17³Ô¹ÏÍø

The three year BSc in Psychology is designed for students who need additional preparation prior to undergraduate level study. The first year of the programme is intended to provide a foundation in both knowledge and academic skills for the more specialist subjects in years two and three. Students’ progression onto the BSc Psychology programme is subject to regulations for the Foundation Stage of three year degree programmes. In addition, all students wishing to enter the Psychology BSc (directly or via the Foundation Stage three year degree programme) are required to pass a face-to-face selection tutorial or interview. For foundation entrants this will take place when a student is nearing completion of their foundation stage rather than prior to admission to foundation. This is to ensure parity across all entrants to the BSc Psychology programme, recognising the different expectations of entrants to a programme at level 3 versus level 4.

The psychology programme at 17³Ô¹ÏÍøhas been designed to integrate the unique 17³Ô¹ÏÍøtutorial teaching model into the teaching of psychological science. The programme is based upon three core elements. First, covering the core theoretical content required for British Psychological Society accreditation meaning that the degree has both national and international recognition. Second, strong research methods and analysis skills embedded within the programme so that 17³Ô¹ÏÍøgraduates have begun to develop a range of highly employable skills. Third, optional modules in all areas of practitioner psychology recognized by the BPS and HCPC as well as other areas of applied psychology so that graduates can make full informed choices about their postgraduate pathway.

Year one:
• to equip students to become independent learners, facilitating the successful continuation of their studies in years two and three;
• to develop students’ ability to construct and communicate logical arguments clearly;
• to help students acquire and practise strategies for effective reading and for academic vocabulary development;
• to provide opportunities for students to develop academic skills;
• to train students in language awareness;
• to encourage students to develop general study skills, particularly including the ability to learn independently using a variety of source materials;
• to stimulate engagement and participation in the learning process.

Years two & three:
• to provide students with comprehensive understanding of psychological science within both core theoretical domains outlined in the QAA subject benchmark statement for Psychology, the seven areas of practitioner psychology (as recognised by the BPS and HCPC) and areas of interest and research within the psychology department;
• to present students with evidence from a range of theoretical perspectives and foster critical evaluation of the theories and research carried out within these areas;
• to introduce students to a range of areas of applied psychology (mostly as optional modules) to demonstrate the ways in which psychological theory is applied in real word contexts;
• to develop students’ appreciation of the scientific method as a means of the development of knowledge and demonstrate its role in theory development;
• to develop students’ research skills by introducing them to a variety of research methods in both a theoretical and practical way throughout the programme culminating in students being able to demonstrate their research skills at the end of the programme by carrying out an independent research project;
• to develop students' abilities to critically evaluate research findings by introducing them to a range of primary source research material and assisting them in the interpretation of this material.

• Framework for Higher Education Qualifications ();
• Relevant Subject Benchmark Statement(s) ();
• British Psychological Society Standards for the accreditation of undergraduate, conversion and integrated Masters programmes in psychology

Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each course unit/module can be found in the departmental or programme handbook. The accuracy of the information contained in this document is reviewed annually by the University of 17³Ô¹ÏÍøand may be checked by the Quality Assurance Agency.