University of the West of Scotland

Undergraduate Programme Specification

Session: 2021/22

Last modified: 17/08/2021 11:44:36

Named Award Title:BSc (Hons) Psychology Single

Award Title for Each Award: BSc (Hons)  Psychology
BSc  Psychology
Dip HE  Psychology
Cert HE  Psychology

Awarding Institution/Body: University of the West of Scotland
Language of Instruction & Examination: English
Award Accredited By:British Psychological Society
Maximum Period of Registration:
Mode of Study:Full Time
Part Time
Campus:Paisley

School:School of Education & Social Sciences
Programme Leader:Dr Christopher O'Donnell

Admission Criteria

Candidates must be able to satisfy the general admission requirements of the University of the West of Scotland as specified in Chapter 2 of the University Regulatory Framework together with the following programme requirements:

SQA National Qualifications

Year 1
• Scottish Highers: ABBB or AABC or 114 UCAS Tariff points
• A levels: BBC or 112 UCAS Tariff points
• Irish Leaving Certificate: H2 H3 H3 H3
• International Baccalaureate (IB) Diploma: 27 points


or GCE

Year 1 - A Levels - CCC, plus GCSE English and Maths (Grade C, or above).

Year 2 - A Levels – BBC (to include Psychology) plus GCSE English and Maths at C or above


or SQA National Qualifications/Edexcel Foundation

SQA HNC / BTEC Level 4 HNC: Science or Social Sciences or Social Studies or Social Care or Social Services or Counselling or Care & Admin Practice or Coaching & Developing Sport or Early Education & Childcare or Childhood Practice
• Scottish Wider Access Programme: Access to Humanities BBB plus Higher English or Access to Life Sciences BBB plus Higher English or Access to Primary Education BBB with B in the Graded Unit or Access to Medical Studies BBB or Access to Dietics BBB


Other Required Qualifications/Experience

Applicants may also be considered with other academic, vocational or professional qualifications deemed to be equivalent.


Further desirable skills pre-application


General Overview

Introduction to the Programme

Study the human mind and behaviour in this British Psychological Society (BPS) accredited course – the first step towards becoming a chartered psychologist. The primary aim of the psychology degree is to develop our understanding of how and why people act in the way that they do.

Key features of the course:

  • Focus on the application of psychology to real-world settings and problems, such as mental and physical health, education and young people and the world of work.
  • Develop an understanding of the research and investigation process through the collection, analysis and interpretation of data.
  • Development of employability skills and an awareness of how psychology helps us to understand the workplace.
  • The degree provides BPS accreditation and as such is the first step on a path to a career in psychology.

Student Learning Journey

In the 1st and 2nd year, the degree introduces students to the key topics and methods of investigation used within psychology and considers how psychology can aid our understanding of current real-world issues. The modules that are studied in 1st year are Introduction to Psychology A, Introduction to Psychology B, Applying Psychology and Investigating Psychology. In addition, in 1st year, students also choose two option modules from another subject area in each term, alongside their psychology modules. This provides students with the opportunity to be exposed to different disciplinary perspectives and enriches their understanding of the world and their awareness of the cross-disciplinary implications of the material they are studying. In 2nd year students take Research Skills in Psychology, Introductory Cognitive & Social Psychology and Biological & Developmental Psychology. Again in the 2nd year students can take an optional module in each term from another subject area.

In 3rd year students specialise exclusively in psychology and will cover the core areas of psychology as outlined by the British Psychological Society, including Developmental Psychology, Social Psychology, Biological Psychology, Cognitive Psychology, Research Methods and Individual Differences.

In the 4th year, there is the opportunity to study the applications of psychology through several specialised and applied optional modules. The optional modules provide students with an opportunity to explore the application of psychological knowledge to our understanding of real-world issues, utilising research-informed teaching that mirrors UWS specialisms or modules that facilitate experiences of professional psychology routes. In addition, students carry out a research project on a topic of their choosing. Throughout their time on the BSc (Hons) programme, students are allocated to a personal tutor who will be able to provide advice and support their studies.

