BSc (Hons) Psychology

BSc (Hons) Psychology 2015/16 Undergraduate Students Award title BSc (Hons) Psychology Programme code(s) PSYCO Faculty Faculty of Health and Social Sciences School School of Social, Psychological & Communication Sciences

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

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

Our Student Entitlements As a full-time or part-time campus-based student you are entitled to: 1. Access online learning materials and resources for every module through a virtual learning environment and have access to the resources and information of an up to date library. 2. Opportunities for on-going feedback on your work and progress towards your assessments in every year of your course. 3. Participate in a course induction, which will be provided at the beginning of each year of your course. 4. A meeting with your personal tutor once per semester. [All new and first year students will be invited to a meeting with their personal tutor within four weeks of the start of their studies]. 5. A course that has been informed in its development by external stakeholders (e.g. employers, professional bodies). 6. Participate in Personal Development Planning within the context of your course. 7. Have the opportunity to engage in embedded activities within your course which develop and enhance your graduate employability and lifelong learning. 8. Receive clear dates at the beginning of each module about your assessment, submission dates, when and how you receive formative feedback on assessment during every module, and how you will receive feedback on marked assessments within the 4 week feedback period. 9. Receive clear and easy to understand information about your course and the services available to you. 10. Be engaged, via your course student representative, in your course review, evaluation and development processes. 11. Have your questions to our University s services responded to within the advertised timescales in our corporate service standards. 12. Normally be given your course timetable no later than four weeks before the beginning of each semester. 2015/16 Handbook 4

Contents 1 Welcome to the Course... 6 2 Studying on this Course... 15 3 Assessment and Feedback... 32 4 Where to Get Help... 41 5 What to do if you... 45 6 Relevant Policies... 47 7 Appendix A Programme Specification... 52 2015/16 Handbook 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. 2015/16 Handbook 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 5 10. 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 2015/16 Handbook 7

1.2 Message from your Course Leader Dear BSc (Hons) Psychology Students, A big welcome, or welcome back, from me as well! 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. As with last year, there are some exciting changes happening over the course of the coming year and we are confident that these will enhance your experience as a student at Leeds Beckett. For example, having now completed a first run of all modules on refocused Psychology degree, we have made some minor modifications to some (based on student feedback), so all of the academic modules remain fresh and re-vamped, as is our Personal and Professional Development program. Furthermore, we have several new members of staff joining the team. 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 I would like to wish you well in your studies. Dr Helen J Fawkner Course Leader, BSc (Hons) Psychology 2015/16 Handbook 8

1.3 Academic Calendar and Timetable Our standard student academic calendar is summarised below: Week Commencing Monday Student Calendar 24.08.15 1 31.08.15 2 Bank Holiday 31.08.15 07.09.15 3 14.09.15 4 21.09.15 5 Student Welcome and Induction Week 28.09.15 6 Semester 1 Teaching Starts (Teaching Week 1) 05.10.15 7 Teaching Week 2 12.10.15 8 Teaching Week 3 19.10.15 9 Teaching Week 4 26.10.15 10 Teaching Week 5 02.11.15 11 Teaching Week 6 09.11.15 12 Teaching Week 7 16.11.15 13 Teaching Week 8 23.11.15 14 Teaching Week 9 30.11.15 15 Teaching Week 10 07.12.15 16 Teaching Week 11 14.12.15 17 Teaching Week 12 21.12.15-08.01.16 UG Christmas Break 11.01.16-22.01.16 Formal Examinations Period 25.01.16 23 Student Welcome and Induction Week 01.02.16 24 Semester 2 Teaching Starts Teaching Week 1 08.02.16 25 Teaching Week 2 15.02.16 26 Teaching Week 3 22.02.16 27 Teaching Week 4 29.02.16 28 Teaching Week 5 07.03.16 29 Teaching Week 6 14.03.16 30 Teaching Week 7 21.03.16 31 UG Easter Break 28.03.16 32 Bank Holiday 04.04.16 33 Teaching Week 8 [Year 2 - OERP] 11.04.16 34 Teaching Week 9 [Year 2- OERP] 18.04.16 35 Teaching Week 10 25.04.16 36 Teaching Week 11 02.05.16 37 Bank Holiday 02.05.16 Teaching Week 12 09.05.16-20.05.16 Formal Examinations Period (Including Semester 1 Reassessment) 23.05.16 40 30.05.16 41 Spring Bank Holiday 30.05.16 06.06.16 42 13.06.16 43 20.06.16 44 27.06.16 45 04.07.16 46 11.07.16 47 TBC Semester 2 Reassessment Period (Exams) 28.07.16 48 25.07.16 49 TBC Semester 2 Reassessment Period (Coursework) 01.08.16 50 08.08.16 51 15.08.16 52 9

Full details of this and future standard student academic calendars are available at: www.leedsbeckett.ac.uk/about-our-university/term-dates. 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 www.leedsbeckett.ac.uk. 1.4 Key Contacts We know that a sense of belonging and appropriate guidance and support play an important role not only in your academic success, but also in your enjoyment of the course and your time at University. Thus, in this section you can find information about key contacts; staff (or students) that can provide you with academic and / or pastoral support. You can arrange to meet with any member of academic staff by signing up for Office Hours using the on-line system on the course page via My Beckett or, often, via a link to an academic staff member s on-line appointment calendar which you will find embedded in their signature at the bottom of their email. 1.4.1 Personal Tutor You will be allocated a Personal Tutor who provides you with support for your studies and personal development planning (PDP). Your Personal Tutor is your first point of contact in most circumstances if you have personal and/or academic problems or queries. Throughout your three years on the course, your Personal Tutor will provide support for your Personal Development Planning (PDP), monitoring your progress on the course to ensure that you achieve of your best and develop a range of professional, work-related and generic skills. Your Personal Tutor will contact you to arrange a meeting soon after you begin your studies and at certain points throughout the year. You are always free to sign up to see your tutor during their office hours, using the on-line booking system. Further, you can contact your Tutor via email or phone ahead of (or following) in-person meetings. 1.4.2 Level tutor Each cohort of students (your year group) has two Level Tutors who monitor the progression of your year group. The following staff members are level tutors. 10

Year 1 (Level 4): Dr Therese Shepherd: t.e.shephard@leedsbeckett.ac.uk (ph: 0113 812 4437) Dr Maxine Woolhouse: m.woolhouse@leedsbeckett.ac.uk (ph: 0113 812 3034) Year 2 (Level 5): Dr Katy Day: k.day@leedsbeckett.ac.uk (ph: 0113 812 3284) and Dr Kate Milnes: k.milnes@leedsbeckett.ac.uk (ph: 0113 812 5638) for Semester 1 Dr Tom Muskett: t.a. muskett@leedsbeckett.c.uk (ph:0113 812 3280 for Semester 2) Year 3 (Level 6): Dr Peter Branney: p.branney@leedsbeckett.ac.uk (ph: 0113 812 23909) and Dr Lucy Thompson: lucy.thompson@leedsbeckett.ac.uk (ph: 0113 812 9378) 1.4.3 Module leader Module Leaders provide a wealth of information on their module both online and in module handbooks and handouts. Module leaders can be consulted more directly if you have specific queries about the module involving teaching, learning and assessment. Module leaders and teaching teams are there to facilitate your learning of specific aspects of your course content with you. It is important to engage with your timetabled teaching sessions and to make a note of your module leaders and tutors contact details, in case you need to get in touch with them. Your module handbooks will be an important source of information about specific aspects of your learning, as well as when and how to get in touch with relevant teaching staff. 1.4.4 Course Leader My main task in this role is to ensure the smooth, day-to-day running of the course. I can be consulted for support if you have general queries about the course. In this role, I will have regular meetings with the student representatives to discuss and co-ordinate student feedback. This means that contacting your student representatives is a good way to communicate general issues to me. I can be emailed at: h.fawkner@leedsbeckett.ac.uk and my phone number is: 0113 812 3264. 11

1.4.5 Student Administrator Your student administrators are Mrs Margaret Garland (ph: 0113 812 5143) and Ms Jo Richmond (0113 812 5778). They are located in Room CL 615 (Calverley Building). Additionally they can be reached by Email: hss-rg-admin@leedsbeckett.ac.uk 1.4.6 Student Liaison Officer The Faculty s Student Liaison Officer will be able to offer you advice and support on a number of non-academic issues. They may act as first point of contact for problems relating to finance, induction, attendance and social activities. In addition, the Student Liaison Officer may signpost you to other sources of advice and guidance. Our Student Liaison Officer can usually be found at the Student Hub C11 (i.e., Reception Desk on the Mezzanine level of the Calverley Building), ph: 0113 812 1917. Note. If you are calling a staff member from inside the University (i.e., from an internal phone) then you only need to use 2(XXXX) and their extension number. 1.4.7 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 www.leedsbeckett.ac.uk/studenthub/courserepresentatives.htm and on the Students Union website www.leedsbeckettsu.co.uk. 1.4.8 Peer Mentors In addition to these forms of support, you can also be allocated a peer mentor. This is a Level 5 or Level 6 student from the course who has volunteered to act as support for Level 4 students. Please contact your Year Tutor to discuss being partnered with a peer mentor. 1.4.9 Disability Support Services Students with specific disabilities are supported by the disability support services and they can provide a personal contract and adjustments to your study programme when required. http://www.leedsbeckett.ac.uk/students/disability-services.htm 12

1.4.10 Leeds Beckett Support Services You will also have access to personal and academic support services that are provided centrally by the University: Student Hubs, counselling services, finances support, health and safety advice, accommodation services, international office, health centre, chaplaincy, careers and employability, dyslexia advice, educational guidance, job shop, libraries and University sport. You can find out more about these services through the Leeds Beckett website. From the Leeds Beckett homepage follow the Student Hub link to the A-Z of Services, this search function can connect you to most of these services. 1.4.11 Careers advisory service You will have access individually and through careers education lectures and workshops to the Jobs & Careers team which is a careers advisory service and employment agency combined into one. This team of experts can help you to make well-informed decisions about graduate employment or postgraduate study. Through their vacancy database, regular careers & jobs fairs and their employer links, you will be supported in accessing employment and postgraduate study opportunities. Practical help and resources are also available to assist in exploring and researching careers, job hunting and professional presentation in CVs, applications and interviews in an increasingly competitive market. The Jobs & Careers team are located on the ground floor of Leslie Silver, near the library. 1.4.12 Academic Librarian Our academic librarian is Ms Kirsty Bower. Ms Bower is located in the Sheila Silver Library, Leslie Silver Building, and can be contacted on: (0113) 812 1104 or via: k.bower@leedsbeckett.ac.uk 1.5 Keeping in Touch Academic and administrative staff at our University use your student email address to contact you. It is important that you check this account regularly. You can forward emails from your student email address to a preferred personal email address, however, quarantine and spam filters needed by our University mean that emails sent from external email addresses may be delayed, blocked or deleted. It is therefore important that your 13

student email address is the only email address that you use to contact University staff. You can find how to forward your student email address to a preferred personal email address or mobile device from: https://support.google.com/mail. We will inform you of cancelled classes/activities/course notices as soon as possible. This information (should the situation arise) will be communicated to you via email. 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. 14

2 Studying on this Course Psychology continues to be one of the most popular degrees in the UK, and demand for places on professionally accredited courses is particularly high. The BSc (Hons) Psychology course, offered by the Psychology Group at Leeds Beckett since 2001, is distinctive and highly praised in terms of our Enthusiastic, research-informed teaching commitment to developing our students transferable and employability skills and the Leeds Beckett graduate attributes of digital literacy, enterprise and global outlook depth of support provided in developing a sound and critical understanding across the core areas of psychology expertise in the teaching of both quantitative and qualitative research methodology emphasis on applications of psychological knowledge and real-world, problemsolving teaching and learning activities and assessment specialist laboratory resources range of option modules focussing on applied areas of psychology and current staff research expertise in areas of international excellence Psychology is distinctive in the rich and diverse range of attributes it develops, drawing on skills that are associated both with 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. The BSc (Hons) Psychology Course aims to develop: 1. A sound, critical, scientific understanding of historical and contemporary issues and theoretical approaches to studying the mind, brain, behaviour and experience, and of the complex interactions between these 15

