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1 PROGRAMME SPECIFICATION BA/BSc Psychology with Education Awarding Institution: Institute of Education University of London Teaching Institutions: Institute of Education University of London Professional/statutory accreditation: British Psychological Society Name of final award BSc Psychology with Education (Honours) BA Ordinary degree in Psychology with Education Diploma in Higher Education Certificate in Higher Education Programme title Psychology with Education UCAS code: C801 Language of study The Institute of Education teaches and assesses participants through the medium of the English language. Competence in English language is required of all applicants. Programme regulations may indicate the level of competence required of each applicant and may make its achievement a condition of admission. Participants Students seeking a BPS accredited undergraduate degree qualification in Psychology. In particular, this programme will be of interest to those wishing to apply Psychology to educational settings. The programme is in the process of being accredited by the BPS and successful participants will be eligible for the Graduate Basis of Chartered Membership (previously known as the Graduate Basis for Registration) from the British Psychological Society (BPS). Criteria for admission Students will normally require at least 300 UCAS tariff points (for example, BBB A levels, BTEC, Cache Diploma or similar qualifications undertaken at Level 3) as well as minimum C grade in GCSE Mathematics or Statistics, and GCSE English. Applicants wanting to submit a claim for accredited prior learning (APL) should in the first instance contact the Registry, who will consult the relevant programme leader. Copies of the IOE Policy on Accreditation of Prior Learning (APL) can be found on the IOE webpages or can be obtained from Registry. Applicants should also consult

2 the Guidance documentation for Students on Submitting a Claim for APL, which provides further information about the process and procedures. Applicants whose first language is a language other than English may be required to provide evidence of their English language proficiency. The Institute of Education is committed to admitting and supporting participants with disabilities and welcomes applications from them. We provide support for students with a range of conditions which have a long-term and adverse effect on studying such as: sensory (visual / hearing / speech) impairments mental health issues mobility or dexterity impairments Asperger's Syndrome or other autistic spectrum disorders chronic medical conditions (e.g. diabetes, epilepsy, H.I.V.) specific learning difficulties (e.g. dyslexia, dyspraxia) Disability and Wellbeing Support will also advise people who have a temporary mobility / dexterity impairment / other difficulty as a result of an accident, injury, illness or surgery. Every person is treated as an individual, and we invite you to contact us as early as possible so that we can consider your needs and tailor our support to meet them. This applies to all students home, EU and international. Some of the sessions may be conducted online so students need regular access to a computer with internet access. And a printer (optional) if they want to print out materials. Your computer must have these features: a browser installed (we recommend Internet Explorer 8 or Firefox 4) your browser must accept cookies and have JavaScript enabled (if your computer is part of a network, for example a corporate network, check this with your network administrator) the following minimum specifications (recommended specifications are given in brackets): - Platform: Windows 95 (XP); Mac OS 8.1 (OS X); Linux - Processor: 166 MHz (1 GHz); MAC: 508 PowerPC (Intel) - Memory: 32 MB (128 MB) - Modem: 56k (Broadband) - Screen resolution: 800 x 600 (1024 x 768) these applications: - a word processor that reads Microsoft Word format (doc) - Acrobat Reader (pdf) - Java 6. Educational Aims of the Programme To provide a broad grounding in psychology that will enable participants to develop and/or advance their knowledge and skills in psychology in relation to their professional and personal interests, together with its application to education. The programme will give students the opportunity to: Develop their knowledge and understanding of the theoretical approaches in psychology and the empirical research related to these approaches. Acquire a range of research skills based on the scientific methods of