Learning, Teaching and Assessment

A range of teaching and learning methodologies are used within the degree. This includes lectures, seminars, workshops, group work, flipped-classroom and inquiry-based learning and authentic assessment experiences. Our emphasis is on building independent learning skills and working in collaboration with our students.

A hybrid based learning approach is an important part of the research-led learning experience that is provided for students throughout the programme. At each level, students have opportunities to further their learning by carrying out inquiry-based collaborative tasks and research, either individually or in collaboration with their fellow students. In 1st year students take the core Investigating Psychology module. This module adopts an inquiry-based format whereby students are provided with the opportunity to develop their understanding of a key debate within psychology through independent inquiry by identifying and formulating an appropriate research question related to that debate. In 2nd year students take the core Research Skills in Psychology module that aims to get students actively involved in the process of carrying out research. During the module, students learn about psychological research methods by identifying and exploring research problems utilizing both qualitative and quantitative methodologies in collaboration with their fellow students. The inquiry-based approach culminates in the final year Psychology Dissertation module which takes an inherently inquiry-based approach as students undertake an independent empirical research project. In order to do so, they must go through the process of identifying an appropriate research question and selecting an appropriate method with which to investigate this research question.

As students progress the level of autonomous work increases culminating in the final year project where students carry out their own individual project with supervisory guidance. Some optional modules adopt student-centred teaching in the form of student-led seminars and presentations. Laboratory and other practical and project work form a key component of the skills developed by students on this programme. Core modules will include an element of practical activity. These include a range of exercises which, as the student progresses through the programme, increase in scope and complexity and in the later stages depend more on the initiative of the student and less on direction by tutors.

The modules employ a variety of assessment methods and formative exercises. A range of coursework is used including essays, critical review exercises, practical reports, case studies, forensic case assessment, posters and oral presentations, lab exercises and digital assessments, such as narrated presentations, vlogs, etc. In addition, exams style of assessments is used in a small number of modules from 2nd year onwards. The assessment strategy places greater emphasis on continuous assessment in the early stages of the programme while introducing students to the necessary skills to underpin the later levels of their degree. The 1st-year study is grounded in an approach to learning and teaching aimed at developing the skills of the active learner in students new to higher education and making that transition a successful one. To accomplish this, we use collaborative continuous assessments that contain key learner skills, including inquiry-based learning aimed at preparing the student for the demands and rigour of study at university.

All modules within the degree are supported by the use of the online Social Learning Platform (SLP). The SLP sites provide students with a range of active learning tasks, i.e. Vlogs, Podcasts, narrated screencasts, quizzes and multiple-choice tests. Teaching and Learning practices are evaluated in an ongoing way through the Divison Board and School Annual Monitoring processes.

Our Research Underpins and Links to our Teaching

Throughout the degree, modules are underpinned by the research interests and activities of the psychology group who are part of the School’s Research Group for Psychology, Social Work and Drug and Alcohol Studies. These research interests focus on lifespan development, marginalised and at-risk groups, the working lives of young people, the impact of our environment on our learning and health, our behaviour in the online world, and healthy and unhealthy behaviours, how our biological responses can influence our behaviours, how human-animal interaction can impact on our wellbeing and how we become, experience and recover from addictions. In the early years of the degree, these research interests underpin the applied themes within modules, e.g., in the Applying Psychology module. This allows students to be exposed to the ‘real world’ research and gain some insight into the links between the research and their undergraduate studies. In addition, as students move through the degree they will be able to study several optional modules from a suite of research-led applied modules (e.g. Psychology and Education, Health Psychology, Atypical Child Development, Psychology of Mental Health) that provide students with an opportunity to explore the application of psychological knowledge to our understanding of real-world issues, such as, mental and physical health, education and young people and the world of work, all of which draw on current staff research interests.

Internationalisation

Students have the opportunity to participate in study abroad through the Turing exchange scheme. Under this scheme, students can spend a maximum of one term at one of our partner institutions.

The international perspective of the degree is enhanced by the perspective adopted by psychology which emphasises cultural perspectives and individual differences.