2. Your ability to critically evaluate and synthesise psychological concepts, theory and research findings from multiple theoretical, ethical, cultural and global perspectives 3. Your understanding of the applications of psychological knowledge and interventions and your creativity in real-world problem solving 4. Your research skills in employing a range of quantitative and qualitative research methods, statistical analysis and measurement techniques, culminating in the ability to conduct research independently 5. Your professional and transferable skills, including the Leeds Beckett graduate attributes of digital literacy, enterprise and global outlook, as preparation for a range of career opportunities and/or for further postgraduate study and training 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 in Appendix A of this handbook. 2.1.1 Course Structure The course structure outlines the modules that will be delivered on this course. Full details of the structure for this course can be found in the programme specification. The course structure outlines the modules that will be delivered on this course. Level 4 is designed to enable you to make the transition to university degree study whilst starting to prepare you for the world of work. You will be introduced to the areas of knowledge central to the study of psychology and will be fully supported in developing a range of core skills, both practical and intellectual, including more generic skills such as essay writing, referencing and report writing. Level 4 Semester 1 Semester 2 Introducing Psychology Foundation Research Methods Growing up in a Social World Mind, Brain & Behaviour Intermediate Research Methods Psychology & Mental Health 16

In your first year, you are expected to have a good understanding of the basic principles underlying the theories and methods of psychology. The emphasis here is on you developing a thorough grounding in the core ideas and skills appropriate to the study of psychology. This means that assessments are designed to give you a chance to demonstrate that you have acquired a good grasp of relevant fundamental concepts and skills. You are expected to have a clear understanding of different perspectives in psychology and their applications to particular issues within the discipline. In order to achieve a good grade on a first year module you must show that you have a sound understanding of the basics and are able to communicate clearly about those basics. There is significant input from tutors at this level and you are, for example, often directed to key texts. Although the emphasis is on getting the basics right you are nevertheless strongly encouraged and supported to develop critical thinking skills relevant to evaluating theories and methods. In brief, you are expected to get the basics right. Level 5 involves a deeper and broader exploration of issues, concepts, ideas and debates within psychology. In addition to the five core modules covering the BPS core curriculum essential to the accreditation of your degree, you will also have the opportunity to select an option module. Please note: we will ensure we offer an attractive and varied programme of option modules at levels 5 and 6, however, it is possible that not all validated elective modules can be offered every academic year. All option modules are based on staff research expertise and the nature of the option programme offered will take into account the planned research commitments of individual members of staff. The number of options offered will be determined by the number of students requiring options within the limits imposed by having a minimum of 25 students and usually a maximum of 50 students registered on any one option. 17

Level 5 Semester 1 Semester 2 Psychological Development Through the Lifespan Behavioural Neuroscience (and one of the following electives) Drug Addiction Organisational Psychology Psychology of Appearance Psychology of Women Real-World Psychology Advanced Research Methods The Person and the Social World Individual Differences & Work Behaviour Note. It is possible that not all electives can be offered each academic year. At Level 5 you engage in critical analysis and evaluation of theories and methods in psychology, for example, by explicating the differences and similarities between two (or more) competing explanations or approaches to investigation. You are expected to demonstrate an awareness of the general and specific debates between and within different perspectives in psychology. In order to achieve a good grade on a level 5 module you must construct critical evaluations of theories and methods. In order to facilitate this critical approach, tutors will direct you to a range of texts presenting differing perspectives and encourage you to identify the strengths and weaknesses of each. Although the emphasis is on critical evaluation of theories and methods, you are nevertheless encouraged and supported to develop independent learning and to think in terms of exploring your ability to contribute to on-going debates on theory and methods, often supported by scrutiny of primary sources. In brief, you are expected to be critical. 18

At Level 6 you synthesise your knowledge and skills and demonstrate independence of judgement and critical evaluation. The Final Project module enables you to explore a topic area that you are interested in and requires you to apply the skills developed through the research methods modules. The two other core modules Critical & Philosophical Issues in Psychology and Cognitive Psychology & Neuropsychology and the two option modules that you select, similarly provide you with the opportunity to demonstrate synthesis of your knowledge, skills and critical evaluation with respect to specialist and applied topics in the discipline. Level 6 Semester 1 Semester 2 Final Project (40 credits) Critical & Philosophical Issues Cognitive Psychology & Neuropsychology Final Project (40 credits) (and two of the following electives) Biopsychology of Stress and Health Clinical & Counselling Psychology Communication Through the Lifespan Consumer Psychology Critical Health Psychology Disability & Psychological Adjustment Forensic Psychology Health Psychology Investigatory Psychology Language An Integrative Biological Approach Psychology of Sport Note. Not all electives are offered each academic year 19

At Level 6 you are expected to consolidate, develop and build on the critical orientation fostered in Level 5 modules. You will be expected to develop the capacity to judge the adequacy of theories or methods in relation to identified criteria of evaluation and to make increasingly more sophisticated judgements about what kinds of evidence are and are not relevant to evaluating complex problems and debates. The emphasis here is on the development of deeper knowledge as a result of your greater independent learning. You are expected to demonstrate an understanding that while some debates in psychology might be resolved by further data collection, some might not. In order to achieve a good grade on a final year module you must show some capacity to exercise independent critical thought to primary sources such as journal articles, edited collections and books reporting original research and theoretical analyses. In order to facilitate this level of achievement you are required to complete an honours project which requires significant student-led work in identifying a research problem, designing an empirical examination of that problem and reporting the findings of the investigation within a recognised scholarly format. While tutors input may be informed by their own research and scholarship, the most important contribution is likely to be in relation to facilitative discussions with you, building on your preliminary independent reading and analyses. In brief, you are expected to be independent. Course strands Some aspects of the course will be active across all levels of your Psychology degree. The degree curriculum has been organised into strands, with staff feeding into discussions about the content of particular strands, to ensure that you learn a broad but distinct set of theories and evidence. These strands are: Research Methods Social /Developmental / Individual Differences / Critical and Philosophical Issues in Psychology Biological / Cognitive Psychology. Personal Development Planning and Personal Tutor Support Throughout the course, the development of your independent learning skills and career planning is promoted through Personal Development Planning, opportunities to engage in 20

voluntary work and study abroad, and the opportunity to engage in work-related learning activities. In your Year 2 (Level 5) studies, you will have the opportunity to engage in a 2- week Occupational Engagement and Reflection Period (OERP). Reflective accounts of these activities will be incorporated into your work, and you will be encouraged to maintain a continuing overview and record of your achievements, knowledge and skills to illustrate and support your personal and professional development throughout your degree. Further, you will be encouraged to keep in contact with your Personal Tutor to provide support for these Personal and Professional Development Planning activities, reflections and monitoring of your achievements and progression, and for pastoral support. Research Participation Scheme Across the world, psychologists are conducting exciting, cutting-edge research, which you will learn about throughout this course. As a student of psychology, one way of learning about research is to be a 'participant'. This means taking part innovative psychological research by completing surveys, being interviewed or taking part in experiments. As you develop, you will start to conduct your own research where you will need to recruit your own 'participants'. To enable this, we organise a voluntary research participation scheme. When you take part in a staff or student project, you earn participation points. Later in your studies, particularly in your final year project, you can use these points to recruit participants for your own study. The scheme is undergoing some changes for the 15/16 academic year and the specific details as to it will operate will be explained in the Foundation Research Methods module for Year 1 students, and other appropriate mechanisms for Year 2 and year 3 students. 2.1.2 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: www.qaa.ac.uk. For more details on the Course Learning Outcomes specific to this course please view the programme specification. The course learning outcomes described below have been informed by the Psychology Benchmarks and the development of our graduate attributes. The relevant key concepts and specific graduate attributes developed are identified for each learning outcome (in 21

italics) to ensure a clear and distinctive message about what it means to be a student on this course and to develop a strong course identity. On successful completion of the course, you will be able to: 1. Systematically review, synthesize and critically evaluate a body of psychological knowledge, including new and specialised knowledge, recognising the diversity of psychological functioning and the global and socio-cultural context of human experience Key concepts: knowledge, interpersonal insight, problem-solving and reasoning skills. Graduate attributes: digital literacy (academic practice, information literacy), global perspectives. 2. Demonstrate a comprehensive understanding of a range of qualitative and quantitative research methodologies, and competence in working independently to design, conduct and report an empirical research project complying with established ethical standards. Key concepts: research, analysis, handling data and information, problem-solving and reasoning skills. Graduate attributes: enterprise (project management, creativity), digital literacy (academic practice, information literacy, computer literacy), global perspectives. 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 and other scientific sources. Key concepts: research, analysis, handling data and information. Graduate attributes: digital literacy (academic practice, information literacy, computer literacy, digital scholarship). 4. Demonstrate a sound and critical understanding of the applications of psychology and approach problem-solving in systematic, innovative and creative ways to explain and devise solutions to a range of real-world problems. 22

Key concepts: problem-solving and reasoning skills, interpersonal insight. Graduate attributes: enterprise (creativity, problem-solving), global perspectives (sensitivity to difference, diversity, global and cultural context). 5. Structure and effectively communicate ideas and information to a range of different audiences, using professional standards and enterprise skills appropriate to the sociocultural and global contexts and purpose of the communication. Key concepts: communication skills, interpersonal insight. Graduate attributes: digital literacy (computer literacy, information literacy, enterprise (creativity, problem-solving), global perspectives (sensitivity to difference, diversity, global and cultural context). 6. Systematically review, synthesize and critically evaluate a body of psychological knowledge, including new and specialised knowledge, recognising the diversity of psychological functioning and the global and socio-cultural context of human experience Key concepts: knowledge, interpersonal insight, problem-solving and reasoning skills. Graduate attributes: digital literacy (academic practice, information literacy), global perspectives. 7. Demonstrate a comprehensive understanding of a range of qualitative and quantitative research methodologies, and competence in working independently to design, conduct and report an empirical research project complying with established ethical standards. Key concepts: research, analysis, handling data and information, problem-solving and reasoning skills. Graduate attributes: enterprise (project management, creativity), digital literacy (academic practice, information literacy, computer literacy), global perspectives. 8. Demonstrate effective, respectful and culturally sensitive team working skills and ability to reflect critically and constructively on the achievement of personal and group objectives and potential for enhancing performance. 23

Key concepts: team-working skills, communication skills, interpersonal insight, learning orientation Graduate attributes: enterprise (creativity, problem-solving), global perspectives (sensitivity to difference, diversity global and cultural context) 2.2 Course Resources 2.2.1 Physical Dedicated laboratory and practical work facilities available to psychology students There is dedicated laboratory space and equipment to enable students to undertake a range of practical work. This includes laboratory facilities for teaching practical skills to small and large groups as well as supporting individual empirical work. The full-time dedicated psychology technician (Principal Learning Officer, Julie Heaton, CL722, ph: X 23998 J.heaton@leedsbeckett.ac.uk) manages the Psychology Resource Centre and supports the research methods teaching and student projects on our psychology undergraduate and postgraduate courses. Library Resources The Library purchases a range of quality electronic and print resources to support the curriculum, numbering over almost 400,000 items. The Library also works with other libraries to enable access for Leeds Beckett students and staff. An Interlibrary Loan service is available to staff, research students, taught masters students and undergraduates working on dissertations to facilitate access to information resources not held by The Library. The Library opens 24/7 every day of the year providing over 2100 study places of which approximately 800 offer access to computing or multi-media facilities with the latest operating software. Wireless networking is also available throughout The Library and wireless enabled laptops are available for loan. Library Online provides access to information and resources available through The Library, including subject pages and Discover, a single search access point for users to the whole range of information sources available through the University Library services and beyond. Library Online http://libraryonline.leedsbeckett.ac.uk/pages/home Discover http://libraryonline.leedsbeckett.ac.uk/pages/resources/ 24

