment (VLE). Specific to Psychology, you will also develop technical skills in the use of SPSS, one of the main statistical analysis programmes used in the discipline of Psychology worldwide. Organisation and Planning Organisation and planning are intrinsic to any study at a higher level, and particularly at Masters level if you are also working and/or managing a family! You will be required to organise your own time and develop effective time-management skills to allow you to prioritise work, meet deadlines and develop the skills you already have as an autonomous learner. Communication Written and oral communication skills form the basis of most assessment in psychology at Masters level. You will be required to produce written assignments and to produce and deliver oral presentations. On a more general level, you will also be required to develop the skills of communicating clearly with peers as a component of group and interpersonal skills. Group and Interpersonal The ability to function effectively and constructively in groups is a major component of psychology. It is an essential skill to develop if you wish to work as a psychologist most 17

18 professionals need to demonstrate an ability to work in multi-disciplinary teams. You will work (and sometimes be assessed) in groups to produce oral or poster presentations, to design and conduct small-scale pieces of research, and to discuss information in workshops and seminars. Data Collection and Interpretation Data collection and interpretation are skills that are central to psychology. You will receive training in data collection and interpretation techniques in the Research Methods modules, and will demonstrate your competency in the execution of these skills in the Dissertation. The interpretation of evidence is the lifeblood of psychology and you will develop these skills in all modules. Specific attention is paid to the development of appropriate numerical skills and to the collection and interpretation of qualitative data. Intellectual Capabilities In addition to these transferable skills, more specific intellectual capabilities are addressed during the course: Use of Theory and Principles Analysis and Reflection Application of Knowledge and Theory Synthesis and Evaluation Creativity The understanding of theories and principles and their application to a range of questions is at the very heart of psychology. Consequently, these capabilities will be developed in students in all psychology modules. There will, however, be cases in which specific modules may provide a particularly strong basis for the development of certain skills. The key skills addressed within each module are indicated in the module handbooks, along with a clear indication of how these skills are assessed. 18

19 Additional Activities/Recognition You will have opportunities to gain recognition during your time at Leeds Beckett University for the extra activities you do in addition to your studies, including volunteering, student societies, playing in our University sports teams and being a Course Representative. 2.4 Employability Both the generic and domain specific skills highlighted above make Psychology graduates particularly attractive to employers in a range of industries. For those students who are looking for a career as a Chartered Psychologist, this course is an initial step. Most psychology career pathways will require a significant amount of further post graduate study after the MSc. The Applying Psychology module will provide you with exposure to both clinical and academic professionals in Psychology to assist you in your decision-making after completion of the MSc Psychology. 2.5 Opportunities for Graduates The programme specification includes details of any accreditations, career paths, further study options and other opportunities for graduates. Successful completion of this course with an overall mean mark of 50% or more will provide the Graduate Basis for Chartership (GBC) with the British Psychological Society (BPS). This will enable you to continue on the route to becoming a Psychologist. BPS accredited courses in Clinical, Counselling, Educational, Occupational, or Sport and Exercise Psychology require the GBC, as do psychology research and teaching careers in Higher Education. Previous Leeds Beckett graduates, after gaining relevant experience and further training and education, have gone on to careers in Forensic, Clinical and Educational Psychology and in research. MSc students who have completed and are currently on the course have places on further study courses in Forensic, Occupational and Sport Psychology; others are intending to apply for Clinical and Educational Psychology courses, or applying for PhD studentships. 2.6 External Examiner The External Examiner assures that you are assessed fairly in relation to other students on the same course and also that the standard of your own award is comparable to similar courses taken by students in other higher education institutions within the United Kingdom. 19

20 Our current External Examiner is Dr Pat Hornby-Atkinson (Course leader, PG Dip and MSc Psychology, Edge Hill University) but we will shortly be appointing another External Examiner as Dr Hornby-Atkinson s duration in this role is coming to an end. Your Student Administrator can provide details of the External Examiner s report on request. Further details on all External Examiners reports can be located here: 20

21 3 Assessment and Feedback 3.1 Assessment Assessment Strategy Information on the various methods of assessment can be found in the programme specification. In brief, there is a varied diet of assessments across the modules, designed appropriately in order to assess the full range of learning outcomes and provide a discriminator across the grade classifications. Assessment types include group and individual assessment, and cover essays, presentations, research proposals, case studies, book reviews, reports, examinations, and a research thesis. All of these assessments are designed for students to develop and extend their key skills, while experiencing similar conditions to workplace tasks, such as presentations to clients, etc. These assessments are progressively spaced across each semester to reflect the incremental learning process throughout the course. The assessment strategy is designed to balance different types of assessment with learning activities that provide preparation for the workplace. The combination of group and individual assessment is designed to foster group-working collaborative skills but also independent working abilities. Preparation for assessment is enhanced through the use of the VLE to provide both content and activities in the lead-up to assessments, as well as during the assessments. Modulespecific support is also built in, for example, in the Research Methods modules where specific support sessions are scheduled at regular intervals throughout the semester. At a Course level, Research Methods provides the analytical skills necessary for students to successfully undertake their dissertation, and provides the grounding in report writing for summative assessments in both the biological psychology focused The Embodied Mind and the cognitive psychology focused Thinking, Living, and Acting modules. Within modules, links between assessments provide the opportunity for students to utilise knowledge from one assessment within the second assessment and to apply and build on feedback they received from summative and formative assessments earlier in the module. For example, seminar discussions around student presentations in the developmental 21