Further Study

The degree provides students with an understanding of the core areas of psychology as defined by the British Psychological Society (BPS). The BSc (Hons) Psychology degree is accredited by the BPS and provides the basis for Graduate Registration (i.e. Graduate Basis of Chartership (GBC) with the Society). This accreditation ensures that graduates can pursue a career in psychology by specialising through post-graduate study. A number of postgraduate courses exist including Educational Psychology, Clinical Psychology, Forensic Psychology, Health Psychology, Occupational Psychology and Counselling Psychology. An accredited BPS degree is necessary for entry to these courses.

However, many psychology graduates use their skills and knowledge to enter a wide variety of careers. Through the degree, graduates will attain specific knowledge in psychology and they will gain a range of additional skills that employer’s value such as communication, numeracy, teamwork, computing, critical thinking and working independently. Many psychology graduates enter the industry or commerce sectors. The range of generic skills embedded in the psychology degree provides graduates with a wide variety of options. These include market research, personnel management, teaching, civil service, research, careers guidance and working in the charity/non-governmental organisation sector. Further information on psychology and careers options can be found on the British Psychological website at www.bps.org.uk.


Graduate Attributes, Employability & Personal Development Planning

The programme is fully aligned with institutional priorities around the development of graduate attributes (IamUWS) and with the institutional policy on personal development planning. The mapping of programme and module learning outcomes and employability-integrated assessment ensures the visibility of graduate attributes, employability and citizenship competencies. Personal development is embedded and explicitly signposted in the curriculum, with students provided with regular opportunities to capture and evaluate progression and development, stimulating reflection, self-regulation and a more constructive engagement with employability. It is recognised that personal development planning is an essential component of lifelong learning and continuing and professional development. To support this activity, all students are provided with access to personal development planning tools and enabled to develop a personal e-portfolio across the programme.

At Level 7 the personal tutor system is the primary focus for PDP, with tutors raising this issue in small groups of personal tutees by discussing skill enhancement and progression. In addition all Level 7 psychology students must take and pass the Applying Psychology (T1) and the Investigating Psychology (T2) module. These modules have been designed to address employability issues and key skills needed by psychology students for their effective progression. The issue of career development is highlighted from first year with the Applying Psychology module introducing students to the range of areas that draw on psychology. In addition, the Introduction to Psychology B (T2) module is charged with ensuring that students develop an understanding of the interpretation of statistical information. At Level 8 the personal tutor system continues as the primary means of PDP with tutors continuing with group and one-to-one meetings with tutees. In all years psychology students will have psychology staff as personal tutors in order to provide them with specialist guidance on issues such as employment and career opportunities.

At Level 9 students take the core module Individual Differences and Work. Part of this module requires students to engage with employability and PDP issues. As students’ progress, we organise a Careers Fayre for third-year students in the early part of T2. This event provides students with the opportunity to explore career paths within psychology. In addition, students are encouraged to engage with the University careers advisers.

In Level 10 the Dissertation module takes on a central role for students. In the context of PDP the dissertation supervisor is charged with ensuring that students address the issue of reflecting on their development throughout their degree studies. This is achieved through employment-focused workshops and discussion with staff on future employment, skill reviews and finally supporting students in the drafting of a CV.  Staff will also be able to draw student’s attention to the career guidance support offered by Student Services. In addition to the contact with their supervisor, the Dissertation module has a number of workshops and seminars where students meet as a year group. These sessions focus on enhancing skills necessary for the production of a good dissertation and highlight the transferable nature of these skills.

Work Based Learning/Placement Details

At Level 9 the core module Individual Differences and Work is designed to encourage students to apply psychological knowledge to the workplace. Students are encouraged to recognise the workplace as a learning environment. The module draws in part on the naturally occurring part-time employment (paid/unpaid, voluntary and commercial) experiences that students in the HE sector undertake while studying for their degrees. The aim of the module is to link understanding of employment experience with psychological theory and research. An optional L10 module, Psychology and Work, provides students with an opportunity to develop their understanding of psychology via work-related learning.

Engagement and Attendance

In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on Moodle, and complete assessments and submit these on time.