The number of psychology books held by Leeds Beckett Libraries is estimated at 11,000, of which approximately 2,500 have been published in the last 5 years. Some key texts are available as e-books which can be accessed both on and off campus. Copies of the American Psychological Association (APA) sixth edition in brief guide and full publication manual formats, which students must use when referencing and citing materials in all submitted written work, are available in the reference section of the library. 2.2.2 Online The Psychology course and all of your modules maintain pages on My Beckett, the Leeds Beckett Virtual Learning Environment (VLE). On the course page you will find a copy of this handbook and regularly posted information about your course and cohort. Module pages will have copies of the module handbooks, information about assessment (and reassessment), and access to materials from lectures, practical, labs, and/or seminars. Some module pages will also contain links to further reading, online quizzes, and discussion boards. You can also use My Beckett to access your individual, cohort and course timetables. Submission of written course work will be via Turnitin, an assignment software that allows you to check how much your work overlaps in content with other sources. For a small number of modules you may also be asked to submit a paper copy of written coursework or a presentation or artefact. Usually, these submissions are made at the Faculty Helpdesk on the Mezzanine Level of the Calverley Building. You will receive written instructions from Module Leaders if you are required to submit any additional material not via Turn-it-In. A wide range of psychology journals are available online. Library Online (http://libraryonline.leedsbeckett.ac.uk) provides pathways to relevant information sources in the University's subject areas and offers gateways to the growing number of electronic journals. The Library has licences for searching over 30,000 electronic journals in full text and this service is developing rapidly. Staff and students can also access a collection of e- books and many other web-based electronic information services, alongside online subject guides and tutorials. Psychology journals can be accessed online through Ebsco, Ingenta, Informaworld, Sage and Wiley-Blackwell. In addition, annual subscription to Psychinfo, PsychArticles and Science Direct provide full text facility, back copies of major psychology journals and comprehensive 25

coverage of psychology databases. All databases and information search facilities are available to students both on and off campus. 2.2.3 Employability, Jobs & Careers Resources Jobs & Careers provide resources to support student employability principally through online resources via My Beckett and the on-line Futures Workbooks. For further information see https://www.leedsbeckett.ac.uk/studenthub/employability.htm) and also http://www.leedsbeckett.ac.uk/studenthub/futures-workbooks.htm).they can assist you in making career choices, researching careers, volunteering, applying for work experience and jobs, psychometric tests, assessment centres and interviews. 2.3 Skills you will Gain during the Course Skills Developed In completing this course, you will gain both subject specific skills (e.g., research skills, data analysis skills) as well as generic transferable skills (e.g., team-working, research, critical thinking and evaluation, presentation, independent learning). For further detail on these skills see the sections on Course Learning Outcomes (2.1.1) and Graduate Attributes (2.4). 2.3.1 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 Graduate Attributes All graduates from our University will be enterprising, digitally literate and have a global outlook. These three graduate attributes are developed with specific, appropriate emphasis in each course and you will be assessed about each of them at every academic level. They will provide you with capabilities which are essential for your employability and wider life as you move on from your studies here. A summary of how graduate attributes are developed and assessed on this course is provided below: Global outlook 26

The BSc (Hons) Psychology course embeds issues surrounding inclusivity, diversity and global relevance throughout your three levels of study. An important part of our course, and a requirement of our accreditation, is our teaching of the BPS Code of Ethics and Conduct.The most recently published Code of Human Research Ethics (British Psychological Society, 2009) describes four ethical principles in relation to: (i) respect for the autonomy and dignity of persons; (ii) scientific value; (iii) social responsibility; and (iv) maximising benefit and minimising harm. For a professional career in research and practice psychologists must adhere to this Code of Ethics and Conduct in be accepting of different cultural traditions and beliefs, demonstrate respect for diversity and individual preference, and value difference regardless of personal view. Level 4 modules highlight relevant research on issues and debates across different cultures and societies. Learning outcomes at this level are focussed on your ability to identify and describe one or two key issues relating to these debates. Level 5 modules adopt a wider, more critical perspective on global outlook. This is encouraged through seminar discussions and activities exploring political, historical, and culturally embedded understanding and social practice. Learning outcomes at this level are focussed on your ability to critically evaluate different theoretical and philosophical approaches and your developing ability to synthesize your understanding and develop logical and well- structured arguments. Level 6 modules develop global perspective more fully, particularly through the Critical & Philosophical Issues in Psychology module and in a number of the electives. At this level, the range of issues is wider and the level of debate much more critical and political. Learning outcomes at this level focus on your ability to critically evaluate different theoretical, philosophical and political approaches, your ability to synthesize your understanding across the breadth of the discipline and develop your arguments in a well-structured manner. Digital literacy All psychology graduates are expected to be digitally literate, defined as the confident and critical use of information and digital technologies to enhance academic, personal and professional development (Embedding Digital Literacy as a Graduate Attribute at Leeds 27

Beckett University, Centre for Learning and Teaching, p. 6). Psychology graduate are expected to be computer literate, to be able to demonstrate digital literacy skills in their scholarship and academic practice, and to use effectively a range of professional research software in designing and conducting research and in data analysis. From your first year induction through to your graduation you will increasingly be employing the effective use of digital tools and media in your Personal Development Planning and work-related learning activities, including the development of e-portfolios, to support your career development planning. The use of the VLE is integrated throughout the course with the course and module sites containing a wealth of information on teaching, learning and assessment, together with structured on-line learning activities and discussion boards. The following summarises the embedding of the development, consolidation and assessment of digital literacy skills in the core modules at each level, as these are the modules taken by all students. A significant proportion of the option modules also develop and assess your digital literacy skills Level 4 modules focus on the basic skills digital literacy skills of academic practice and information literacy needed to submit work. Level 5 modules consolidate digital literacy skills involved in information literacy, digital scholarship, academic practice and computer literacy. All modules emphasize the importance of digital literacy through the use appropriate e-tools that facilitate learning and critical inquiry; these skills are variously assessed in coursework, exams and presentations. Level 6 core and option modules further develop and showcase the digital literacy skills involved in information literacy, digital scholarship, academic practice and computer literacy. Being Enterprising The graduate attribute of being enterprising is developed and embedded throughout the curriculum in problem-based learning activities, case studies, developing interventions, general group-based learning, and project management. 28

Level 4 modules develop enterprise skills in clearly structured group work. Learning outcomes at this level are focussed on your ability to identify and discuss differing approaches, methods and interventions or studies from the literature and to design smallscale studies or interventions. Level 5 modules develop your enterprise skills in less structured tasks and group work activities where, in addition to the above, you will be assessed on your group working skills and the creativity of your solutions in real world problem solving activities. You will be expected to be able to evaluate and demonstrate your enterprise skills Level 6 modules are designed to further develop a critical, creative and reflective approach in problem-based learning, group-work, and project management. At this level you will be expected to evaluate your own enterprising skills and understand how they can help to shape and influence your future career and lifelong learning. 2.5 Work-Related Activities and Employability Work related activities are embedded into the course in a number of ways: Challenging and authentic tasks involving work-related activities are incorporated in both core and option modules throughout the three levels of the course. These include the design of interventions to address clearly defined real-world problems, the use of case studies in assessment tasks and emphasis throughout the course on how psychological knowledge can be applied in the everyday world. Work-related learning activities for each level are planned through the duration of your studies. Further, there are specific times set aside for these activities outside of formal schedule teaching. You are strongly encouraged to engage in these sessions and maintain a record of these work-related activities, as part of your Personal and Professional Development Planning as you progress through the course. An employment opportunity (minimum of two weeks) is embedded into the Individual Differences & Work Behaviour level 5 core module. The purpose of this work-based learning experience is to help students develop an understanding of how theories of individual differences apply to real world work settings. 29

Reflections on this work-related experience will form part of the summative assessment for this module. During these two week, there are no formal scheduled teaching sessions. 2.6 Opportunities for Graduates The BSc (Hons) Psychology course prepares you for the workplace by developing skills highly valued in both the public and private employment sectors. The course also helps to develop your ability to showcase your skills to prospective employers. One of the most important aspects of our course is its professional accreditation by the British Psychological Society (BPS). This accreditation ensures that graduates will be eligible for the Graduate Basis for Chartered membership of the British Psychological Society (GBC). The GBC is the first step towards becoming a Chartered Psychologist and provides the basis for progression to postgraduate training in psychology including educational, forensic, health, occupational, clinical and counselling, and sport and exercise psychology Psychology graduates are highly valued by employers in both the public and private sectors for the range of skills developed on professionally accredited psychology degrees. These include subject-specific and transferable skills such as critical thinking, problem solving, reasoning, research skills, information handling, data analysis, communication, and teamworking. Our psychology degree is distinctive in the way we enterprise, digital literacy and global perspectives into our curriculum. These graduate attributes develop your ability to identify and showcase your skills to prospective employers. Our psychology graduates have entered careers in a wide range of public and private sector areas including social and health services, industry and government agencies, the media, computing and information technology, teaching, marketing, personnel and human resource management. Throughout your degree you will work with your Personal Tutor on Personal Development Planning (PDP). Our PDP programme will provide guidance on developing and appropriately recording the development of your skills, work-related learning activities, and career planning. Your personal skills and experience can also be enhanced by taking up 30

opportunities for volunteering and study abroad. The course therefore prepares you for the workplace by developing skills highly valued in both the public and private employment sectors, enabling you develop your ability to showcase your skills to prospective employers. 2.7 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. The details of the External Examiner for this course are as follows: Dr Jane Callaghan, Senior Lecturer, University of Northampton Dr Peter Hills, Senior Lecturer, Bournemouth University 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: www.leedsbeckett.ac.uk/studenthub/external-examiners-reports.htm. 31

3 Assessment and Feedback 3.1 Assessment Assessment Strategy There is a varied diet of assessments across the modules, with a maximum of two assessments for each 20 credit module. Assessments are designed to ensure they assess the full range of learning outcomes and provide a discriminator across the grade classifications. All assessments across the course relate to one another and to the course and level outcomes. handbooks. Full details of assessments for each module will be outlined in module Across the course, we ensure that there is: a balance of different types of assessment parity of assessment within and across the levels a focus on assessments that prepare you for learning about the reality of the workplace and that assessments are designed to discourage plagiarism and collusion Within Psychology 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 anchored at a clear point, ending in a 2, a 5 or an 8 (e.g., 52, 55, 58, 62, 65, 68 etc.). These anchors each depict a clear grade that is typical of a low, mid or high standard within each classification (e.g. 2:2, 2:1, etc). Further information on the various methods of assessment can be found in the programme specification (Appendix A). 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: www.leedsbeckett.ac.uk/public-information/student-regulations. 32

Course-Specific Assessment Regulations and Professional Body Requirements In addition to the University s assessment regulations, the BSc (Hons) program has several course specific assessment / progression regulations: At Level 4: you must pass Foundation Research Methods and Intermediate Research Methods in order to pass-progress to Level 5. At Level 5: you must pass Advanced Research Methods in order to pass-progress to Level 6. At Level 6: you must pass the Final Project in Psychology module in order to be eligible to graduate with Honours. Professional body requirements: This degree course is accredited by the British Psychological Society (BPS). Thus, providing that you obtain a degree classification of a 2:2 or above, completion of this course confers eligibility for Graduate Membership of the BPS and Graduate Basis for Chartership (GBC). GBC allows you to engage in further postgraduate training to become a Chartered Psychologist (e.g., Educational Psychology, Clinical and Counselling Sport, Health, Forensic, Occupational etc.). 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. Please check your Module Handbooks carefully for course-work submission dates. Examination 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. Coursework The coursework assessment schedule can be found in the Module Handbook for each module that you are undertaking. 33