22 psychology focused Growing and Developing in the Social World develop and deepen knowledge and application of theory in preparation for other module assessments. University Assessment Regulations Our University s assessment regulations are contained within the Academic Principles and Regulations (sections C3 and C4 in particular). The regulations are available at: Course-Specific Assessment Regulations and Professional Body Requirements As stated above, in order to gain your Graduate Basis for Chartership (GBC) with the British Psychological Society (BPS) you must gain an overall average mark of 50%. Assessment Schedule Please note the exam/assessment periods in the academic calendar (see Section 1) and make sure that you are available during those periods. Examination Please note the exam/assessment periods in the academic calendar (see Section 1) and make sure that you are available during that period. Your examination schedule will be available on your student timetables. Please note that this schedule will not be posted until later on in the semester. Therefore it is important that you plan to be available during the entire exam period until you know your specific exam schedule. While we anticipate that you will do well in your examinations, please be aware that if you need to undertake reassessment or resit examinations, you will be required to be available during the reassessment periods for both semesters. available via the MyBeckett portal. Your specific examination schedule will be Coursework A calendar of assessments will be posted to the MyBeckett course site. Within Psychology at Leeds Beckett University we aim to be transparent and informative with the feedback we offer students on assessed work. Each piece of marked work will be assigned a grade that is 22

23 anchored at a clear point, ending in either -2, -5 or -8. These anchors each depict a clear grade that is typical of a low, mid or high standard within each classification. Assignment format The assignments that you submit will need to be referenced according to the APA guidelines. A copy of the most recent (6th edition) of the APA Referencing Guide is available at the library. You will be given support from staff in the development of your referencing skills. Assignments will also need to be prepared in accordance with the guidance on required length. Assignments that exceed the required length will be penalised in accordance with the extent of the deviation from the word limit. Submitting Assignments All assignments will need to be submitted electronically, using Turnitin or Assignments links, via your modules within the MyBeckett site. You will be given instructions on how to submit your assignments electronically from your module leaders. All submissions online are due in at 13:00 on the day of submission. All work completed and submitted as part of your studies needs to be your own. For information on plagiarism and how to avoid it, see You will be expected to declare that the work submitted is your own. Submitting work through Turnitin or Assignments requires you to accept the following declaration: I understand that by submitting my work online I agree and am stating that: 1. This work is my own 2. This work has been completed within the University regulations Assignments submitted electronically or via MyBeckett will be the responsibility of the module leader arranging the hand-in via that method. 23

24 You can expect to receive feedback on your work 4 working weeks after submission. Your course team will inform you of arrangements for this. Your course team will inform you of the arrangements for the return of your work after it has been marked. In addition, some module tutors may wish you to submit paper copies of your assignments in addition to the electronic submission. The hard and soft copies of the submitted assignments must be identical. If a module tutor wishes for you to submit a paper copy, you will be given further instructions within your module handbook and within teaching sessions. Paper copies of assignments are handed in to the Faculty of Health & Social Sciences reception area on the ground floor of the Calverley building, City Campus. Reception opening hours are pm Monday to Thursday and pm on Friday Hand in deadline is Complete the triplicate hand-in form (available in reception area) and date-stamp the form using the electronic stamps in the reception area Tear off the white copy of the hand-in form to keep as your receipt Attach the remainder of hand-in form to your assignment and post into the hand-in box Please note the following important points: Please keep copies of all work submitted until after you have graduated. You should also keep any receipts confirming the submission of assignments. In the event of your submitted work being lost you may be required to produce a copy of the work and submission receipt. If you are unable to do so, your work will not be marked. Please do not write your name on any piece of work, or its coversheet, when you submit it. Instead of your name please write your student number on your work. Make sure that you write this clearly and accurately. It is important for your progression and achievement that you submit all work for all assignments in a timely manner. It is also important that you keep copies of all work submitted until after you have graduated. You should also keep any receipts confirming the submission of assignments. In the unlikely event of your submitted work being lost you may 24

