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Session: 2022/23

Last modified: 28/03/2022 11:37:47

Title of Module: Applying Psychology

Code: PSYC07009 SCQF Level: 7
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:G  Hendry

Summary of Module

The module gives the student an introduction to classic and contemporary methods, practices and applications of psychological theory.


It achieves this by utilising 3 themes within psychology that are key in transition to Psychological practise (Research: Classic and Contemporary Psychology, Impact: Public Representations and Misrepresentation of Psychological Knowledge, and Ethics: Professional and Ethical Practises in Psychology). As per IBL models, each theme will be driven by a co-created learning experience where students and staff negotiate the content of each theme.  This is facilitated through the engagement with multiple sources of knowledge on the themes, such as books, journals, web, film, documentaries, podcasts, Vlogs and Blogs, videos, TED talks, tweets, etc.


The contact time in (face to face/vle) will utilise a flipped classroom pedagogical approach were student-centred experiences/task/interactions are focused towards synthesising the multiple sources of public and professional knowledge available on each topic to meet the learning outcomes.


Students have to complete one 30% weighted continuous assessment portfolio and one 70% weighted presentation. The aims are to utilise the module to deliver an authentic learning and assessment experience. 


At the end of the module, the graduate attributes that students will have begun to develop include becoming critical, analytical, inquiring, problem-solving and autonomous thinkers. They will be ethically-minded, effective communicators who are motivated and imaginative. Finally, through this module, the will be developing professional skills such as working collaboratively, being research-minded and socially responsible.


  • To introduce students to how psychology is applied in the ‘real world’

  • To introduce students to alternative pedagogical approaches to teaching and learning (flipped classroom, group work)

  • To introduce students to three major themes within psychology: Research, Impact and Ethics

  • To encourage students to begin developing graduate attributes specific to collaborative working

  • To allow students to begin formulating social connections within the classroom.

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

Online with mandatory face-to-face learning on Campus

Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2


Term 3


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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Demonstrate an awareness of classic and contemporary psychological theory

L2. Demonstrate an ability to identify and utilise psychological evidence

L3. Demonstrate an ability to communicate contemporary practice within psychology

L4. Demonstrate an ability to use utilise 21st century technology to communicate evidence based practice within psychology

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 7.

• Demonstrate a broad understanding of the nature of psychology
• Demonstrate an awareness of the developing nature of the psychology

Practice: Applied Knowledge and Understanding SCQF Level 7.

• Apply knowledge and understanding of psychology to selected real world issues
• Distinguish psychology knowledge based on evidence and/or research from other forms of explanation, e.g. anecdotal

Generic Cognitive skills SCQF Level 7.

• Evaluate arguments, information and ideas which form the basis of psychology knowledge
• Consider contemporary real world issues from a psychology perspective

Communication, ICT and Numeracy Skills SCQF Level 7.

• Explain basic psychology concepts and ideas in a coherent form
• Use oral and written forms of communication effectively in both formal and informal contexts
• Use appropriate applications, including available virtual learning environments (VLE) and the Internet, to access a variety of sources

Autonomy, Accountability and Working with others SCQF Level 7.

• Be able to engage in and demonstrate a capacity for independent study
• Collaborate effectively with others in shared tasks to achieve a common goal

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
This module will be delivered using a hybrid approach in which students are encouraged to engage with the module through three learning activities, presented both synchronously and asynchronously. Students will be encouraged to engage asynchronously with pre-recorded lecture content designed to provide students with an overview of the topic area. Pre-recorded lecture material will be complimented with a series of asynchronous and synchronous activities to be undertaken in the student's own time or by the students/instructor simultaneously as appropriate.

The module will utilise a flipped classroom approach, where working in groups will be a key pedagogical facet.

The workshops and seminars will blend the theoretical and practical elements of each theme to create a synthesis of material that builds toward the learning outcomes.

Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:
Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Laboratory/Practical Demonstration/Workshop15
Tutorial/Synchronous Support Activity15
Asynchronous Class Activity15
Personal Development Plan0
Asynchronous Class Activity55
Independent Study100
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Hughes., B. and Upton., D. (2011) Psychology Express: Conceptual and Historical Issues in Psychology. Pearson London

Schacter, D., Gilbert, D. Wegner, D., & Hood, B. (2016). Psychology (2nd European edition). Palgrave Macmillan: Basingstoke, Hampshire.


The Psychologist

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement 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 the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime 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:

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Supplemental Information

Programme BoardPsychology & Social Work
Assessment Results (Pass/Fail) No
Subject PanelUg/Pg Psychology
ModeratorG Maciejewski
External ExaminerS Langton
Accreditation DetailsBPS
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
1) Portfolio of Work based on the continuous assessment task set within 3 themes (worth 30% of over all grade).

2) Individual Presentation (worth 70% of over all grade).
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Portfolio of practical workcheck markcheck markcheck mark 300

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Presentationcheck markcheck markcheck markcheck mark700
Combined Total For All Components100% 0 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module 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 University’s Equality, Diversity and Human Rights Policy can be accessed at the following link:

Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.