Submitting Assignments All assignments will need to be submitted electronically, using Turnitin, via your modules within My Beckett. You will be given instructions on how to submit your assignments electronically from your Module Leaders. All work completed and submitted as part of your studies needs to be your own. For information on plagiarism and, more importantly, how to avoid it (either intentionally or unintentionally) see http://www.leedsbeckett.ac.uk/studenthub/plagiarism.htm. You will be expected to declare that the work submitted is your own. Submitting work through Turnitin 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 My Beckett will be the responsibility of the Module Leader arranging the hand-in via that method. 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 for you to submit paper copies of your assignments in addition to the electronic submission. These 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. If you are required to submit a paper copy ( hard copy) of an assignment, you will be advised in writing (via the module handbook) of the specific requirements for submission (e.g., submission to the Faculty of Health & Social Sciences reception area on the Mezzanine Level of the Calverley building, submission at the tutorial presentation etc.).. 34

Reception opening hours are 8.30 5pm Monday to Thursday and 8.30-4.30pm on Friday Hand in deadline is 1pm For written submissions, 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 handin 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. Much of your coursework is marked anonymously. This means that you must 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. You will be asked to add your student ID number to the assignment title of each and every piece of work that you submit electronically. This will help us track your submission. Assignment format 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. The main body of your essay or report (including citations and quotes in the text but excluding your reference list) should not exceed the stated word limit. Part of the skill of academic writing is to write with concision 35

as well as clarity, and this reflects the world of employment where reports, articles and other publications will have to be produced within strict guidelines. In assessment terms, writing more content will often give a student an unfair advantage over those who adhere to the word limit. As a result, essays of excessive length will be penalised as follows: Up to 10% over the word limit (e.g., 300 words over a 3000 word limit) will be penalised at 5% of the total marks available (i.e., you will lose 5 marks out 100). A further 5% will be deducted from the total mark available for each additional 10% over the word limit (e.g., up to 600 words over a 3000 word limit, you would lose 10 marks in total etc.). The assignments that you submit will need to be referenced according to the APA guidelines. A copy of the most recent (6 th 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. 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 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. 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 3.6 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: www.leedsbeckett.ac.uk/public-information/academic-regulations/. 36

3.2 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 (see Appendix A). Formative Formative feedback is feedback that you can use to improve your learning for future assessments. This can include comments from your tutor on in-class activities, discussions in tutorials, seminars and lab classes, project supervision meetings, feedback from formative quizzes or practice exams. Summative Summative feedback is feedback given on formally assessed work. Coursework In keeping with the on-line submission process, you will receive your feedback and marks on-line via Turn-It-In (in the on-line module site for each respective module). We aim have 37

feedback to you in a four-working-week turn-round from your submission deadline date. 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: 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 final year project). 2. A module specific assessment feedback form, which will include a. the position of the work on the marking bands (incl. all the marking bands from 0 to 100) against each module specific assessment criteria b. three positive points and three points for improvement Exams If you wish obtain feedback on your exam performance, please contact your module leader indicating that you wish to discuss this. The module leader will arrange for the retrieval of your exam script and will discuss this with you to ensure you are given clear guidance as to how you might have improved your grade. 3.5 How do I Get my Results? Results from module assessments and decisions on progression to the next level of study (eg from level 4 to level 5 of an undergraduate degree) or awards (if you are in the final level) are available on the Results Online system from: www.leedsbeckett.ac.uk/studenthub/results-online.htm. 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. 38

3.6 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. 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 www.leedsbeckett.ac.uk/studenthub/mitigation. If you wish to apply for mitigation or for an extension, you can discuss the process with your Personal Tutor (or Year Tutor). They can advise you about the process and direct you to the appropriate forms or you can collect these forms from the Student Admin Office (CL 615) or download them from: http://www.leedsbeckett.ac.uk/studenthub/mitigation/ Please be aware that the mitigation process requires the submission of evidence (e.g., hospital report, death certificate, etc.) in support of your application. It is very important that you are aware of the standards of evidence that will be considered acceptable. Your Personal Tutor (or Year Tutor) will be able to give you further advice on this. 3.7 Re-assessment If you have not passed a module at the first attempt, you will be eligible for re-assessment. See the Module site on My Beckett 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 of your options for re-assessment. You are advised to contact your Module Tutor for further module specific information or clarification about the reassessment piece and your Year Tutor for progression related information. 39

3.8 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: www.leedsbeckett.ac.uk/studenthub/appeals.htm. You are strongly advised to seek guidance from the Students Union Advice Service on whether you have grounds for an appeal and the completion of the paperwork see Section 4 for Students Union Advice Service contact details. 3.9 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. 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: www.leedsbeckett.ac.uk/public-information/academicregulations. 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 http://skillsforlearning.leedsbeckett.ac.uk. 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). 40

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. Normally, your tutor will aim to follow you through Years 1 and 2 of your program. In Year 3, your Personal Tutor will be your Project Supervisor. 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 your e-portfolio. Personal tutors are not trained counsellors and will signpost you to other University services if they can t 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, email 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 41

interview, careers guidance and getting a part-time job. Details of these and other services are available at www.leedsbeckett.ac.uk/studenthub. 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 0113 812 3000 and their e-mail address is StudentHub@leedsbeckett.ac.uk. 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' https://myhub.leedsbeckett.ac.uk/students/login?returnurl=%2f 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: www.leedsbeckett.ac.uk/studenthub/disability-services.htm. 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 http://libguides.leedsbeckett.ac.uk/using_the_library/disabled_and_dyslexic_users. 4.4 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. 42

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 - 0113 812 1000 (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 http://skillsforlearning.leedsbeckett.ac.uk/. 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 email account; your personal storage area on our University IT servers and a wide range of other information. 43

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) 812 8400 E-mail: suadvice@leedsbeckett.ac.uk There are full details of all services available at: www.leedsbeckettsu.co.uk/advice 44

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 www.ukcisa.org.uk 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 internationalstudentadvice@leedsbeckett.ac.uk. 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 Year Tutor. Further information is available in the General Regulations (section 6) at: www.leedsbeckett.ac.uk/public-information/student-regulations. 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 www.leedsbeckett.ac.uk/studenthub/mitigation.htm. 45

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: www.leedsbeckett.ac.uk/studenthub/complaints.htm. 5.4 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: www.leedsbeckett.ac.uk/public-information/student-regulations/. 46

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: www.leedsbeckett.ac.uk/studenthub/student-charter.htm. 6.2 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 all our full-time and part-time undergraduate 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: www.leedsbeckett.ac.uk/studenthub/. 6.4 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 www.leedsbeckett.ac.uk/partners/safety-health-and-wellbeing-a-z.htm (see H - Health and Safety Policy Policy Statement). 47

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 our 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 4444 - 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, 48

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: www.leedsbeckett.ac.uk/studenthub/disability-services.htm. 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. 23154 or Headingley Campus, internal ext. 23165. 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 49

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: www.leedsbeckett.ac.uk/public-information/academic-regulations. 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) 50

Disclosure of Assessment Results (C14) Extenuating Circumstances and Mitigation (C15) Request for an Appeal Hearing (C16) The Students Union Advice service (www.leedsbeckettsu.co.uk) 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: www.leedsbeckett.ac.uk/studenthub/research-ethics.htm. 6.7 General Regulations The General Student Regulations are available at the following web link: www.leedsbeckett.ac.uk/public-information/student-regulations/. yourself with the student regulations relevant to you. You should familiarise 51

7 Appendix A Programme Specification BSCH Psychology Qualification Summary Target Award Title & Level BScH Psychology L6 Contained Awards BSc Psychology L6 Dip HE Psychology L5 Cert HE Psychology L4 Mode of Study & Standard Course Length Full Time 3 Years Location City Campus Faculty HSS School RG Programme Code PSYCO Part Time 6 Years Details of Professional Body Accreditation British Psychological Society www.bps.org.uk/ Approved Exemptions to Academic Principles and Regulations The BSc (Hons) Psychology course will adhere to the University Academic Principles and Regulations. There is one proposed exemption in relation to the regulations regarding Extenuating Circumstances and Mitigation (Section C15) and the Consideration of Extenuating Circumstances by Boards of Examiners (C15.11.4; C15.11.5; C15.11.6) and our PSRB requirements. One of the accreditation requirements stipulated by the British Psychological Society is that the empirical project (or equivalent) must be passed and cannot be condoned or compensated (BPS Our standards for undergraduate and conversion programmes in Psychology, p. 4). We are therefore applying for an exemption to the Academic Principles and Regulations relating to the Consideration of Extenuating Circumstances by Boards of Examiners (C15.11.4; C15.11.5; C15.11.6) due to professional body requirements. Clarification of the Rationale and Justification for Prerequisite modules: The BSc (Hons) Psychology course will adhere to the University Academic Principles and Regulations, which allow the facility to stipulate prerequisite modules which must be passed in order to progress (C3.1.3; C3.3.1; C3.3.2; C3.3.3; C3.3.4). The Regulations state that pre-requisite modules must be approved during the course approval process (C3.3.3) and that the course team must rigorously assess the academic justification for such modules and keep the academic justification for such modules under review (C3.3.4). In the refocused curriculum we have proposed the following as prerequisite modules: At level 4 the two research methods modules (Foundation Research Methods, and Intermediate 52

Research Methods) must be passed as prerequisite modules for the level 5 module Advanced Research Methods. At level 5 the Advanced Research Methods module must be passed as prerequisite for the level 6 Final Project module. We have had a similar prerequisite module structure in the previous version of the BSc (Hons) Psychology curriculum. The rational for stipulating these research methods modules as prerequisite modules is the importance placed on adequately preparing students for the Final Project module, in order to provide students with the opportunity to develop their research skills and competencies to achieve the learning outcomes for this double weighted Final Project module. The rationale for specifying in more detail these progression requirements is to ensure that students on this course have the best possible opportunity for developing the skills needed to graduate with an accredited degree. The British Psychological Society stipulates that graduates must undertake an empirical project in psychology (which must be passed and cannot be condoned or compensated to achieve the final award) and must achieve a minimum of a 2:2 classification to be accredited. About Your Course Overview and Aims Psychology continues to be one of the most popular degrees in the UK, and demand for places on professionally accredited courses is particularly high. The BSc (Hons) Psychology course, offered by the Psychology Group at Leeds Beckett since 2001, has consistently recruited well and is distinctive and highly praised in terms of our enthusiastic research-informed teaching commitment to developing our students transferable and employability skills and the Leeds Beckett graduate attributes of digital literacy, enterprise and global outlook depth of support provided in developing a sound and critical understanding across the core areas of psychology expertise in the teaching of both quantitative and qualitative research methodology emphasis on applications of psychological knowledge and real-world, problem-solving teaching and learning activities and assessment specialist laboratory resources range of option modules focussing on applied areas of psychology and current staff research expertise in areas of international excellence The course aims to teach you how to analyse and explain thoughts, feelings and behaviour in a systematic and reproducible way. It shows the importance of the relationship between theory, empirical data and application of knowledge to real world issues. The core curriculum we offer is clearly benchmarked to the QAA/BPS core subject areas, providing a sound basis for your professional development. Support for employability and career planning is embedded throughout the degree programme and is based on developing your ability to reflect on, recognise and articulate the general and subjectspecific skills developed. In this refreshed and refocused curriculum our psychology degree programme fully supports the development of the graduate attributes of digital literacy, enterprise 53

and global outlook. 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. The BSc (Hons) Psychology Course aims to develop: 6. a sound, critical, scientific understanding of historical and contemporary issues and theoretical approaches to studying the mind, brain, behaviour and experience, and of the complex interactions between these. 7. your ability to critically evaluate and synthesise psychological concepts, theory and research findings from multiple theoretical, ethical, cultural and global perspectives. 8. your understanding of the applications of psychological knowledge and interventions and your creativity in real-world problem solving. 9. your research skills in employing a range of quantitative and qualitative research methods, statistical analysis and measurement techniques, culminating in the ability to conduct research independently. 10. your professional and transferable skills, including the Leeds Beckett graduate attributes of digital literacy, enterprise and global outlook, as preparation for a range of career opportunities and/or for further postgraduate study and training. Course Structure Level 4 Level 4 - Semester 1 Core Level 4 - Semester 2 Core (Y) (Y) Introducing Psychology Y Mind, Brain & Behaviour Y Foundation Research Methods Y Intermediate Research Methods Y Growing up in a Social World Y Psychology & Mental Health Y Level 5 Level 5 - Semester 1 Core Level 5 - Semester 2 Core (Y) 54