25 be required to produce a copy of the work and submission receipt. If you are unable to do so, your work will not be marked. It is important to note that submitting all assignments is a requirement of your course. Should you experience extenuating circumstances which prevent you from submitting on time please make yourself aware of section 3.7 of this handbook. Without any form of extenuating circumstances, standard penalties apply for late submission of assessed work. These range from 5% to 100% of the possible total mark, depending on the number of days late. Full details (section C1.5) of the penalties for late submission of course work are available at: Giving your Feedback about this Course We are keen to work with you to enhance your course. Opportunities for you to feedback to us formally include: course meetings, end of module evaluation, mid module review, internal student experience surveys, Course Rep forums (through MyVoice in MyBeckett), the National Student Survey and other student surveys. Informal feedback is also welcome at any time either via your personal or module tutor or via your Couse Representative. 3.3 What Happens with your Feedback about this Course? Your feedback helps us to continually enhance this course. You can find out what actions have been taken in response to your feedback through your Course Representative, the Students Union, your tutors or through the Library. Your Faculty also provides updates on action taken through the Better Beckett posters prominently displayed around our University. 3.4 Getting Feedback on your Assessed Work Our University has committed to a four week turnaround for feedback. Each Module Handbook will provide you with specific guidelines on how and when you will receive this. The programme specification explains how feedback will be provided on both formative and summative assessments. We will let you know as soon as is possible if there is going to be any unavoidable delay in handing back your work. For all coursework, you can expect the following information about your performance: 25

26 1. Your mark, a clear indication of who marked the work and, where appropriate, clear comments on the scripts (this does not apply to the dissertation project). 2. A module specific assessment feedback form, which will include the position of the work on the marking bands (incl. all the marking bands from 0 to 100) against each module specific assessment criteria 3.5 Getting Feedback on your Exams If you wish obtain feedback on your exam performance, please contact your module leader. The module leader will arrange for the retrieval of your exam script and will discuss the exam script with you to ensure you are given clear guidance as to how you might have improved your grade. 3.6 How do I Get my Results? After four weeks you will receive your feedback and the unconfirmed marks for your assessment. This will generally be via the module sites on MyBeckett or via individual s to your student account. Unconfirmed means that the marks have not been officially passed through the formal Examination Board procedures. Formally, results from module assessments are available on the Results Online system from: Results will only appear within Results Online five working days after the date of the Board of Examiners meeting (the meeting where your end of year outcome will be decided) or the Examination Committee meeting (the meeting where modular outcomes are decided). If you are unsure about when you might receive your results or have queries relating to your results, you should contact your Student Administrator. 3.7 Extenuating Circumstances and Mitigation If you are experiencing problems which are adversely affecting your ability to study (called 'extenuating circumstances'), then you can apply for mitigation. The University operates a fit to sit/fit to submit approach to extenuating circumstances which means students who take their assessment are declaring themselves fit to do so. 26

27 Examples of extenuating circumstances include personal or family illness, bereavement, family problems or being a victim of crime. You will need to provide evidence to prove your situation; the Students Union Advice Service can offer guidance on what evidence you will need to present. Further information can be found at Re-assessment If you have not passed a module at the first attempt you will be eligible for re-assessment. See your Module Handbook for details of the relevant re-assessment process (e.g. whether it is coursework, an examination, a presentation or other form of assessment/when it will take place/what the deadline is). You will be advised via Results Online and/or MyBeckett of your options for re-assessment. You are advised to contact your Course Leader, Student Administrator or personal tutor for any necessary clarification. 3.9 Student Appeals If you feel that you have in some way been disadvantaged during your studies and this is reflected in your results, then you may have grounds for an academic appeal. After your results are available on Results Online you have 15 working days to submit a request for an appeal hearing. You will find the information you need, including grounds for appeal, when and how to appeal and frequently asked questions at: You are strongly advised to seek guidance from the Student Union Advice Service on whether you have grounds for an appeal and the completion of the paperwork see Section 4 for Student Union Advice Service contact details Academic Integrity Our University wants to give you credit for your learning and for work which you have done yourself. Unfair practice occurs when you have not done the work yourself. 27

28 Any attempt to gain an unfair advantage, whether intentional or unintentional, is a matter of academic judgement and may be considered to be unfair practice. Examples of unfair practice include, but are not limited to cheating, plagiarism, self-plagiarism, collusion, ghostwriting and falsification of data. Definitions of these offences and the serious consequences of unfair practice can be found in our Academic Principles and Regulations, Section C9: Academic Integrity: There are a range of resources available to help you understand what is and what is not permitted and how to use other people s ideas in your assessed work. These include the Skills for Learning website which can be found at If you are unsure on how to reference your work correctly please seek advice from your tutors or access the Skills for Learning resources online (see section 4). 28

