Programme Specification...Programme Specification: Date: May 2015 Author: Geoff Bunn Page 2 of 26...

Programme Specification: Date: May 2015 Author: Geoff Bunn

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Faculty of Health, Psychology and Social Care

MSc Psychology (Conversion Award)

Programme Specification

MMU Programme Specification: MSc Psychology (Conversion Award) __________________________________________________________________________________________


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Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table.

1 Date of initial Approval or last review: 10th May 2013

2 Effective date of Approved/Reviewed Programme Specification: eg1 September 2014 -31 August 2020

September 2014

3 This Version effective from: September 2018

4 Version number: 2014/version 5

Cross Referencing of Programme Specifications

The following elements of provision included in this document is/ are also included in the following programme specifications

Award Programme Specification

Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above



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0 Brief Overview

(i) Brief Descriptive Summary The Masters level modular online conversion course builds on the innovative and diverse curriculum offered at undergraduate level. Intended for non-Psychology graduates, the online MSc conversion course equips the holder with the requirements for the Society’s Graduate Basis for Chartered Membership (GBC), the curriculum requirements for which are derived from the Quality Assurance Agency’s subject benchmark statement for psychology. The curriculum will be entirely delivered by E-Learning and Virtual Learning Environments including Skype/FaceTime and other best practice exemplars of online learning.

(ii) Articulation of Graduate Prospects The Department of Psychology delivers research of international repute with feeds into research-led, skills-based teaching. We are committed to ensuring that all students graduate with the range of abilities and skills that employers are looking for.

General Information

1 Overarching Programme Specification Title

MSc Psychology (Conversion Award)

2 Final award(s)/title(s)

MSc Psychology (Conversion Award) PgDip Psychology (Conversion Award)

3 Combined Honours Combined Honours on the Manchester campus wef 2012/13 The University has a defined list of approved combinations available to students through the Combined Honours scheme. Each approved combination is assigned to a programme specification and to a Department which is responsible for all programme management arrangements for students enrolled on that combination. Section 3 indicates all combinations available for subjects within this programme specification and also identifies those combinations which for which this programme specification is specifically responsible.

3a (i) Combined Honours Awards available eg:

BSc/BA (Hons) AB

BSc/BA (Hons) AB and XY

BSc/BA (Hons) AB with XY

Not applicable



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(ii) Single Honours Awards available through Combined Honours (ie Named Awards) (iii) Approved Subject Combinations administered by this Programme Specification (ie “home” combinations)

3b Approved Subject Combination administered by other Programme Specifications

Approved Combination

Home Programme Specification & Home Dept

Not applicable

Not applicable

4 Interim exit award(s)/title(s)

PgDip Psychology (Conversion Award)

5 Mode(s)

The mode of attendance is entirely online, i.e. via engagement with the VLE, email, online chat rooms and other online technologies.

6 FHEQ position of final award(s)

Masters (Level 7)

7 Awarding institution

Manchester Metropolitan University

8 Teaching institution(s)

Manchester Metropolitan University

9

Relationship with Foundation Year

Not Applicable

Administrative Details

10 Home Department/ School/ Institute

Psychology

11 Home Faculty

Health, Psychology and Social Care

12 UCAS code(s)

Not Applicable

Collaborative Arrangements (where relevant)



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13 Approved Collaborative partner(s)

Partner Name Type of Collaborative Partnership

Not Applicable

Not Applicable

14 Other Approved Academic Partnership(s)

Partner Name Type of Academic Partnership

Not Applicable

Not Applicable

Approval Status

To be updated AFTER each PARM activity finalised

15 Date and period of approval of most recent MMU review/ approval

(i) Latest review/approval 10th May 2013

(ii) Length & Dates of Period of approval given In (i) above:

Years: 6 years

From: 1 September 2013

To: 31 August 2019

(iii) Major Modifications to Programme Specification since last review/approval

5th June 2015 – Addition of part-time route. No curriculum changes.