(Y) The Person and the Social World Y Advanced Research Methods Y Behavioural Neuroscience Y Individual Differences & Work Behaviour Y *Psychology of Appearance Psychological Development Y Through the Lifespan *Drug Addiction *Identity & Prejudice *Psychology of Women *Real-World Psychology *Organisational Psychology *Social Influence Level 6 Level 6 - Semester 1 Core Level 6 - Semester 2 Core (Y) (Y) Final Project (40 credits) Y Final Project (40 credits) Y Critical & Philosophical Issues in Psychology Y *Forensic Psychology Cognitive Psychology & Neuropsychology Y *Clinical & Counselling Psychology *Health Psychology *Educational Psychology *Communication Through the 55

Lifespan *Consumer and Buyer Behaviour *Biopsychology of Stress and Health *Investigative Psychology *Individual & Collective Emotions *Psychology of Sport Language: An Integrative Behavioural Approach *We will ensure we offer an attractive and varied programme of option modules at levels 5 and 6, but are unable to commit to offering the full programme of validated options in any one academic year. All option modules are based on staff research expertise and the nature of the option programme offered will take into account the planned research commitments of individual members of staff. The number of options offered will be determined by the number of students requiring options within the limits imposed by having a minimum of 25 students and a maximum of 50 students registered on any one option. The student journey through the three levels... Your first year, at level 4, serves as a foundation and is designed to enable you to make the transition to university degree study whilst starting to prepare you for the world of work. You will be introduced to the areas of knowledge central to the study of psychology and will be fully supported in developing a range of core skills, both practical and intellectual, including more generic skills such as essay writing, referencing and report writing. 56

Level 4 - Semester 1 Core Level 4 - Semester 2 Core (Y) (Y) Introducing Psychology Y Mind, Brain & Behaviour Y Foundation Research Methods Y Intermediate Research Methods Y Growing up in a Social World Y Psychology & Mental Health Y In your first year, you are expected to have a good understanding of the basic principles underlying the theories and methods of psychology. The emphasis here is on you developing a thorough grounding in the core ideas and skills appropriate to the study of psychology. This means that assessments are designed to give you a chance to demonstrate that you have acquired a good grasp of relevant fundamental concepts and skills. You are expected to have a clear understanding of different perspectives in psychology and their applications to particular issues within the discipline. In order to achieve a good grade on a first year module you must show that you have a sound understanding of the basics and are able to communicate clearly about those basics. There is significant input from tutors at this level and you are, for example, often directed to key texts. Although the emphasis is on getting the basics right you are nevertheless strongly encouraged and supported to develop critical thinking skills relevant to evaluating theories and methods. In brief, you are expected to get the basics right. Your second year, at level 5, builds on your achievements in the previous year and involves a deeper exploration of issues, concepts, ideas and debates within psychology, increasing both the depth and the breadth of your knowledge and understanding across the major domains of psychology. In addition to the five core modules covering the BPS core curriculum essential to the accreditation of your degree, you will also have the opportunity to select an option module. Level 5 - Semester 1 Core Semester 2 Core (Y) 57

(Y) The Person and the Social World Y Advanced Research Methods Y Behavioural Neuroscience Y Individual Differences & Work Behaviour Y Psychology of Appearance Psychological Development Through the Lifespan Y Drug Addiction Identity & Prejudice Psychology of Women Real-World Psychology Organisational Psychology Social Influence At Level 5 in your second year, you are expected to build on the basic understanding of Level 4 by developing critical skills. The emphasis here is on you engaging in critical analysis and evaluation of theories and methods in psychology, often involving the capacity to demonstrate an understanding of the differences and similarities between two (or more) competing explanations or approaches to investigation. You are expected to demonstrate an awareness of the general and specific debates between and within different perspectives in psychology. In order to achieve a good grade on a second year module you must show that you have acquired the ability to construct coherent critical evaluations of theories and methods. In order to facilitate this critical approach, tutors will direct you to a range of texts presenting differing perspectives and encourage you to identify the strengths and weaknesses of each. Although the emphasis is on critical evaluation of theories and methods, you are nevertheless encouraged and supported to develop independent learning and to think in terms of exploring your ability to contribute to ongoing debates on theory and methods, often supported by scrutiny of primary sources. In brief, 58

you are expected to be critical. Your final year, at Level 6, is characterised by the synthesis of knowledge and skills and independence of judgement and critical evaluation that you are expected to demonstrate at this level. The Final Project module enables you to explore a topic area that you are interested in and requires you to apply the skills developed through the research methods modules. The two other core modules Critical & Philosophical Issues in Psychology and Cognitive Psychology & Neuropsychology and the two option modules that you select, similarly provide you with the opportunity to demonstrate synthesis of your knowledge, skills and critical evaluation with respect to specialist and applied topics in the discipline. Level 6 - Semester 1 Core Level 6 - Semester 2 Core (Y) (Y) Final Project (40 credits) Y Final Project (40 credits) Y Critical & Philosophical Issues Y *Forensic Psychology Cognitive Psychology & Neuropsychology Y *Clinical & Counselling Psychology *Health Psychology *Educational Psychology *Communication Through the Lifespan *Consumer and Buyer Behaviour *Biopsychology of Stress and Health *Investigative Psychology *Individual & Collective Emotions 59

*Psychology of Sport Language an Integrated Biological Approach At Level 6 you are expected to consolidate, develop and build on the critical orientation fostered in Level 5 modules. You will be expected to develop the capacity to judge the adequacy of theories or methods in relation to identified criteria of evaluation and to make increasingly more sophisticated judgements about what kinds of evidence are and are not relevant to evaluating complex problems and debates. The emphasis here is on the development of deeper knowledge as a result of your greater independent learning. You are expected to demonstrate an understanding that while some debates in psychology might be resolved by further data collection, some might not. In order to achieve a good grade on a final year module you must show some capacity to exercise independent critical thought to primary sources such as journal articles, edited collections and books reporting original research and theoretical analyses. In order to facilitate this level of achievement you are required to complete an honours project which requires significant studentled work in identifying a research problem, designing an empirical examination of that problem and reporting the findings of the investigation within a recognised scholarly format. While tutors input may be informed by their own research and scholarship, the most important contribution is likely to be in relation to facilitative discussions with you, building on your preliminary independent reading and analyses. In brief, you are expected to be independent. Personal Development Planning and Personal Tutor support Throughout the course the development of your independent learning skills and career planning is promoted through Personal Development Planning, work-related learning activities undertaken in the period over Christmas and the New Year, opportunities to engage in voluntary work and study abroad, together with the timetabled work that you do in your work placement. Reflective accounts of these activities will be incorporated into an e-portfolio, the aim of which is to provide a continuing overview of your achievements, and a record of your personal and professional 60

development throughout your degree. You will be encouraged to keep in contact with your Personal Tutor to provide support for these Personal Development Planning activities, reflections and monitoring of your achievements and progression, and for pastoral support. As a reflection of the key nature of this Personal Tutor support to the teaching and learning opportunities provided for our students, all members of staff allocate a significant amount of time for you to make appointments for one-to-one meetings. These additional contact hours include: 6 hours per student at level 4 (which includes the support provided during induction week); 2 hours per student at level 5; and 2 hours per student at level 6. Course Learning Outcomes Course Learning Outcomes The course learning outcomes described below have been informed by the Psychology Benchmarks and the development of our graduate attributes. The relevant key concepts and specific graduate attributes developed are identified for each learning outcome (in italics) to ensure a clear and distinctive message about what it means to be a student on this course and to develop a strong course identity. On successful completion of the course you will be able to: Systematically review, synthesize and critically evaluate a body of psychological knowledge, including new and specialised knowledge, recognising the diversity of psychological functioning and the global and socio-cultural context of human experience. Key concepts: knowledge, interpersonal insight, problem-solving and reasoning skills Graduate attributes: digital literacy (academic practice, information literacy), global perspectives Demonstrate a comprehensive understanding of a range of qualitative and quantitative research methodologies, and competence in working independently to design, conduct and report an empirical research project complying with established ethical standards. Key concepts: research, analysis, handling data and information, problem-solving and reasoning skills Graduate attributes: enterprise (project management, creativity), digital literacy (academic practice, information literacy, computer literacy), global perspectives 61

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 and other scientific sources. Key concepts: research, analysis, handling data and information Graduate attributes: digital literacy (academic practice, information literacy, computer literacy, digital scholarship) Demonstrate a sound and critical understanding of the applications of psychology and approach problem-solving in systematic, innovative and creative ways to explain and devise solutions to a range of real-world problems. Key concepts: problem-solving and reasoning skills, interpersonal insight Graduate attributes: enterprise (creativity, problem-solving), global perspectives (sensitivity to difference, diversity, global and cultural context) Structure and effectively communicate ideas and information to a range of different audiences, using professional standards and enterprise skills appropriate to the sociocultural and global contexts and purpose of the communication. Key concepts: communication skills, interpersonal insight Graduate attributes: digital literacy (computer literacy, information literacy, enterprise (creativity, problem-solving), global perspectives (sensitivity to difference, diversity, global and cultural context) Demonstrate effective, respectful and culturally sensitive team working skills and ability to reflect critically and constructively on the achievement of personal and group objectives and potential for enhancing performance. Key concepts: team-working skills, communication skills, interpersonal insight, learning orientation Graduate attributes: enterprise (creativity, problem-solving), global perspectives (sensitivity to difference, diversity, global and cultural context) Level Learning Outcomes 39 Level Learning Outcomes: On completion of Level 4 you will be able to: 62

1 Accurately describe, explain, compare and contrast specified theoretical approaches, aspects, issues and practices within psychology and demonstrate an awareness of its impact in different cultural contexts. 2 Demonstrate a basic understanding of some of the methodologies, and ethical standards employed in psychological research, and undertake clearly structured group-based research projects, with guidance. 3 Utilise a range of basic practical and digital literacy skills, with some guidance, in locating and organising information, and in analysing and interpreting statistical and other forms of data. 4 Demonstrate an understanding of some of the applications of psychology and ability to develop basic solutions to address clearly defined real-world problems. 5 Clearly communicate ideas and information to different audiences, and demonstrate a developing awareness of professionally accepted standards and enterprise skills appropriate to the socio-cultural and global context and purpose of the communication. 6 Demonstrate basic, respectful and culturally sensitive team working skills and ability to reflect on the achievement of personal and group objectives to facilitate future learning and improve performance. Level Learning Outcomes: On completion of Level 5 you will be able to: 1. Systematically review and demonstrate a developing competence in critically evaluating a body of psychological and other scientific knowledge, recognising the diversity of psychological functioning and the global and socio-cultural context of human experience. 2. Demonstrate a reasonable understanding of a range of qualitative and quantitative research methodologies and a developing competence in conducting empirical research, with some guidance, complying with established ethical and professional standards. 3. Show reasonable competency in the analysis and interpretation of statistical and other forms of data, including employment of digital literacy skills in accessing and evaluating information, ideas and evidence from a range of psychological and other scientific sources. 4. Demonstrate a reasonable understanding of the applications of psychology and approach problem-solving in systematic and creative ways to explain and devise solutions to a range of clearly defined real-world problems. 5. Structure and effectively communicate ideas and information, using professional standards and enterprise skills appropriate to the socio-cultural and global contexts and purpose of the communication. 6. Demonstrate effective, respectful and culturally sensitive team working skills and ability to reflect critically and constructively on the achievement of personal and group objectives and potential for enhancing performance. Level Learning Outcomes: On completion of Level 6 you will be able to: 1 Systematically review, synthesize and critically evaluate a body of psychological knowledge, including new and specialised knowledge, recognising the diversity of psychological functioning and the global and socio-cultural context of human experience. 2 Demonstrate a comprehensive understanding of a range of qualitative and quantitative research methodologies, and competence in working independently 63