For the purposes of this programme, this equates to the following:

All full-time students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/

Equality and Diversity


The University's Equality, Diversity and Human Rights Procedure can be accessed at the following link: UWS Equality and Diversity Policy

In line with the Equality Act 2010, the curriculum and delivery of Media, Culture & Society programmes are designed to promote the general equality duty, namely to:
• Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act;

• Advance equality of opportunity between people who share a protected characteristic and those who do not; and

• Foster good relations between people who share a protected characteristic and those who do not.

The programme supports equality of opportunity for students from different backgrounds and with different learning needs. Using appropriate platforms, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The programme complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The School of Media, Culture & Society is committed to enabling all learners, respecting diversity, promoting equality and embedding inclusivity in all aspects of its work. It is fully cognisant of and compliant with relevant external and institutional policy in this area. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/


UWS Equality and Diversity Policy


Programme structures and requirements, SCQF level, term, module name and code, credits and awards ( Chapter 1, Regulatory Framework )

A. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1Demonstrate a broad understanding of the nature of psychology
A2Demonstrate a range of knowledge of basic theories, concepts and principles of psychology
A3Demonstrate knowledge and understanding of the relevance of evidence and explanations that are research-based
A4Demonstrate an awareness of the developing nature of the psychology

Practice - Applied Knowledge and Understanding

B1Apply knowledge and understanding of psychology to selected real world issues
B2Begin to understand and acquire the conventions of appropriate academic discourse and communication
B3Distinguish psychology knowledge based on evidence and/or research from other forms of explanation, e.g anecdotal

Communication, ICT and Numeracy Skills

C1Explain basic psychology concepts and ideas in a coherent form
C2Use oral and written forms of communication effectively in both formal and informal contexts
C3Use appropriate applications, including available virtual learning environments (VLE) and the Internet, to access a variety of sources
C4Use basic numerical and graphical skills to process and present quantitative information

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Evaluate arguments, information and ideas which form the basis of psychology knowledge
D2Reflect on the appropriateness and validity of developed arguments
D3Consider contemporary real world issues from a psychology perspective

Autonomy, Accountability and Working With Others

E1Be able to engage in and demonstrate a capacity for independent study
E2Identify and recognise the importance of self management of their own learning
E3Collaborate effectively with others in shared tasks to achieve a common goal
E4Take responsibility for agreed elements of group tasks

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
7PSYC07001Introduction to Psychology (A)20check mark  
7PSYC07009Applying Psychology20check mark  
7PSYC07008Investigating Psychology20 check mark 
7PSYC07010Introduction to Psychology (B)20 check mark 

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
7LING07004Introduction to British Sign Language 110   
7FREN07005Introduction to French 110   
7FREN07006Introduction to French 210   
7SOCY07020Introduction to Social Research20   
7SPAN07007INTRODUCTION TO SPANISH 110   
7SPAN07008INTRODUCTION TO SPANISH 210   
7CRIM07005Criminal Behaviour & Deviance20check mark  
7PLTC07001Democracy in the UK20 check mark 
7SOCY07004Introducing Sociology20 check mark 
7SOCY07001Development of Social Policy20 check mark 
7SOCY07012Making the Modern World20check mark  

* Indicates that module descriptor is not published.

Footnotes
Students can take any combination of modules totalling 40 credits which timetable and entry prerequisites permit from across the university portfolio

Criteria for Progression and Award

To proceed to Level 8 students must meet the criteria outlined in University Regulations
Students who successfully attain 120 credit points at Level 7 are entitled to the award of the Cert HE Psychology if they exit at this stage.


B. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1Demonstrate a broad understanding of the range of methodological approaches used in psychology
A2Describe and demonstrate the importance of ethics in psychology research
A3Demonstrate an understanding of the key principles of biological, developmental, social and cognitive psychology

Practice - Applied Knowledge and Understanding

B1Apply a basic range of analytic techniques appropriate to a research question or problem
B2Identify the ethical issues in the formulation of a research investigation
B3Show an awareness of the conduct of psychological enquiry and report writing

Communication, ICT and Numeracy Skills

C1Understand and interpret quantitative and qualitative data
C2Carry out a range of basic numerical and statistical procedures and report them effectively
C3Communicate using appropriate academic conventions

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Formulate a basic design to research a problem and identify the strengths and limitations of the approach proposed
D2Summarise and evaluate competing explanations and interpretations of social phenomena from a methodological perspective
D3Analyse and apply psychology research findings to real-world situations.