29 4 Where to get help 4.1 Personal tutors Your personal tutor (see Key contacts in Section 1) will usually be an academic member of staff who teaches you on your course. Your Course Leader will make sure that you are given the name and contact details of your personal tutor at the beginning of each year, usually in your course induction. duration of your course. Normally, your tutor will aim to follow you right through the Your personal tutor has an important role to play in supporting you in academic and personal matters while you are studying on this course. The meetings will include discussion about career aspirations, your course, your progress, and your academic results. You may want to set objectives for academic and life goals which you can store on an e-portfolio. Personal tutors are not trained counsellors and will signpost you to other University services if they cannot help you. These services may, for example, be the Students Union, the counselling service or the Student Hub. In the first year your tutor will probably initiate communication to request a meeting at a mutually convenient time, but later in your course it should be your responsibility to set up the meeting. If you ask information to be kept confidential it will be and a note will be kept securely in your University notes with an indication of who can access the information. You are entitled to have one meeting per semester with your personal tutor in each year of your course. But your personal tutor may ask you to come to see them more frequently and you should feel free to contact them if you need to see them urgently. Please see Section 6 for details of our personal tutor policy. 4.2 Student Hub If you have any questions about or problems with life at our University, the first place to call, or pop into is the Student Hub. The team can help with a broad range of enquiries including: funding and money advice, being an international student, disability, counselling and wellbeing support, student cards, accommodation, fee payments, support from the Students Union, how to access on-line services, getting help with your CV, preparing for an 29

30 interview, careers guidance and getting a part-time job. Details of these and other services are available at There is a Student Hub on the ground floor of the Rose Bowl at City Campus and one also in Campus Central at Headingley. Their telephone number is and their address is [email protected]. They work closely with Faculties, the Students Union, all University Services and external organisations to make sure that if they don t know the answer to your question they will know who will. You can also use 'my Hub' which is an online resource available 24/7 where you can access information and guidance about a range of services, register and make appointments with Services, register for workshops and employability tutorials, search for job vacancies and use a range of careers resources. 4.3 Disability Support Disability Support is available from our Disability Advice Team. The Disability Advisers will work with students to ensure support is provided to meet their individual needs: Disabled students can also access the Disability Resource Areas in each library and the support provided by the Library Learning Support Officer, more information is available at Library Help The Library There are two Libraries at Leeds Beckett, Sheila Silver at City Campus and Headingley Library, both open 24/7, 365 days a year. You can use either Library, although the book stock reflects the courses taught at each campus. The website (library.leedsbeckett.ac.uk) also provides access to thousands of resources and information about Library services. 30

31 Academic Librarian Your academic librarian (see contacts in Section 1) liaises with your lecturers to ensure physical and electronic information resources for your subject are available in the Library and they work with you throughout your time here to help you develop information and digital literacy skills. Help and Information Points If you have any questions about using the library or need IT support you can get help: from the Help and Information Point on the ground floor of each library online: library.leedsbeckett.ac.uk/contact-us by phone (including 24/7 IT support). Distance Learners If you are registered on a distance-learning course, you may be eligible for the Library s Offsite service. This offers help with accessing electronic resources, access to other libraries, postal book loans and journal article supply. See the Library website for details of eligibility and more information. Skills for Learning Skills for Learning provides a wide range of web resources and publications on topics including plagiarism, group skills, research, maths, Harvard referencing, essay writing and time management. Information about workshops and one-to-one tutorials can be found at MyBeckett MyBeckett, the portal and virtual learning environment, is the gateway to all the information you will need to support your studies during your time at University. It provides access to your modules and timetables; your account; your personal storage area on our University IT servers and a wide range of other information. 31

32 4.5 Students Union Advice Service The Students Union advice service offers free, independent and confidential advice and representation to students. Professional advisers are employed directly by the Students Union to represent your interests even if you are in dispute with our University. Advice is available on a large number of issues, for example: Academic Problems including: mitigation, complaints, appeals, disciplinary procedures & academic misconduct. Housing Problems including: disrepair, problems with your landlord, checking your tenancy agreement before you sign. Money Issues including: problems with your student loan & Debt Health and Wellbeing. Tel: (0113) [email protected] There are full details of all services available at: 32

33 5 What to do if you 5.1 are absent for more than one day You must notify your Student Administrator if you are absent for more than one day (for example for an interview, emergency unforeseen circumstances, or for compassionate leave). If you are going to apply for mitigation you will need to provide written evidence of the reason for your absence (see section 3). International students Please be aware that our University fully complies with United Kingdom Visas & Immigration (UKVI) policy at all times. There are legal reporting requirements for all students in the UK on a Tier 4 student visa, and full attendance is mandatory for all Tier 4 students. Failure to meet UKVI attendance requirements could lead to your academic sponsorship being withdrawn and your visa being revoked. Tier 4 students need to be aware of their responsibilities whilst in the UK, please see for full information. For up to date information about visas, immigration issues and other matters relating to international students, please contact the International Student Advice Centre at [email protected]. 5.2 are ill If you are absent because of illness for more than seven consecutive days (including weekends), you must provide us with a Fit Note. You can hand in or send a Fit Note to your Student Administrator. Further information is available in the General Regulations (section 6) at: If you are absent through illness on the day of an examination or assignment deadline and you intend to apply for mitigation, you must also provide us with details and any available evidence as soon as possible. Contact your Student Administrator to get a copy of the appropriate extenuating circumstances form. For more details on mitigation please visit 33