to design, conduct and report an empirical research project complying with established ethical standards. 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 and other scientific sources. 4 Demonstrate a sound and critical understanding of the applications of psychology and approach problem-solving in systematic, innovative and creative ways to explain and devise solutions to a range of real-world problems. 5 Structure and effectively communicate ideas and information to a range of different audiences, using professional standards and enterprise skills appropriate to the socio-cultural and global contexts and purpose of the communication. 6 Demonstrate effective, respectful and culturally sensitive team working skills and ability to reflect critically and constructively on the achievement of personal and group objectives and potential for enhancing performance. Learning & Teaching Activities The learning and teaching methods on our course are designed to align the learning, teaching and assessment strategy with the learning outcomes specified for each level. Each year you will receive a course handbook, which details the course structure at that level and what is expected of you (it also provides other information about the University, course team, regulations and policies etc.). In addition, you will receive a module handbook for each module, providing details about the module, how the module will be delivered in terms of types of teaching sessions and the main topic for each session, 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 including lectures, seminars, group work, practical/laboratory classes, presentations, problem-based projects/briefs and tutorials. We also make extensive use of on-line activities including formative quizzes, on-line discussion boards. Each teaching session is contextualized in terms of its intended purpose, its expected outcomes and its role as part of the wider programme of study. Sessions are designed to promote participation, provide a formative assessment dimension and encourage further study. The overall learning experience is therefore designed to offer a diverse and stimulating range of learning and teaching activities. 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. All assessments across the course relate to one another and to the course and level outcomes and there is: a balance of different types of assessment across the course and level of study parity of assessment within and across the levels a spread of assessment submission deadlines to avoid bunching of assessment a focus on assessments that prepare you for learning about the reality of the workplace, and assessments designed to discourage plagiarism and collusion. Feedback on Assessment The course team provide numerous opportunities for receiving feedback on how well you are performing in acquiring and mastering knowledge and skills. This includes in-class activities and discussions in tutorials, seminars and lab classes, project supervision, feedback from formative 64

assessments, on-line assessments and presentations as well on the coursework returned to you and publication of exam results. You will be provided with a clear guide at the beginning of your studies at each level providing confirmation of the submission deadline dates for summative assessments for your modules over the academic year (coursework and exam periods). These deadline dates are carefully reviewed each year to ensure that we avoid the bunching of assessment deadlines. Your assignments should be submitted to the Faculty Reception by 13.00 on the date indicated. In addition to information on the submission of your work, we provide details of when you should collect the marked coursework and feedback from the Faculty Reception. The dates indicated are designed to fit as close as we can to a four-working-week turn-round from your submission deadline date. We will let you know as soon as is possible if there is going to be any unavoidable delay in handing back your work. We also indicate dates and times for the publication of results. Marked work is available from the Faculty Reception (from 14.00 on the return dates and between 9 am to 5pm on the following 4 days) after which it will be filed and archived in the Student Support Office. You will need to give 48 hour notice to retrieve it from the files once it has been archived in the Student Support Office. You will also be encouraged to obtain feedback on your exam performance. If you wish to do this you will need to make an appointment with the module leader concerned, indicating that you wish to discuss this. The module leader will then be able to arrange for the retrieval of your exam script and will discuss this with you to ensure you are given clear guidance as to how you might have improved your grade. We provide as much feedback as is possible and use a number of different assignment proformas, as appropriate to the type of coursework involved, and will also annotate your script with feedback. All work is marked anonymously. As a standard on all coursework we also provide summary details of the three main aspects where you have performed particularly well and three areas where you could improve your work to achieve a higher grade. Leeds Beckett University Graduate Attributes All our undergraduate courses have three distinctive attributes embedded at each level of the curriculum: our students are taught to be Enterprising, Digitally Literate and have a Global Outlook The graduate attributes of global outlook, digital literacy and enterprise are developed and assessed holistically through the course and have been mapped to the course learning outcomes to ensure that all our graduates will possess these attributes. Global outlook The BSc (Hons) Psychology course has a very strongly embedded thread addressing inclusivity, diversity and global relevance throughout the learning experience over the three levels of study. This focus on developing the graduate attribute of global outlook has enabled the course development team to more fully articulate the psychology benchmarks which emphasise the importance of recognising the inherent variability and diversity of psychological functioning and being aware of the ethical and culturally sensitive context of psychology as a discipline, in psychological research and professional practice. 65

An important part of our course, and a requirement of our accreditation, is our teaching of the BPS Code of Ethics and Conduct and our evaluation of students understanding of working ethically, as appropriate to the level of study. The most recently published Code of Human Research Ethics (British Psychological Society, 2010) describe four ethical principles in relation to: (i) respect for the autonomy and dignity of persons; (ii) scientific value; (iii) social responsibility; and (iv) maximising benefit and minimising harm. For a professional career in research and practice psychologists must adhere to this Code of Ethics and Conduct in be accepting of different cultural traditions and beliefs, demonstrate respect for diversity and individual preference, and value difference regardless of personal view. The development of the graduate attribute of global perspectives is identified as being important in the course learning outcomes and is embedded throughout the course. The following summarises the embedding of this attribute in the core modules at each level, as these are the modules taken by all students. A significant proportion of the option modules also develop and assess global outlook, as demonstrated in the module approval templates (MATs) for these option modules, and option modules where this graduate attribute is particularly developed are noted below: In the first year, level 4 core modules there is an emphasis on activities and discussion of lecture content which highlights relevant research on topical issues and debates across different cultures and societies. Learning outcomes at this level are focussed on your ability to identify and describe one or two key issues relating to these debates. In the first year, core module Introducing Psychology, a global outlook is developed through examining how psychology has developed as a science and its global impact and this understanding assessed in both the group presentation and essay assignments. In Growing up in a Social World, a global outlook is developed through looking at developmental and social psychology across cultures and societies and this understanding assessed in the group presentation and essay. In the Psychology & Mental Health module a global outlook is developed through looking at mental health issues and professions across cultures and societies and this understanding is assessed in the group presentation and exam. In the second year at level 5 core modules a wider, more critical perspective on global outlook is developed and encouraged in seminar discussions and activities exploring political, historical and culturally embedded understanding and social practice. Learning outcomes at this level are focussed on your ability to critically evaluate different theoretical and philosophical approaches and your developing ability to synthesize your understanding and develop logical and well structured arguments. In the level 5 core module Psychological Development Through the Lifespan, the ability to take a global outlook is further enhanced through consideration of universalities of human development and cultural diversities within and across cultures, and this is assessed in the portfolio assessment and exam. In the core module The Person & the Social World, global perspectives are explored (and assessed in the summative essay assignment) more widely, looking at political, historical and culturally embedded understandings of the person in the social world. This enables the development of a global perspective on social practices. 66

Students selecting the level 5 option Identity & Prejudice will develop the ability to recognise and appreciate how multi-cultural differences within and between nations, and how these differences manifest themselves in terms of attitudes and behaviours (at the individual, group and governmental level). Students selecting the level 5 option Organisational Psychology will develop the ability to recognise and appreciate how multi-cultural values differ within and between nations, and how these differences manifest themselves in terms of attitudes and behaviours. Students selecting the level 5 option Psychology of Appearance module will further enhance their global outlook by examining cross-cultural research across a range of the topics covered in this module (e.g., will examine the impact of globalisation in relation to issues such as the prevalence and diagnosis of eating disorders and other appearance-related conditions such as body dysmorphia, Koro Syndrome etc.). Students selecting the Psychology of Women module will be introduced to the cultural, social, historical and political influences on the psychology of women. European and international research and perspectives will be further explored to enhance your global outlook In the final year level 6 core modules the graduate attribute of global perspective is much more fully developed in the Critical & Philosophical Issues in Psychology module and in a number of the electives. At this level, the range of issues is wider and the level of debate much more critical and political. Learning outcomes at this level are focussed on your ability to critically evaluate different theoretical, philosophical and political approaches, your ability to synthesize your understanding across the breadth of the discipline and develop your arguments in a well-structured manner. In the core module Critical & Philosophical Issues in Psychology a global outlook is firmly embedded into every session. You will explore the idea that mainstream psychology is ethnocentric and tends to be (a) underpinned by westernised ideas and concepts (individualism, consumerism, capitalism etc. and (b) to assume that measures/theories developed within a western cultural context can be used or applied unproblematically in other cultural contexts. You will also explore the extent to which concepts such as personality, masculinity/femininity, ideas around what constitutes normality and abnormality are culture bound (i.e. vary from culture to culture or only exist in some cultures. This more critical understanding at this level is summatively assessed in both essay and exam assignments. In the Final Project at level 6, global perspectives is addressed by reflecting on your own attitudes and considering your research findings within the context of the larger body of research on this topic. This and the ability to adhere to the ethical code of conduct in designing and conducting the research, is assessed in the project report. In the level 6 core module Cognitive Psychology & Neuropsychology a global outlook is inherently embedded into this module, insofar as students learn about universal human processes. A thorough critique of such functioning involves drawing upon cross-cultural material, such as case studies. An understanding of Cognitive Psychology and Neuropsychology is, at its heart, not culturally restricted or relative. Such an outlook will be fostered by drawing upon international resources and reading that have been produced from all over the world. This is assessed formatively. Exam seen question: requires students to apply their understanding of methodological and theoretical concepts to a broad, 67

everyday life context. The assessment requires students to consider the utility and application of cognitive psychology and neuropsychology. For students selecting the level 6 option Clinical & Counselling Psychology module global outlook is showcased by demonstrating a systematic knowledge of a range of culturallyspecific assessment tools and diagnostic criteria (relevant to both Western and non-western cultures) within the summative assessment. You will also develop a critical knowledge of a diverse range of cultural factors related directly to diagnosis, assessment and treatment throughout the teaching sessions, which must be demonstrated within the summative assessment. In the level 6 option Communication Through the Lifespan your ability to take a global outlook will be showcased through: consideration of universalities and diversities in the development of language; consideration of global differences in responses to atypical communication around the world. This understanding will be assessed in the exam. In the level 6 option module Critical Health Psychology you will also apply critical health theories and research to diverse population and community needs. This will give an appreciation of the diverse needs in a global setting. In addition, you will reflect upon the ethical and moral issues underpinning the study of health and illness. This will showcase a sensitive consideration of national and global health needs. This global outlook will be assessed in the essay and diary assignments. In the level 6 option Disability & Psychological Adjustment you will explore a range of current research on psychological impact of disability in various contexts and parts of the world, and be assessed on your understanding in the coursework and exam assignments. In the level 6 option Educational Psychology a global outlook will be encouraged in looking at applied settings around the world and critiquing the universality of developmental theory, research and norms and expectations; you will be encouraged to reflect on how your own attitudes and values might affect your relationships with children, parents and professionals. This understanding will be assessed in formative seminar discussions and in the summative exam. In the level 6 option Health Psychology module you will explore a range of current research topics in Health Psychology: the research takes place worldwide and the module is not restricted to UK or Western research. This understanding is assessed in the portfolio assignment. In the level 6 option Individual & Collective Emotions module the lecture and seminar series will explore UK and international perspectives on individual and collective emotion. This will be assessed in the end exam. Digital literacy All psychology graduates are expected to be digitally literate, defined as the confident and critical use of information and digital technologies to enhance academic, personal and professional development (Embedding Digital Literacy as a Graduate Attribute at Leeds Beckett University, Centre for Learning and Teaching, p. 6). Psychology graduate are expected to be computer literate, be able to demonstrate digital literacy skills in their scholarship and academic practice and to use effectively a range of professional research software in designing and conducting research and in data analysis. 68