Autonomy, Accountability and Working With Others

E1Work effectively in autonomous and group settings, managing time, prioritising tasks and meeting deadlines
E2Take responsibility for own learning and review and evaluate own learning and development

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
8PSYC08005Introductory Cognitive & Social Psychology20check mark  
8PSYC08007Biological & Developmental Psychology20 check mark 
8PSYC08008Research Skills in Psychology40check markcheck mark 

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
8SOCY08021Foundations of Qualitative Research Methods20   
8SOCY08022Foundations of Quantitative Research Methods20   
8FREN08001French 2.120   
8FREN08002French 2.220   
8CRIM08008Introduction to Policing20   
8LLNG08002Next Steps at University20   
8SPAN08001Spanish 2.120   
8SPAN08002Spanish 2.220   
8PLTC08006Foundations of Social & Political Thought20check mark  
8SOCY08002Social Policy & Social Change20 check mark 
8SOCY08010Global Society20 check mark 

* Indicates that module descriptor is not published.

Footnotes
Students may take any two optional modules to which timetable and entry prerequisites permit from across the university portfolio* note only one of these has to be at L8

Criteria for Progression and Award

To proceed to Level 9 students must meet the criteria outlined in University Regulations
Students who successfully attain a minimum of 100 credit points at Level 8 (and total 240 credits from L7 and L8) are entitled to the award of the Dip HE Psychology if they exit at this stage.


C. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1Demonstrate an understanding of the core areas of psychology
A2Demonstrate awareness of alternative research methods (quantitative and qualitative)
A3Show an awareness of the range of factors that influence behaviour and experience
A4Demonstrate the link between psychological theory and real life issues
A5

Understand the bi-directional relationship between theory and research.

Practice - Applied Knowledge and Understanding

B1Demonstrate an understanding of the empirical research process
B2Demonstrate competence in research skills though practical activities
B3Show an awareness of ethics in the research context

Communication, ICT and Numeracy Skills

C1Demonstrate an understanding of alternative means of presenting information
C2Show the ability to communicate psychological knowledge through oral and written expression
C3Demonstrate computer literacy through the use of a range of software packages
C4Demonstrate the ability to interpret and use numerical and graphical data to report research findings

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Demonstrate the ability to retrieve information from a range of sources
D2Be able to describe and interpret research literature
D3Be able to identify research questions and, with suitable academic support, devise appropriate strategies of investigation
D4Demonstrate the ability to comprehend and evaluate a variety of forms of data, including numerical and statistical data

Autonomy, Accountability and Working With Others

E1Be able to work in group settings to achieve specified goals
E2Have the capacity, within a supportive system, to undertake self-directed study and show awareness of time-management
E3Be aware of the link between ethical guidelines and their implications for psychological research.

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
9PSYC09007Child Development20check mark  
9PSYC09014Individual Differences & Work20check mark  
9PSYC09015Applying Psychology Methods20check mark  
9PSYC09004Biological Psychology20 check mark 
9PSYC09005Cognitive Psychology20 check mark 
9PSYC09011Social Psychology20 check mark 

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes
There are no optional modules at L9 for BSc (Hons) Psychology students as they are covering core discipline areas linked to accreditation.

Criteria for Progression and Award

Progression from Level 9 to 10 is dependent on the student satisfying the criteria specified in University Regulation
In addition, students must have submitted an approved dissertation proposal.
Attention is drawn to Regulations which specifies that progression to Level 10 is not normally permitted if the student has any credit deficit.
Students who successfully attain 120 credit points at Level 9 (and have 240 credits from L7 and L8) are entitled to the award of the BSc Psychology if they exit at this stage.


D. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1Show a critical understanding of the application of psychological theory to real life issues
A2Understand and evaluate the range of research methods, including quantitative and qualitative research paradigms, used in the scientific study of psychology
A3Show a detailed knowledge and understanding of a number of specialised areas of Psychology
A4Understand the scientific underpinning of psychology as a discipline, its historical origins, development and limitations
A5Demonstrate the ability to systematically apply and integrate multiple perspectives to psychological issues

Show a critical understanding of the application of psychological theory to real life issues

Demonstrate the ability to systematically apply and integrate multiple perspective to psychological issues

Have a critical understanding of the relationship between research, theory and practice/application.