34 5.3 have a comment, compliment or complaint We are committed to providing a high quality experience for all our students. We welcome comments and compliments from students, and find them valuable for on-going improvements to our provision. Comments and compliments about your course can be raised with your course representative or directly with your personal tutor. If you have a specific complaint about an act or omission of our University, you may be able to make a complaint under the Student Complaints Procedure. In the first instance, you should raise the matter as soon as possible with the member of staff most directly concerned, or with the person who can best resolve it. If this does not resolve the matter, or if the complaint is too serious to be addressed in this way, then you should make a formal complaint in writing. Information about how to make a complaint, including the student complaints procedure and a complaints form, is available online at: are considering suspending studies or withdrawing from the course If you are considering withdrawal from your course you should speak to your personal tutor, a member of staff at our Student Hub or the Students Union to discuss your reasons. If there is a problem, University or Students Union staff may be able to help. It may be possible to arrange suspension of studies from your course. If you are considering withdrawing, permanently or temporarily, you must complete a withdrawal form. This form must be submitted as soon as possible to your faculty office as withdrawals cannot normally be backdated. For further details see General Student Regulations at: 34

35 6 Relevant Policies 6.1 Student Charter Our University and Students Union recently agreed upon the Student Charter which outlines what is expected of students of Leeds Beckett University and what students can expect from our University. The most recent version of our Student Charter is at: Student Entitlements Our student entitlements, listed at the front of this handbook, will help to ensure the student charter is embedded as part of our approach to providing a good quality, consistent learning experience for our students. 6.3 Personal Tutors You are entitled to have one meeting per semester with your personal tutor in each year of your course. See Key contacts in Section 1 for details of how to contact your personal tutor. See Section 4 for an overview of the support you can expect from your personal tutor. You can find full details of our personal tutor policy from the Student Hub webpages: Safety, Health and Wellbeing Policy Statement Our University is committed to providing a vibrant, ethical and sustainable working environment that values wellbeing and diversity. This commitment exists alongside our wider legal and moral obligations to provide a safe and healthy working environment for our staff, students and members of the public who may be affected by our activities. There are further details at (see H - Health and Safety Policy Policy Statement). 35

36 Smoking No smoking is permitted in any of our University buildings, this includes the use of vapour cigarettes (or other similar devices); if you do smoke outside our buildings please make sure that you stand at least five metres way from building entrances and boundaries. Use of Laptops within our University If you need to charge your laptop battery, please make sure that the battery charger/lead are undamaged, and only plug it into a designated power socket if you are unsure of where these are, please ask a member of staff. Please make sure your battery charger cables do not create a trip hazard. Fire Safety Procedures Fire information is present on Fire Action Notices displayed in all University buildings. These are normally present in corridors. Please read and follow the instructions. All fire exit routes are clearly identified. You should familiarise yourself with the location of fire exit routes and fire assembly points for the buildings that you may use in the course of your studies. If you discover a fire, you should sound the alarm by operating the Fire Alarm Call Point. You should report the circumstances and site of fire using the emergency number indicated on the Fire Action Notice. Do not tackle the fire unless you have been trained to do so. Evacuate the building to the fire assembly point indicated on the Fire Action Notice. Do not re-enter the building until officially authorised to do so. On hearing the Fire Alarm, everyone should proceed calmly to the nearest available safe fire exit, as indicated by the green and white fire exit signage. Take appropriate action to assist visitors and mobility-impaired persons or wheelchair users to a safe refuge. Upon exiting the building, continue on to the fire assembly point so as not to impede the remaining evacuees exiting the building. Evacuation is practised through fire drills. However, 36

37 you should regard any continuous sounding of the alarm as a fire incident and act accordingly. Disabled Students You are expected to declare any disability that would affect your safety in the event of a fire, e.g. hearing impairment or the use of a wheelchair. If you are referred to the Disability Adviser, a Personal Emergency Evacuation Plan (PEEP) will be developed for you as appropriate. Disabled students must declare their disability, to the University, for it to be taken into consideration. You can find further information about the support available to disabled students studying at our University and contact details on our website: First Aid First Aid Notices (green and white) are displayed in all University buildings alongside the Fire Action Notices (predominantly blue and white) and alongside, or adjacent to, each First Aid box. First Aid Notices provide all the information you may require to seek and summon assistance. First Aider contact details can also be obtained from the Student Hub or from Security: City Campus, internal ext or Headingley Campus, internal ext Accident and Incident Reporting All accidents and incidents and dangerous occurrences, must be reported to, and recorded by University staff. Accident report forms (HS1) are available at faculty reception offices, Security and Student Hubs. Infectious Disease Campus-based students who have been diagnosed with a serious infectious disease such as TB, measles, meningitis or chicken pox should notify their Course Leader or Student Administrator as soon as possible giving information regarding which groups of students (and/or colleagues and clients on placements) you have been in contact with and when. For 37