16 Next Scheduled Review Date:

2018/19

17

External References/Relationships

18 QAA Benchmark Statement(s)

Benchmarked against the QAA Masters Degree Characteristics (2010) and the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (2008).

19 PSRB(s) associated with final award of any route within the programme specification

The British Psychological Society (BPS)



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20 Date, outcome and period of approval of last PSRB approval/accreditation

Notification of accreditation received 2nd July 2014

Programme Information

21 University and Programme Educational Aims

(i) University Educational Aims

1. To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students.

2. To provide a supportive and inclusive learning environment which will enable success for all learners

3. To encourage the development of students’ intellectual and imaginative powers, creativity, independence, critical self-awareness, imagination and skills that will enhance global employment opportunities on graduation in all programmes.

4. To establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University’s vision and strategic objectives.

5. To provide a learning experience that is informed by research, scholarship, reflective practice and engagement with industry and the professions.

(ii) Programme Educational Aims

1. To keep an external focus and to strive continually to be the first choice for

employers, students, researchers and teaching staff through close and productive working partnerships.

2. To have a reputation for excellence by developing and maintaining our external reputation, through the highest quality teaching and research that maximises student success.

3. To widen participation by providing access for all who can benefit to an extensive range of units and programmes to meet changing needs, together with strong support mechanisms for the wider student community.

4. To embed excellent research and maintain the respect of the wider academic community for innovative research, drawing on the experience of the staff team.

5. To promote flexibility by providing new and varied flexible learning methods to increase efficiency and effectiveness.

6. To utilise the expertise of all staff as effectively as possible to develop increasing and sustainable levels of income.

7. To provide postgraduate students with a flexible programme within which they are able to choose appropriate routes to extend their existing knowledge and skills and to study and research theory and practice in applied psychological and related areas at an advanced level.

8. To enable postgraduate students to acquire specialist knowledge and skills, which give due recognition to the diversity of society and student experience,



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and which will underpin their future interests in learning, careers and professional development.

9. To enable students to have extended their awareness of the range of methodological approaches which may be pertinent to specific research topics, and appreciate the advantages and disadvantages of applying alternative methodological approaches to their chosen research topic.

10. To facilitate expertise in specialised methods of enquiry and have developed the competence and confidence necessary to contemplate research at PhD level.

22 Final Learning Outcomes

MMU Educational Outcomes On successful completion of their course of study MMU graduates will be able to:

1. apply skills of critical analysis to real world situations within a defined range of contexts

2. demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self management

3. express ideas effectively and communicate information appropriately and accurately using a range of media including ICT

4. develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives

5. manage their professional development reflecting on progress and taking appropriate action

6. find, evaluate, synthesise and use information from a variety of sources 7. articulate an awareness of the social and community contexts within their

disciplinary field.

Programme Specific Outcomes

(i) Final Award Learning Outcomes The overall learning outcomes for the Programme are informed by the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (2008); the QAA Masters Degree Characteristics (2010); and the British Psychological Society’s curriculum. Generic Final Award Outcomes Students who successful complete the MSc Psychology (Conversion award) will be able to:

1. Demonstrate an extensive knowledge of the core areas of Psychology, as defined by the BPS GBC syllabus.



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2. Analyse and evaluate current problems and /or new insights, much of which are at, or informed by, the forefront of their field of study or area of professional practice.

3. Apply a comprehensive understanding of techniques applicable to their own research or advanced scholarship.

4. Apply knowledge with originality, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.

5. Critically evaluate and analyse current research and advanced scholarship in the discipline

6. Evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses

7. Complete a research project in Psychology, working within ethical and legal frameworks

8. Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences

9. Apply self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level

10. Continue to advance their knowledge and understanding, and to develop new skills to a high level.

11. Exercise initiative and personal responsibility; 12. Make decisions in complex and unpredictable situations; and 13. Apply independent learning for continuing professional development

Students who successful complete the PGDip Psychology (Conversion award) will be able to:







7. Complete an empirical project in Psychology, working within ethical and legal frameworks




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11. Exercise initiative and personal responsibility; 12. Make decisions in complex and unpredictable situations; and 13. Apply independent learning for continuing professional development.