Practice - Applied Knowledge and Understanding

B1Identify and describe questions for empirical investigation, formulate appropriate research questions and operationalise constructs accordingly.
B2Have the ability to select, conduct and analyse/evaluate appropriate laboratory and non-laboratory measurements of behaviour
B3Appreciate and apply appropriate ethical standards to the research process

Communication, ICT and Numeracy Skills

C1Demonstrate the ability to present information to an informed audience
C2Demonstrate the ability to comprehend and critically evaluate numerical, statistical and other forms of data within the research context
C3Communicate with professional level peers and subject specialists.
C4Demonstrate a range of IT skills including use of statistical software

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Demonstrate effective information retrieval and handling skills
D2Demonstrate the ability to describe and critically evaluate research literature
D3Be able to systematically identify problems and formulate questions for empirical investigation
D4Demonstrate the ability to analyse, evaluate and use data in a variety of forms, including numerical and statistical data

Autonomy, Accountability and Working With Others

E1Be able to work effectively as part of a team or small group and react and accommodate interpersonal and contextual factors
E2Demonstrate the ability to undertake self-directed study to achieve specified goals
E3Demonstrate the ability to work independently and manage one’s own time
E4Function as an independent learner capable of adopting a self reflective approach to learning
E5Understand and appreciate the need to conduct practical work in line with BPS ethical guidelines.

Understand and appreciate the need to conduct practical work in line with BPS ethical guidelines.

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
10PSYC10004Psychology Dissertation40check markcheck mark 
10PSYC10010Psychological Theory20 check mark 

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
10PSYC10006Health Psychology20check mark  
10PSYC10011Psychology & Education20check mark  
10PSYC10017Psychology & Work20check mark  
10PSYC10019Atypical Child Development20check mark  
10PSYC10021Applied Cyberpsychology20check mark  
10PSYC10025Psychology of Addictive Behaviours20check mark  
10PSYC10014Foundations of Applied Behaviour Analysis20 check mark 
10PSYC10015Culture & Childhood20 check mark 
10PSYC10016Environmental Psychology20 check mark 
10PSYC10024Forensic Psychology20 check mark 
10PSYC10027Psychology of Human-Animal Interactions20 check mark 

* Indicates that module descriptor is not published.

Footnotes
Students choose 3 modules from the list above

Criteria for Award

Degree classification system for BSc (Hons) Psychology differs from the University Regulations. In order to meet the requirements of the British Psychological Society (BPS) Level 9 modules must be seen to contribute to the honours year.

The system for degree classification involves the mean mark for eight modules in all –five Level 10 modules (including the double credited dissertation module) and the student’s three best Level 9 modules. Students must have attained a grade of C or above in all modules. In accordance with the University Regulations, the mean mark is used for degree classification as outlined in the Regulations.

To gain BPS accreditation students must have passed their Dissertation and have attained a minimum honours degree classification of a lower second and have passed the dissertation.


Regulations of Assessment

Candidates will be bound by the general assessment regulations of the University as specified in the University Regulatory Framework .

An overview of the assessment details is provided in the Student Handbook and the assessment criteria for each module is provided in the module descriptor which forms part of the module pack issued to students. For further details on assessment please refer to Chapter 3 of the Regulatory Framework.

To qualify for an award of the University, students must complete all the programme requirements and must meet the credit minima detailed in Chapter 1 of the Regulatory Framework.

Combined Studies

There may be instances where a student has been unsuccessful in meeting the award criteria for the named award and for other more generic named awards existing within the School. Provided that they have met the credit requirements in line with the SCQF credit minima (please see Regulation 1.21), they will be eligible for an exit award of CertHE / DipHE or BA / BSc in Combined Studies.

For students studying BA, BAcc, or BD awards the award will be BA Combined Studies.

For students studying BEng or BSc awards, the award will be BSc Combined Studies.



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