38 diseases such as TB or meningitis, the West Yorkshire Health Protection Team may also wish to speak to you (or your family) to determine if others require screening or medication. You should follow advice given by the hospital or your GP about when it is safe to return to University. 6.5 University Regulations There are two sets of regulations you need to be aware of, the University Academic Principles and Regulations and the General Regulations: Leeds Beckett University Students. The Academic Principles and Regulations relate specifically to your studies and your course. They cover issues such as assessment, progression and award requirements amongst a range of other issues. The General Student Regulations deal with a range of issues which apply to all students of our University. 6.6 Academic Principles and Regulations Our University Academic Principles and Regulations can be found at: You should familiarise yourself with the Academic Principles and Regulations. The following sections are of particular relevance to your course: Assurance of Academic Standards: Assessment (C1) Achievement of Credit (C2) Student Progression (C3) Conferment of Awards (C4) Management of Assessment (C5) Conduct of Assessment: Coursework and Other Assessed Work (C6) Administration and Conduct of Examinations (C7) Written Examinations: Regulations for Candidates (C8) Academic Integrity (C9) Disabled Students (C10) Boards of Examiners and Examination Committees (C12) 38

39 Disclosure of Assessment Results (C14) Extenuating Circumstances and Mitigation (C15) Request for an Appeal Hearing (C16) The Students Union Advice service ( is able to offer advice and guidance on how to understand and use the Academic Principles and Regulations. Where students are undertaking any form of research project, reference should be made to the Research Ethics Policy and Research Ethics Procedures which can be found at: General Regulations The General Student Regulations are available at the following web link: yourself with the student regulations relevant to you. You should familiarise 39

40 Appendix A - Programme Specification MSc Psychology (Conversion Award) L7 Qualification Summary Target Award Title & Level MSc Psychology L7 Contained Awards PGDip Psychology L7 PGCrt Psychology L7 Mode of Study & Standard Course Length Full Time 1 Year Distance Full Time 2 Years Location City Campus Faculty HSS School RH Programme Code MSPSY Part Time 2 Years Distance Part Time 4 Years Details of Professional Body Accreditation The British Psychological Society Approved Exemptions to Academic Principles and Regulations The MSc Psychology (Conversion Award) course will adhere to the University Academic Principles and Regulations: This course does not seek any exemptions. About Your Course Overview and Aims Psychology is distinctive in the rich and diverse range of attributes it develops, drawing, as it does, on skills that are associated both with studying the humanities (e.g., critical thinking and essay writing) and the sciences (hypotheses-testing and numeracy). These include effective communication skills, data analysis skills, computer literacy, the ability to retrieve and organise information from a variety of sources, problem-solving and scientific reasoning, the ability to make critical evaluations of issues, and the ability to conduct independent research and manage projects. Psychology continues to be a popular degree course in the UK, with many students in other disciplines taking elective modules in areas of psychology. Although the skills which psychology students develop over the course of their degrees are valued by a range of employers, many students are interested in pursuing a career in one of the Chartered areas of Psychology, such as Health Psychology, Clinical Psychology, Counselling, Educational Psychology, or Forensic Psychology. In order to do this, students need a psychology qualification offering the Graduate Basis for Chartership (GBC) from the British Psychological Society. The MSc Psychology (Conversion Award) will therefore be of interest to those considering such a career who have either not studied psychology before but have a strong interest in it or who have completed an undergraduate degree 40

41 with a psychology component which is not accredited by the BPS. The decision to develop the conversion award as a Masters degree award rather than as a Postgraduate Diploma was made because this will provide students with added value in a competitive employment market and in applying for places on courses conferring Chartership. The provision of a Masters degree award enables the development of training in the research skills necessary for designing and conducting quality research beyond that expected of graduates. In addition, students will work closely with their personal tutors to develop a portfolio detailing the transferable employability skills developed or enhanced during the course supported with evidence and actions taken to further their psychology careers. Support for employability and career planning is embedded throughout the degree programme and is based on developing students ability to reflect on, recognise and articulate the general and subject-specific skills developed. The MSc Psychology (Conversion Award) has been designed for delivery on-site (either full-time or part-time) or by blended distance learning. On-site face-to-face teaching is concentrated on one day per week (part-time) or two days (full-time). This enables students to continue working or pursuing career-relevant experience whilst studying, and is one of our unique selling points. The MSc Psychology (conversion award) aims to equip students entering with little or no prior knowledge of psychology with the in-depth knowledge, skills, and experience in the core areas of psychology to qualify for the Graduate Basis for Chartership (GBC) with the British Psychological Society. The programme will: Provide students with a thorough knowledge and understanding of theories, concepts and frameworks in the BPS core curriculum areas of psychology. Equip students with detailed knowledge of and skills in qualitative and quantitative research methods. Provide students with skills in critically evaluating the research of others. Enable students to communicate research findings to others, in both written and verbal formats. Develop independence and employability through increasing evaluative and reflective skills. Prepare students for a career in psychology or related areas. Course Structure Level 7 At this level of postgraduate study students are expected to be able to: deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level continue to advance their knowledge and understanding, and to develop new skills to a high level. On completion of this master s course students will have the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility 41