23 Interim Award Learning Outcomes

Students who successful complete the PGDip Psychology (Conversion award) will be able to:







7. Complete an empirical project in Psychology, working within ethical and legal frameworks




11. Exercise initiative and personal responsibility; 12. Make decisions in complex and unpredictable situations; and 13. Apply independent learning for continuing professional development.

NOTE: There will be no need to provide for a PgCert interim award because, as a condition of entry, students applying for the MSc Psychology (Conversion) and the PGDip (Conversion) Awards will already be qualified at the PgCert level.



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24 Teaching/Learning and Assessment Strategy

(i) Curriculum Design

The overall strategy for teaching, learning and assessment within the programme ensures that the student groups are educated in ways that assure academic standards and promote life-long learning whilst at the same time addresses their needs and, where appropriate, the needs of professional practice. The strategy is one that integrates theory and practice; neither one nor the other taking precedence: students may well ask either ‘how does theory integrate with practice?’ or ‘how does practice integrate with theory?’

The strategy for teaching, learning and assessment will respect the diversity of students, their learning styles and, where appropriate, their client populations and the various workforces with whom students work. Each unit will detail the learning and teaching methods and the assessment process(es). This detail will be given to students when they commence the unit (or group of units). The curriculum of the MSc Psychology programme is underpinned by the principles of social inclusion and reflective practice, which are interlaced throughout unit content. Also, the BPS ethical guidelines prescribe student and professional perimeters governing ethical practice, inclusion and equal opportunities. These are particularly embedded within unit teaching and delivery and practiced via formative and summative assessments. Issues of inclusivity, ethical awareness and equal opportunity (from both a policy and implementation perspective) are at the forefront of the programme agenda. Conceptual and Historical Issues in Psychology – a BPS curriculum requirement – will be embedded across the curriculum, in particular in the following mandatory units: Fundamentals of Cognitive and Biological Psychology; Fundamentals of Social and Developmental Psychology; Individual Differences. The curriculum is entirely delivered by E-Learning and the Virtual Learning Environment (VLE) (Moodle). Moodle enables students to access lecture handouts, timetables, podcasts, practice assessments, and hosts discussion boards, which augment student and staff communication via telephone, Skype and email. In accordance with sector-wide models of best practice, students will be regular contact with teaching staff through a wide range of online formative exercises. Moodle ensures that all students have access to common resources and supports those studying off campus. In line with the University’s employability agenda, unit outcomes are closely linked to employability outcomes. Units have a strong applied emphasis, which complements Personal and Professional Development (PPD) activities and focuses student attention on employability. Students are encouraged to engage with real world organisations in relation to their local situation via PPD and assessments. For example, employment opportunities for psychologists vary according to local professional body and other regulatory policies. Students will be expected to become aware of employment opportunities pertinent to their own circumstances.



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Option Units Option units listed in the curriculum structures (section 25 below) are all approved for delivery, but may not all run in any one academic session.

(ii) Programme Specific Assessment Criteria

The generic assessment criteria will match those described in the MMU’s Assessment Regulations for Taught Postgraduate Programmes of Study. Unit-specific marking criteria will incorporate the programme specific descriptors below and be clearly aligned with unit learning outcomes and the generic assessment descriptors as stated in the Assessment Regulations for Taught Postgraduate Programmes. All students work must be word-processed and must enter a word count (excluding references section) on all written work. In all unit assessment, students are required to maintain confidentiality and anonymity. Where ‘patients / clients’ are used in case studies they must grant their permission and, where appropriate, the practice manager must agree that this has been obtained. A pseudonym MUST be used and pointed out by reference to a code of professional conduct (where appropriate). Students will fail the unit if they do not adhere to this requirement. Unit-specific marking criteria will incorporate the programme specific descriptors below and be clearly aligned with unit learning outcomes and the generic assessment descriptors as stated in the Assessment Regulations for Taught Postgraduate Programmes.