3 Psychology and its application to education, both quantitative and qualitative, to critically evaluate research data and also conduct their own empirical research studies. Discuss key topics in the fields of developmental, cognitive, individual, social and biological psychology, and their application to education. Develop a critical awareness of different theoretical approaches in the field. Describe and evaluate different methodological approaches. Develop a range of general skills in problem solving and effective communication. Learning Outcomes To be able to describe research on key topics in developmental, cognitive, individual, social and biological psychology and provide a critical evaluation of competing theoretical approaches. To have a critical awareness of the strengths and limitations of different empirical methods in the study of developmental, cognitive individual, social and biological psychology, and the application of psychological theory and research to education. To develop an understanding of methodology and an understanding of data analysis. To build the ability to analyze research papers and formulate research projects, and To have an increased expertise in running statistical analyses using SPSS. Mode of study Full-time over 3 years, commencing in the Autumn term, campus based. Programme structures and requirements, levels, modules, credits and awards YEAR 1 (level 4) Four core modules run in the first year (30 credits each). Two core Psychology modules and two core Education modules. Psychology: The Science of Behaviour (30 credits) YEAR 1 Psychological Research (30 credits) Introduction to Education Studies (30 credits) How People Learn (30 credits)

4 YEAR 2 (level 5) Year 2 consists of 5 core modules and an optional module from a choice of educational studies modules. Social and Developmental Psychology (15 credits) YEAR 2 Brain and Behaviour (15 credits) Personality and Individual Differences (15 credits) Cognitive Psychology (15 credits) Research Methods and Statistics (30 credits) 1 optional module from a choice of 2 educational studies modules: Childhood Studies or The Learning Sciences (30 credits) The Year 2 overall grade contributes 40% towards the final degree mark. The four 15-credit modules will be assessed by coursework (25%) and an end of year examination (75%). The Research Methods and Statistics module will be assessed by coursework, specifically lab reports (60%) and an end of year statistics exam (40%). YEAR 3 (level 6) The final year comprises a research project and three advanced modules, selected from a range on offer and intended to refine your learning in line with your own interests, by appropriate choice of topics. The 30 credit optional modules will be assessed by coursework (25%) and an exam (75%). The research project provides an opportunity to apply, in an original piece of empirical psychological research, the statistic and the research methodology learned during the first and second years of this degree programme. It is assessed via a 6,000 word paper (90%) and a poster (10%) presented at an informal conference attended by staff and students. The project is completed in the Spring and Summer terms but students will be required to select their project topic and supervisor at the end of Year 2 in consultation with their Personal Tutor. Please note the project must be passed in order to be awarded a degree and be eligible for the GBC. YEAR 3 Advanced module 1 (30 credits) Advanced module 2 (30 credits) Advanced module 3 (30 credits) Research Project (30 credits) Indicative examples of advanced options include: Issues in Educational Neuroscience, Reading and Spelling Difficulties, Developmental Psychology, Atypical Development, Personality and Social Psychology, Language Development Understanding SpLD (dyslexia). The Year 3 overall grade contributes towards 60% of the final degree mark. The theoretical and cultural perspective of this programme tends to be dominated by topics and issues in Western psychology (in particular, the U.S. and Europe). This follows from the future professional and educational aims of our participants, who

5 seek qualifications in psychology that are recognised in a U.K. setting. To this end, our programme will be accredited by the BPS. Successful completion of the full accredited programme (with a minimum lower second class honours level) provides eligibility for graduate membership. Graduate Basis for Chartered Membership of the BPS is an entry requirement for training courses for the professional careers in psychology (educational psychology, clinical psychology, etc.). The website of the British Psychological Society provides further information. Alternative Awards: BA Ordinary degree in Psychology with Education Diploma in Higher Education Certificate in Higher Education The Institute of Education uses the European Credit Transfer and Accumulation System (ECTS), as a guide to support periods of study undertaken abroad and to assist student mobility. Currently it is assumed that two UK credits equate to one ECTS. Therefore a module of 30 credits would typically equate to 15 ECTS credits. Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated With regard to teaching methods the programme will be delivered in the form of lectures, seminars, and via mixed-method, lecture plus interactive, task-based learning. Despite the Western / U.K. emphasis in programme content (noted above), participants are encouraged, in group discussion work during lectures, and in seminars, to consider key issues with respect to their own experience (personal, professional, and cultural). The following provides an indicative breakdown of learning and teaching activity on the programme: (All figures are approximate) Lectures 35% Seminars 20% Tutorials and study skills workshop 15% Field work 10% Practical classes 10% Training Classes 10% Our teaching, learning and assessment outcomes are achieved by implementing the following strategies: a) Study skills training which takes into account the needs of psychology b) Sharing participants experience from a range of different academic, cultural and linguistic backgrounds. c) Guidance and online resources available from the Institute s Academic Writing Centre (AWC) and the Library (for Information literacy resources).