42 decision-making in complex and unpredictable situations the independent learning ability required for continuing professional development. Much of the study undertaken is at, or informed by, the forefront of the professional discipline of Psychology. Students will show originality in the application of knowledge, and will understand how the boundaries of knowledge are advanced through research. They will be able to deal with complex issues both systematically and creatively, and will show originality in tackling and solving problems. They will have the qualities needed for employment in circumstances requiring sound judgement, personal responsibility and initiative in complex and unpredictable professional environments. Structure for distance learning course from September 2014: Time Modules Year 1, semester 1 Year 1 semester 2 Year 1 Summer Year 2 semester 1 Year 2 semester 2 Year 2 summer Growing and Developing in the Social World (20 credits) Psychological Research and Statistics (20 credits) Psychological Research and Analysis (20 credits) The Embodied Mind (20 credits) Face to Face teaching (one week to cover lab work) Thinking, Living, and Acting (20 credits) Working and Living in a Social World (20 credits) Applying psychology (20 credits) Dissertation (40 credits) Dissertation Course structure from September 2015, on-site delivery mode: Time Day 1 (FT) or Year 1 (PT), semester 1 Day 1 (FT) or Year 1 (PT) semester 2 Day 2 (FT) or Year 2 (PT) semester 1 Day 2 (PT) or Year 2 (PT) semester 2 Day 2 or Year 2 summer Modules Growing and Developing in the Social World (20 credits) Psychological Research and Statistics (20 credits) Psychological Research and Analysis (20 credits) Working and Living in a Social World (20 credits) The Embodied Mind (20 credits) Applying psychology (20 credits) Thinking, Living, and Acting (20 credits) Dissertation (40 credits) Dissertation 42

43 Course Learning Outcomes 1 Critically and systematically evaluate current research, practice and advanced scholarship in the core areas of psychology, namely cognitive, social, developmental, biological, individual differences, research methods and conceptual & historical issues. 2 Demonstrate originality and creativity in the application of knowledge and an understanding of how new knowledge is created and synthesised across the core areas and in an extensive piece of independent empirical research 3 Show competency in the analysis and interpretation of statistical and other forms of data, including employment of digital literacy skills in accessing, processing and evaluating information, ideas and evidence from a wide range of psychological sources. 4 Critically evaluate and apply, with due regard to ethical considerations, a range of methodological techniques applicable to research in psychology and make a reasoned judgement regarding the implications of that critique for assessing the validity of research findings. 5 Demonstrate that you can collaborate effectively with others in academic settings, communicate complex issues and ideas in ways appropriate to specialists and nonspecialists in diverse settings. 6 Engage in employability activities and accept responsibility for subsequent career and continuing professional development. Level Learning Outcomes N/A Learning & Teaching Activities The students experience of the delivery of this course is through a range of teaching methods and learning activities. While the lecturers and tutors are there to disseminate knowledge and facilitate learning, there is an emphasis on students collaboration in the learning experience. Students receive an on-line course handbook, which details the course structure and what is expected of students (it also provides other information about the University, course team, regulations and policies etc.). In addition, students receive an on-line module handbook for each module, providing details about the module, how the module will be delivered in terms of types of teaching elements and the main topic for each unit, how it will be assessed, a reading list and other material relevant to the module. In order to deliver core knowledge, facilitate understanding of theories and concepts and develop practical and applied skills, we employ a range of teaching methods depending on the delivery mode. These may include (as appropriate): lectures, seminars, group work, practical/laboratory classes, presentations, problem-based projects/briefs, tutorials, and on-line activities on the university s VLE. The range of learning activities not only provides an opportunity for students to develop communication skills via different media, but also encompasses different learning styles amongst 43

44 students. All members of staff are aware of the need for all teaching and learning contexts to be (i) nondiscriminatory and appropriate for each student; (ii) respectful and valuing the perspectives and experiences each individual can offer; (iii) promoting the values and practices associated with inclusive attitudes and behaviours in others. Assessment Strategy There is a varied diet of assessments across the modules, with a maximum of two assessments for each 20 credit module, designed appropriately in order to assess the full range of learning outcomes and provide a discriminator across the grade classifications. Assessment tasks include group and individual assessment, such as essays, presentations, research proposals, case studies, reports, examinations, online discussions and a research thesis. All of these assessments are designed for students to develop and extend their key skills. The combination of group and individual assessment is designed to foster group-working collaborative skills but also independent working abilities. Assessment structure for the course, both on-site and distance learning: Module Growing and Developing in the Social World Assessments 1. Portfolio 2. Online timed exam Psychological Research and Statistics 1. Portfolio 2. Online timed exam Psychological Research and Analysis 1. Portfolio 2. Portfolio Working and Living in a Social World 1. Portfolio 2. Online timed exam The Embodied Mind 1. Portfolio 2. Online timed exam Thinking, Working, and Acting Applying psychology Dissertation 1. Portfolio 2. Online timed exam 1. Personal development portfolio 2. Report 1. Proposal 2. Thesis Feedback on Assessment 44