Grade and

Percentage Criteria Mark

>70 Distinction

To pass within this range, the student must not only clearly meet all the criteria for a merit, but do so while demonstrating:

The ability to integrate a wide range of different kinds of knowledge from within and outside the practice/discipline area

High levels of debate Highly developed skills of critical analysis The ability to exercise independent judgement in an informed and critical way Evidence of original thought and generation of new ideas The ability to sustain innovative work and to handle information in novel ways

60-69 Merit

To pass at this level the student will have met the specific learning outcomes fully and will have met the following criteria well:



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Interpreted the instructions provided to produce a critical and balanced review of the issues;

Organised and structured arguments based on their own independent study Used appropriate resources and quotes in supporting arguments,

referencing all sources correctly Provided evidence of a wide range of relevant and up to date reading material and

used this in the arguments presented Demonstrated the interaction between academic input and

practitioner/subject issues Provided not only an understanding but also an application of course work and

private study together with a critical analysis of practitioner/discipline experience

Make informed judgements, about conclusions to be drawn from the findings of their own independent study, in relation to their area/field of practice/study

Integrated understanding of course work with a critical review of practice/field, in a manner original to their own professional/academic experience

Knowledge and understanding will be informed by the forefront of the discipline and although some gaps in knowledge and understanding may be demonstrated, they will not be crucial to the field of study

Demonstrate a level of debate relating to the issue under discussion, rather than having merely presenting a balanced case for a given position in relation to this issue.

50-59 Pass To pass at this level the student will have met the specific learning outcomes

and will have met all criteria above but with limitations with respect to 2 criteria

45 – 49 Marginal

Fail

This piece of work either fails to meet the learning outcomes adequately or lacks organisation to the extent that interpretation is difficult.

There may be little critical analysis and/or argument demonstrated. Gaps in knowledge and understanding are likely to be evident. There may be sparse coverage of relevant information with substantial amounts of

irrelevant and/or inaccurate information Key points of information are missed and there is superficial coverage of remaining

information Lack of supporting evidence and inadequate use made of literature There may be profound misunderstanding of the task and of information

demonstrated. It will meet all criteria but with limitations with respect to more than two criteria.

< 45 This piece of work either fails to meet the learning outcomes or lacks

organisation to the extent that interpretation is difficult. There may be little critical analysis and/or argument demonstrated

Considerable gaps in knowledge and understanding are likely to be evident. There may be sparse coverage of relevant information with substantial amounts of

irrelevant and/or inaccurate information Key points of information are missed and there is superficial coverage of

remaining information Lack of supporting evidence and inadequate use made of literature. There may

be profound misunderstanding of the task and of information demonstrated.



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Programme Specific Regulations Student Attendance and Absence

Active engagement with the learning opportunities provided within each programme/ unit is essential for meeting the stated learning outcomes Normally students will be expected to engage with at least 70% of each unit. Students failing to meet this standard will be invited to discuss a strategy aimed at ensuring that they are in a position to meet the stated learning outcomes.

25 Programme Structure

(i) Engagement with the University-wide Provision

Not relevant for Postgraduate programmes

(iv) Structures, levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements

Students graduating with the MSc (Conversion Award) will have produced a 60 credit Dissertation and will have completed two of the three optional units. Students graduating with the PgDip (Conversion Award) will have produced a 20 credit Empirical Project and will have completed one of the three optional units.

OPTION UNITS Option units listed in the following curriculum structures are all approved for delivery but may not all run in any one academic session.