6 d) Written feedback (formative and summative) on all assessed coursework. e) Independent marking by two tutors, with the moderation of an External Examiner. f) Introductory training in research methods and statistics to prepare participants who progress to more advanced study at Masters level. A range of teaching methods (as specified above) is used, to allow participants both to acquire subject information and discuss issues in a critical and informed manner. All programme and module information is available to participants online via the Virtual Learning Environment (VLE). This facility allows participants to obtain key readings for each lecture and all teaching materials in advance of sessions and provides a forum for participants to interact online. Information about assessment regulations Participants must successfully complete all elements of the programme, to achieve the minimum credits required for the award (360 credits). All coursework is assessed according to the grade-related criteria for the programme level, found in the programme handbook. Year 1 A minimum overall mark of 40% in coursework and the end-of-year examination is required to pass each module. Students will be given the opportunity to resit the examination in September if their examination mark is below 40% and to complete additional coursework over the summer if their coursework aggregate is below 40%. Year 2 In order to proceed to the Third Year, second year students must: Obtain an overall mark of 40% or greater in Research Methods and Statistics Obtain an overall mark of 40% or greater in all half-year modules Students can re-sit examinations in September if their examination mark is below 40% and complete additional coursework over the summer in the case of coursework marks below 40%. All assignments are independently marked by two staff members, who meet to discuss and reconcile the marks and comments for each individual. Two external examiners are appointed by Senate and play an important role in monitoring the quality of the programme and evaluating the effectiveness of the teaching and support provided for the programme participants and the reliability of the judgements made in assessing them. Further details about assessment regulations can be found at nt Regulations.pdf In each module participants are assessed by different methods including end of term Multiple Choice Question (MCQ) tests, coursework essays and lab reports, end of year examinations (essay-based, MCQs).

7 Questions for the coursework essays are made available to participants well in advance. Support for learning Students taking the programme have diverse backgrounds and experiences of higher education, and every care is taken to ensure that this diversity is acknowledged and suitable support provided. This support includes: Student handbook Programme handbook Academic literacy and oracy sessions Information services induction Extensive library and other learning resources and facilities Personal tutor for each student Critical and supportive feedback on written work Access to the University Careers Service. Induction sessions at the start of the programme, in addition to online inductions for general Institute services (such as the Library) Academic counseling and advisory service Access to Participant Welfare Service Methods for evaluating and improving the programme Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards include: Module evaluation by participants Annual programme review prepared by programme team and considered by Faculty Learning, Teaching and Quality Committee Periodic programme review and revalidation involving external panel member Staff review and development Peer observation of teaching External examiner reports Participant representatives on the Programme Team, plus an online forum for receiving participant views and disseminating information Committees with responsibility for monitoring and evaluating quality and standards Programme Committee Board of Examiners Faculty Learning, Teaching and Quality Committee Validation Sub-Committee Equality and Diversity Committee Academic Board Senate Mechanisms for gaining participant feedback on the quality of teaching and their learning experience Participant module evaluation (sessional and programme); Representation on programme committees

8 Indicators of quality and standards The programme is in the process of being accredited by the British Psychological Society. The BPS will monitor the programme s standards on a regular basis, with site visits and periodic re-accreditation. External Examiners reports (two nominated External examiners: Dr Claudine Bowyer-Crane, University of York and Prof Colin Rogers, Lancaster University) Date of completion/amendment of specification November 2014

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