45 Feedback is provided both formally (written feedback sheets and communications) and informally (during in-class activities and discussions in seminars). As a standard on all coursework we also provide summary details of the three main aspects where students have performed particularly well and three areas where students could improve their work to achieve a higher grade. Clear information is provided at the beginning of each module regarding submission deadline dates for summative assessments for each module over the academic year (coursework and exam periods); the locations and methods for submission and collection of student work; and the specific requirements and assessment criteria. Employability and Work Related Learning Employability & Professional Context The course is designed for students who have studied little or no psychology before and are interested in acquiring a Masters level qualification in psychology which confers GBC status from the BPS. Students applying for the course are likely to have a strong interest in psychology and be interested in pursuing a career as a named psychologist. Of the first cohort of 12 students who completed the course in August 2012, 4 went on to further study at Masters level on named areas of psychology (2 Sports and exercise Psychology; 1 Forensic Psychology; 1 Organisational Psychology); 2 were successful in gaining places on doctorate training programmes at the first attempt (1 in Clinical Psychology and 1 in Educational Psychology); 3 have gained employment where they can use their knowledge of psychology, 2 are pursuing positions in research, and 1 is gaining additional experience before applying for further training as a named psychologist. Learning & Teaching Approaches The course has been developed to support students progression as learners and as future psychology professionals. Learning activities are in place to facilitate the development of transferable skills and competencies, such as team-working. The MSc Psychology (Conversion Award) course is designed to reflect the learning and teaching values of Leeds Beckett. These include: Putting our students at the centre of our activities and providing a flexible and relevant curriculum with excellent teaching and learning Providing a welcoming, inclusive, supportive and caring environment and preparing our students for employment and life. Engaging, valuing and developing our diverse community of colleagues Ensuring that teaching is informed by research and/or expert professional practice with contributions from our Professors, Readers and expert visiting professionals. The teaching staff on the MSc Psychology (Conversion Award) are driven by: Our enthusiastic research-informed teaching Our commitment to developing our students transferable and employability skills and the Leeds Beckett graduate attributes of digital literacy, enterprise and global outlook The depth of support we provide in developing a sound and critical understanding across psychology Our expertise in the teaching of both quantitative and qualitative research methodology 45

46 Our emphasis on applications of psychological knowledge and real-world, problem-solving teaching and learning activities and assessment Our specialist laboratory resources Here is a link to the PG Course Development Principles: E-learning, Blended Learning and Online Resources Use of Virtual Learning Environment The course makes extensive use of the VLE in terms of the use of the course site and module sites on MyBeckett. It is used to keep all students properly informed of information about their studies and changes to practice, changes to the timing of the return of coursework etc. Students are able to access their individual, cohort and course timetables from MyBeckett as appropriate. On the course site, the course handbook and a wealth of information about the course itself is put up for students and regularly updated. The course has an agreed policy regarding the use of the VLE and all modules have (as standard) the following on the MyBeckett module site: module handbooks details of module assessment (including any re-assessment details) all lecture slides and notes (put up on the module site at least two days before the lecture is presented) to improve access to module content for students from a variety of learning styles additional reading to develop students broader understanding of the topic areas seminar activities to support the face-to-face learning within seminars on-line formative assessments such as on-line self-assessment quizzes to help students identify areas of further development computer-aided assessment (CAA), etc., where appropriate Turn-it-in for students to audit their work and submit assignments prior to formal submission to avoid plagiarism and to learn improved referencing and citation skills details of the previous student module evaluation and information on the enhancements made to the module as a result of this previous student feedback on-line discussion boards to facilitate student interaction with student peers and informal learning E-learning competencies are developed from the induction sessions Use of Blended Learning The core delivery mode for the Distance Learning version is via the VLE, but clearly some skills and knowledge applications need laboratory experience. These experiences will be delivered through a summer school. Face-to-face on-site delivery includes elements of blended learning where online activities support and extend classroom learning. 46

47 Quality and Standards of Our Courses ( All of our courses are quality assured by the UK Quality Assurance Agency (QAA). They are rigorously monitored and reviewed to ensure they meet the required standards of the QAA and to provide students with a high quality learning experience. Students are encouraged to contribute to shaping their learning experience and our courses receive regular external scrutiny from subject specialists at other Higher Education Institutions. 47