In embedding digital literacy throughout the course, the following types of digital literacy (Embedding Digital Literacy as a Graduate Attribute at Leeds Beckett University, Centre for Learning and Teaching, p. 6) have been developed: Computer literacy: the ability to identify, adopt and use digital devices, applications and services in the fulfilment of activities and tasks whether study, employment or leisure related. Information literacy: the ability to find, access, evaluate, manipulate, re-use, synthesise and record information whilst understanding issues of authority, reliability, provenance, citation and relevance in digitised resources. Media literacy: including for example visual literacy, multimedia literacy: the ability to critically read and creatively produce professional communications in the most appropriate media. Communication and collaboration: the ability to develop and engage in digital networks appropriate to the needs of the participants and context, using a range of digital communications tools and showing awareness of identity and reputation management. Digital scholarship: the ability to participate in academic and professional practices that depend on digital systems, including the use of virtual learning environments, open access repositories, resource discovery tools and emergent technologies whilst demonstrating an awareness of the issues around content discovery, authority, reliability, provenance, licence restrictions, adaption and re purposing of sources. Academic practice: the ability to study and learn effectively in formal and informal technology-rich environments, including: use of digital tools to support critical thinking, academic writing, note taking, reference management, time and task management; being assessed and attending to feedback in digital/digitised formats; independent study using digital resources and learning materials Professional development planning: the ability to make informed decisions and achieve goals, through the effective use of digital tools and media, which may include e-portfolios, professional online communication & collaboration tools and networking facilities, demonstrating an awareness of identity and reputation management. The course development team have ensured that digital literacy is embedded into the new curriculum as a varied set of capabilities that include information literacy, media literacy, communication and collaboration, along with digital scholarship, professional development planning skills, all of which are underpinned by digital technologies and computer literacy. The development of digital literacy skills has been embedded as practices, rather than tools, through challenging tasks involving communication, creative production, capturing and reflecting on your learning, using professional tools, solving real-world problems, developing their online profile, collaborating with others or via project work. The development of the graduate attribute of digital literacy is identified as being important in all the course learning outcomes and is embedded throughout the course. The specific types of digital literacy (as described above) have been indicated against each of the course and module learning outcomes. From your first year induction through to your graduation you will increasingly be employing the effective use of digital tools and media in your Personal Development Planning and work-related learning activities, including the development of e-portfolios, to support your career development planning. The use of the VLE is integrated throughout the course with the course and module sites containing a wealth of information on teaching, learning and assessment, together with structured on-line 69

learning activities and discussion boards. The following summarises the embedding of the development, consolidation and assessment of digital literacy skills in the core modules at each level, as these are the modules taken by all students. A significant proportion of the option modules also develop and assess your digital literacy skills, as demonstrated in the module approval templates (MATs) for these option modules. In the first year, the level 4 core modules focus on the basic skills digital literacy skills of academic practice and information literacy needed to submit work. In the Introducing Psychology, Growing up in a Social World and Psychology & Mental Health modules you will be developing, and will be assessed on, your digital literacy skills in using appropriate e-tools to locate, evaluate, and utilise information sources that facilitate your learning and that enable you to communicate your understanding of the psychological literature to others (information literacy, academic practice digital literacy skills). These digital literacy skills include the use of electronic software to analyse written work to help in auditing references (currently the use of turn-it-in), presentation software, and a range of professional data collection and analysis electronic software such as SPSS, Biopac and E- Prime. In the Mind, Brain & Behaviour module you will additionally develop the use of digital technologies to reflect on, record and monitor your learning of biological and cognitive psychology through online interactive assessment exercises. You will develop the ability to conduct research using digital resources such as BIOPAC and E-prime software. These digital literacy skills will be formatively assessed through discussion boards and multiple choice questionnaires (MCQs). In the first year level 4 research methods modules Foundation Research Methods and Intermediate Research Methods in addition to these information literacy, academic practice digital literacy skills, you will use appropriate E-tools to locate, evaluate, utilise and cite diverse information sources that facilitate your learning in generating and exploring hypotheses, and communicating your research outcome. You will analyze quantitative research data using digital resources such as SPSS software. These digital literacy skills will be assessed in the lab reports and exam. In the second year level 5 modules, the digital literacy skills involved in information literacy, digital scholarship, academic practice and computer literacy are consolidated, further developed and assessed. All modules therefore emphasize the importance of consolidating and enhancing your digital literacy through the use appropriate e-tools to locate, access, evaluate, utilise, and cite diverse information sources that facilitate learning and critical inquiry, and these skills are variously assessed in coursework, exams and presentations. In addition to these information literacy and academic practice skills, the following core and option modules incorporate interactive tasks to develop and assess other digital literacy skills: the level 5 core module Advanced Research Methods module further develops and assesses the more specific computer literacy skills involved in analyzing quantitative research data using digital resources such as SPSS software. In the level 5 core module Behavioural Neuroscience you will use digital technologies to reflect on, record and monitor your learning of biological psychology through online interactive assessment exercises. You will further enhance your ability to develop innovative 70

research designs within the field of biopsychology using digital technologies such as BIOPAC and E-prime. These digital literacy skills are assessed in formative assessments (discussion boards and MCQ exercises) and in the summative assessments (lab report and exam). In the level 5 option module Drug Addiction you will further enhance your use digital technologies to reflect on, record and monitor your learning of drug addiction through online interactive assessment exercises. You will use critical thinking skills to plan and conduct research and make informed decisions using appropriate digital tools and resources such as BIOPAC and E-prime software. In the third year level 6 core and option modules the digital literacy skills involved in information literacy, digital scholarship, academic practice and computer literacy are again consolidated, further developed, showcased and assessed across the full range of core and option modules at this final year level. In the level 6 core module Critical & Philosophical Issues in Psychology you will directly use digital technologies including MyBeckett and databases for literature searching (including some databases that are particularly effective for finding qualitative work and Critical Psychology sources such as Web of Knowledge) to post on discussion boards and access e- mails/announcements. You will also be encouraged to think critically about the part that new technologies might play in human experience in the 21 st Century. For example, to what extent is identity shaped by our interaction with others on social networking sites (a collective or relational sense of self or identity). In the Final Project module you will use an array of e-tools to locate appropriate previous research literature, and use specialist software and e-tools for the collection and analysis of data as appropriate to the project. In the Cognitive Psychology & Neuropsychology core module you are encouraged to engage with a number of different aspects of technology within this module, both formatively as the module relies upon various e-tools (MyBeckett tasks, databases for literature searching, PowerPoint presentations both as a recipient and a presenter) but also in terms of evaluating methods used in Cognitive Psychology (E-Prime, ERPs) and Neuropsychology (various modes of neuro-imaging methods). You will be given an opportunity to work with an EEG system, also, and to learn about the instances in which such technologies and methods would be used most appropriately. These digital literacy skills are developed formatively throughout the entire module. Digital literacy is heavily relied upon and forms a crucial part of this module, and is embedded into both summative assessments: PowerPoint are used for the oral presentation, and the seen exam question asks students to critique methods of assessment, including neuroimaging methods, used in Cognitive Psychology and Neuropsychology. Of particular note in the diverse array of final year options, is the option module on The Mind & Behaviour in Virtual Environments where students selecting this module will showcase digital literacy through using the scientific literature on digital virtual environments to critically analyse and evaluate the capabilities and limitations of designs for such environments. In the level 6 option Forensic Psychology you will creatively produce q professional academic poster with high visual impact using appropriate e-tools (e.g. PowerPoint). 71

Being Enterprising The graduate attribute of being enterprising is developed and embedded throughout the curriculum in problem-based learning activities, case studies, creative thinking and problem-solving in developing interventions and more generally in group-based learning activities in research methods modules, culminating in the demonstration of their project management skills in the Final Project module. In the first year in the level 4 modules enterprise skills are developed in clearly structured group work. Learning outcomes at this level are focussed on your ability to identify and discuss differing approaches, methods and interventions or studies from the literature and to design small-scale studies or interventions. In the first year, level 4 core module Growing up in a Social World enterprise skills involved in identifying opportunities for improvements in different situations are developed. You will engage in weekly seminar activities and discussions designed to develop your ability to evaluate differing approaches, methods, and interventions developed by social and developmental psychologists to address real-world problems. In the level 4 research methods modules Foundation Research Methods and Intermediate Research Methods - enterprise is developed by working in small groups to generate hypotheses, design and conduct small-scale research studies. This encourages your creativity, team working, organisation and planning skills, and problem solving skills and is assessed in the lab reports. In the level 4 core module Psychology & Mental Health you will engage in weekly seminar activities and discussions designed to develop your team working skills and understanding of mental health professions and practice to address real-world problems. In your second year, in the level 5 modules your enterprise skills are developed in less structured tasks and groupwork activities where, in addition to the above, you will be assessed on your group working skills and the creativity of your solutions in real world problem solving activities. You will be expected to be able to evaluate and demonstrate your enterprise skills In the second year, level 5 core module Advanced Research Methods enterprise skills are developed and assessed in your groupwork research activities involved in generating hypotheses, designing your study and analysing your data. This encourages teamwork, organisation and planning skills, and problem solving skills. In the level 5 core module, Behavioural Neuroscience, your enterprise skills will be developed in your work in groups to design and collect data to produce a laboratory report. This will further enhance your ability to effectively evaluate, synthesise and communicate information. Additionally, group practical sessions will further enhance your team-working, and communication. In the core module Psychological Development Through the Lifespan, you will work in small groups on a series of tasks designed to further develop your ability to critically evaluate differing approaches and methods, and explore the real world applications of developmental psychology. You will produce an individual portfolio, designed to further enhance independent working and group working and enterprise skills (e.g. generating and critically analysing ideas, responding adaptively to solve problems, identifying opportunities for 72

improvements in different situations) In the core level 5 module The Person and the Social World enterprise skills are developed in your engagement in seminar discussions which will further enhance your team working and problem solving skills. In the core module Individual Differences & Work Behaviour your enterprise skills are developed and assessed in the assessments on your work placement, where you identify and recommend how individual differences theories and research could be used to enhance an organisation s effectiveness / efficiency. In the Organisational Psychology option module you will work in groups to prepare a presentation on a question related to improving an organisational outcome (e.g., performance appraisal, selection, retention, recruiting, motivation, leadership, etc.). In the Real World Psychology option module you will be guided through a real-world project by visiting professional practitioners, and will work closely with others to research, design, and implement creative solutions. Yu will also be encouraged to reflect critically upon these experiences throughout the module. These enterprise skills are assessed in the group oral presentation and reflective report. In the level 5 option module Drug Addiction you will work in groups to design and collect data in order to present a coherent research poster and oral presentation in a conference setting. This will further enhance your ability to network effectively and to evaluate, synthesise and communicate information. Additionally, group assignments will further enhance your team-working, networking and communication skills. In the Psychology of Women option module you will work in groups to discuss understandings of a real-world issues that affect women. This further enhances your team working, organisation and planning skills, and problem solving skills and creativity skills. These enterprise skills will be assessed in the essay assignment. In the level 5 option Social Influence you will work in groups to prepare a presentation focused on making a persuasive appeal (e.g., product, position, organisation, etc.). These enterprise skills will be assessed in the oral presentation. In your final year, level 6 modules are designed to further develop a critical, creative and reflective approach in problem-based learning activities, group-working and project management and your ability to evaluate your own enterprising skills and assessment of how they can help to shape and influence your future career and lifelong learning. In the level 6 core module Critical & Philosophical Issues in Psychology You will be required to work in groups to engage in issue-based seminars which will include problem solving activities. For example, you might explore the assumptions being made about certain social groups or phenomena in psychological literature or media that cites psychological research and discuss a) the implications of this for things like psychological interventions, social/ psychological practices and social acceptance/exclusion b) whether there are (or could be) better (e.g. more ethical, accessible, empowering, inclusive) forms of research, treatment and practice. In the level 6 core Final Project module you will consolidate and enhance your enterprise 73

and project management skills by designing and executing an empirical study to examine a research question or test specific hypotheses. As part of this module you will also be assessed on your Negotiated Learning Contract, which will include a portfolio of work and reflective accounts on your personal development, employment skills and career planning to enhance your employability. In the level 6 core module Cognitive Psychology & Neuropsychology you work in groups to prepare a presentation demonstrating and communicating the applications of cognitive neuroscience (impaired function) to normal, healthy cognitive function. The novel and critical thinking required develops communication, team-work, organisational skills and enterprise. These enterprise skills are assessed in the oral presentation and engagement with the conference day. In the level 6 option Clinical & Counselling Psychology enterprise is showcased by using your initiative in applying both the theoretical explanations and the therapeutic interventions you have been introduced to creatively to your chosen case study. These enterprise skills are assessed in the summative essay. In the level 6 option Communication Through the Lifespan you will work in small groups to develop either an intervention for atypical communicative development OR a campaign to promote better communication in a single setting. Thus, this task showcases the enterprise skills: innovation; independent working; group work; and communication with a variety of audiences. These enterprise skills are assessed in the presentation. In the level 6 option Critical Health Psychology you will be working in groups to discuss understandings of a real-world health issues. This will showcase team working, problem solving skills and creativity skills, and these enterprise skills are assessed in the summative essay and diary. In the level 6 option module Disability & Psychological Adjustment you will undertake activities that explore how to improve the wellbeing of individuals with disability and interventions to address their needs. These enterprise skills are assessed in the coursework and exam. In the level 6 option module Educational Psychology you will work in small groups to develop a practical task for children linked to the curriculum. This encourages innovation, independent working and group work; you will also need to be able to communicate effectively with other professionals and the public of differing ages. These enterprise skills are assessed in the summative practical task. In the Forensic Psychology level 6 option during the seminar activities and the group poster project you will showcase your team work and creative problem solving skills, as well apply your knowledge, understanding and critical thinking to fictitious and real-world contexts. These enterprise skills are assessed in the group poster project. In the level 6 option Health Psychology you will engage in activities that explore how to improve healthcare provision and develop interventions to change behaviour. These enterprise skills will be assessed in the portfolio assignment. In the level 6 option Psychology of Sport you will develop your enterprise skills by: designing an interactive activity that highlights and illustrates the theory you are examining in your 74

seminar presentation; applying theory and knowledge to a novel (but hypothetical) real-life problem / case study. These enterprise skills are assessed in the peer teaching presentation and exam. Employability and Work Related Learning Employability & Professional Context The BSc (Hons) Psychology course prepares you for the workplace by developing skills highly valued in both the public and private employment sectors but also by developing your ability to showcase your skills to prospective employers. One of the most important aspects of our course is its professional accreditation by the British Psychological Society (BPS). This accreditation ensures that graduates will be eligible for the Graduate Basis for Chartered membership of the British Psychological Society (GBC). The GBC is the first step towards becoming a Chartered Psychologist and provides the basis for progression to postgraduate training in psychology including educational, forensic, health, occupational, clinical and counselling, and sport and exercise psychology Whilst a professional career as a Chartered Psychologist may be important for some of our graduates, we recognise that not all want to pursue a career directly related to psychology or seek further postgraduate education and training. Psychology graduates are highly valued by employers in both the public and private sectors for the range of skills developed on professionally accredited psychology degrees. These include subject-specific and transferable skills developed such as critical thinking, problem solving, knowledge and reasoning skills, research skills, the skills involved in handling data and information, as well as communication and team-working skills. Our psychology degree fully develops these highly valued skills but is distinctive in the way we strongly embed the Leeds Beckett graduate attributes of enterprise digital literacy and global perspectives, which develop your ability to identify and showcase your skills to prospective employers. Our psychology graduates have entered careers in a wide range of public and private sector areas including social and health services, industry and government agencies, the media, computing and information technology, teaching, marketing, personnel and human resource management. The course has a strongly embedded strand of support for employability, individual career development planning and enterprise skills developed in a number of ways: through work-related learning and real-world problem solving assessments across the curriculum; the development of project management skills in a number of modules culminating in the Final Year Project module; options focussed on the application of knowledge and its relation to employment-related issues; a 2- week placement in the second year core module; presentations and workshops by Chartered Psychologists. In addition to this embedded strand of employability skills development, there are a number of option modules which exemplify the delivery of the chartered fields of psychology. These include Organisational Psychology, Educational Psychology, Forensic Psychology, Clinical & Counselling Psychology, Health Psychology, Psychology of Sport. Throughout your degree you will work with your personal tutor on Personal Development Planning, developing and appropriately recording the development of your skills, work-related learning activities and career planning as an e-portfolio. Your personal skills and experience can also be enhanced by taking up opportunities for volunteering and study abroad. The course therefore prepares you for the workplace by developing skills highly valued in both the public and private employment sectors, enabling you develop your ability to showcase your skills to prospective 75

employers. Work Related Activities Work related activities are embedded into the course in a number of ways: in the setting of challenging and authentic tasks involving work-related activities in both core and option modules throughout the three levels of the course. These include the design of interventions to address clearly defined real-world problems, the use of case studies in assessment tasks and emphasis throughout the course on how psychological knowledge can be applied in the everyday world. in work-related learning activities set during a clearly identified period of three weeks over the Christmas and New Year period at each level of the course. The recording of these work-related activities, including a series of reflections on implications for your employability and career planning, will be included in your Personal Development Planning portfolio as you progress through the course. In the placement (minimum of two weeks) embedded into the course structure in the Individual Differences & Work Behaviour level 5 core module. All students will be provided with a minimum 2 week placement, organised through the Faculty of Health & Social Sciences Placement Unit, and reflections on this work-related experience will form part of the summative assessment for this core module. Placement or Work Related Activity Level: Work-related activity in modules at levels 4, 5 and 6 Work-related activity as part of Personal Development Planning (PDP) at levels 4, 5 and 6 Placement as part of the level 5 core module Individual Differences & Work Behaviour Placement or Work Related Activity Length in Weeks: Work-related activity in modules as challenging and authentic tasks (unable to provide precise length in weeks) Work-related activity as part of Personal Development Planning (PDP) set for completion in the work-related activity period between semester 1 and semester 2 Placement as part of the level 5 core module Individual Differences & Work Behaviour = 2 weeks minimum (70 contact hours) Type of Placement or work related activity: Placement organised through the Faculty of Health & Social Sciences Placement Unit. 76

Learning & Teaching Approaches We have developed our new re-focused curriculum drawing on our considerable experience and the excellent reputation we have for inspiring, creative and innovative teaching. A number of our psychology staff have been nominated by our students for the Achieving Excellence Awards over the last few years, culminating in Dr Helen Fawkner achieving the Inspiring Teacher of the Year Award in 2011. The BSc (Hons) Psychology course is designed to reflect the learning and teaching values we value at Leeds Beckett. These include: (a) Putting our students at the centre of our activities and providing a flexible and relevant curriculum with excellent teaching and learning (b) Providing a welcoming, inclusive, supportive and caring environment and preparing our students for employment and life. (c) Engaging, valuing and developing our diverse community of colleagues (d) Ensuring that teaching is informed by research and/or expert professional practice with contributions from our Professors, Readers and expert professionals. The course has therefore been designed to support your progression and the development of your confidence as independent learners over your three years on the course. Learning activities to facilitate the development of transferable skills and competencies are designed to provide an active learning environment in a climate supportive of different learning styles and needs. In developing the new curriculum and learning and teaching approach, we started with the articulation of the key distinguishing features of our psychology degree to ensure a strong course identity and provide a clear and distinctive message about what it means to be a student on this course. The concepts key to our students and our course are mapped to the course learning outcomes to ensure that our graduates are fully aware of their achievements, skills and attributes developed. In order to reflect our emphasis on our student s employability, the key concepts we have identified refer to the psychology-specific skills employers value and have recommended as being important for you to articulate to improve your prospects of employment in what is now an extremely competitive employment market. These psychology specific skills that employers highly value include: research, analysis, handling data and information, problem solving and reasoning skills, interpersonal insight, team work, communication and learning orientation. Whilst these key skills or concepts relate to all psychology graduates on accredited courses at UK universities, what makes our psychology course distinctive at our university is the following: 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 the core areas of psychology Our expertise in the teaching of both quantitative and qualitative research methodology Our emphasis on applications of psychological knowledge and real-world, problem-solving teaching and learning activities and assessment Our specialist laboratory resources The wide range of option modules we offer focussing on applied areas of psychology and 77

current staff research expertise in areas of international excellence The learning and teaching approach we have adopted is to encourage deep learning in the setting of our course and level learning outcomes, to ensure that all our students appropriately develop those capabilities of reflecting upon, synthesizing, applying, critically evaluating and analyzing. Our learning and teaching approach is to encourage active student participation in the construction of their own knowledge in designing collaborative and applied learning opportunities and assessment, ensuring these are relevant, stimulating and challenging and appropriate to the level of study. The course has been designed to ensure you have a coherent learning experience at each level of study over the three years to graduation. As part of our commitment to putting students at the heart of all that we do and in developing a strong course identity there will be a number of opportunities where you will be more actively involved. You will be offered the opportunities to get involved as a student representative (StAR) where you will be very actively involved in communicating with your year cohort of students and with your Cohort Tutor, Course Leader and the course team more generally in contributing to the enhancement and development of our course. You will also be invited to join our student-led Psychology Society. Our students have a very active Psychology Society which organises various events such as revision sessions, research seminars, psychology book sales, social events etc., providing a very strong level of support and sense of identity for the course as a whole. The refocusing of our curriculum has also given us the opportunity to develop new schemes to further develop our student involvement, including: the enhancement and extension of our peer mentoring scheme whereby current students will be invited to mentor new students from the point of their acceptance on the course the enhancement and extension of our student conferences to offer greater opportunity to celebrate your achievements with other students and the academic community more generally. You will find that there will be conference style presentations of your work to which all our students and staff will be invited to discuss your work and achievements. the inclusion of opportunities for doing your placement as an apprentice researcher, whereby appropriate psychology research projects will be offered as a placement, providing the opportunity to get involved with staff research. the development of a psychology alumni network to increase the opportunities for students to keep in touch and to more directly involve our psychology graduates in supporting our current students in their career planning, enterprise and employability initiatives. 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. There is also regular use of the student portal 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 draw off their individual, cohort and course timetables off their MyBeckett site. On the course site, the course handbook and a wealth of information about the course itself is put up for students and regularly updated. 78

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) additional reading seminar activities 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 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 E-learning competencies are developed from the induction sessions and throughout the different modules from the first year through to graduation. Blended learning opportunities embedded in the course are identified and described more fully in section 47 below. Use of Blended Learning There are no elements of course delivery which are delivered wholly on-line. However there are numerous examples of the use of blended learning across the course, defined as organised, compulsory activities in which students and tutors work with each other using a mode of interaction other than meeting in a room. These include: on-line discussion boards on most modules providing formative feedback on assessments. 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, such as the use of multiplechoice questionnaires (MCQs) as either formative or summative assessment the use of turn-it-in for students to develop and audit basic academic writing skills as a formative exercise before submitting their work. The majority of modules include the use of this software to audit referencing and academic writing skills in coursework assignments. The Final Year Project module is the most pertinent example of blended learning using turnit-in in this manner, whereby supervisors and students work together to design and implement an empirical project. Continuous formative feedback (including feedback on ethics applications using Turnitin, and extensive email correspondence) allows the student to develop and enhance their project. blended learning opportunities to use specialist software and reflect on its use. A good example of this is the level 4 Brain and Behaviour module where students work in groups in a lab to develop expertise with a number of different tools and pieces of software, such as BIOPAC and E-Prime. You then develop hypotheses that can be tested using these tools, which tutors provide feedback within the lab, allowing you to continue with your projects. 79

You then submit formative reflections on your experiences of the lab work, and further tutor feedback is provided. This formative task drives the comprehension of relevant research methodologies, which are later assessed summatively. Blended learning opportunities to use specialist software and e-portfolios in Personal Development Planning and the recording of work-related activities as on-line reflections in career development planning, contributing to the e-transcripts as your Higher Education Record of Achievement. Quality and Standards of Our Courses (http://qaa.ac.uk/reviews-and-reports/provider?ukprn=10003861#.vz4xswxwbgg) 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. 80