MSc Psychology (Conversion Award) Level 7

Core Units

Code Status (if applicable)ie - Pre/Co-requisites - Excluded units

Unit Title No. of credits

2CP3D220 Qualitative Methods In Psychology 10

2CP3D221 Quantitative Methods In Psychology 10



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2CP3D222 Fundamentals Of Social And Developmental Psychology

20

2CP3D223 Fundamentals Of Cognitive And Biological Psychology

20

2CP3D224 Individual Differences

10

2CP3D225

Dissertation 60

2CP3D226

Personal And Professional Development

10

Option Units In addition to above Core units, choose two options listed below to give 180 credits in total programme for exit award MSc Psychology (online conversion course)

2CP3D228

Conceptual and Historical Issues in Counselling and Psychotherapy

20

2CP3D232 Introduction to Forensic Psychology

20

2CP3D231 Introduction to Educational Psychology

20

180 credits: Final exit award - MSc Psychology (Conversion Award) Fallback awards: 120 credit; PG Diploma

PgDip Psychology (Conversion Award) Level 7

Core Units

Code Status (if applicable)ie - Pre/Co-requisites - Excluded units

Unit Title No. of credits

2CP3D220 Qualitative Methods in Psychology 10

2CP3D221

Quantitative Methods in Psychology 10

2CP3D222 Fundamentals of Social and Developmental Psychology

20

2CP3D223 Fundamentals of Cognitive and Biological Psychology

20

2CP3D224 Individual Differences

10

2CP3D227 Empirical Project 20



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2CP3D226D Personal and Professional Development

10

Option Units In addition to above Core units, choose one options listed below to give 120 credits in total programme for exit award PgDip Psychology (online conversion course)

2CP3D228


20

2CP3D232 Introduction to Forensic Psychology

20

2CP3D231 Introduction to Educational Psychology

20

Final Exit Award: 120 credits: Postgraduate Diploma in Psychology (Conversion Award) OPTION UNITS

There are three Option units (2CP3D232; 2CP3D228 & 2CP3D231). These will always be

offered at the same time in the second term and available to any student who wants to

take them. MSc students must take two of the three units; PgDip students must take one

of the three units. Whereas Full-time students will take their units at the same time, Part-

time students can take them in any of their study years.

The Full-time curriculum is delivered using mainly ‘short, fat’ units lasting one term; Part-time students will normally study half of these in one year and half in the next, with a course duration of 20 months, although this is not compulsory.



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26 Personal Development Planning

There is a mandatory core within the MSc and PGDip Psychology (Conversion Awards) addressing Personal and Professional Development.



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Students take this at the 10 Level 7 credits and it is an integral part of their programme. This will be managed via a variety of online distance-learning activities such as email and online chat rooms etc.

27 Placement and/or Work-based Learning Activities

Not applicable

28 Programme Specific Admission Requirements

Standard minimum points for University Admission at the time of admission and in addition: Applications will be carefully scrutinised in order to establish the relevance of the programme to their learning needs and the necessary commitment to learning. All applicants will need to demonstrate their ability to study at Level 7. Each applicant will be considered individually with no automatic right of entry.

Normally, two references will be required and normally one of these will be an academic reference. NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus.

29 Approved Variations/Exemptions from University Regulations

Not applicable.

30 Programme Management Arrangements

The programme complies with the ‘Management of Programme Delivery’ document on the CASQE website.

31 Staff Responsibilities

The programme complies with the ‘Management of Programme Delivery’ document on the CASQE website.

http://www.mmu.ac.uk/study/



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32 Student Support Strategy

Arrangements for part-time students will be the same as those for full-time students, as follows: Online provision of the MSc and PgDip Psychology (Conversion Awards) will be able to demonstrate best practice in the support for distance learning students with regard to programme delivery; student evaluation; feedback to students; PDP and the student voice. The Psychology Department is compliant with the University’s Strategy for Learning, Teaching and Assessment. Students receive clear information and guidance: prior to entry, at induction and during on-going induction. All Student Handbooks will provide a section that outlines the strategy for academic and general support. Students are guided through each stage of the course in an incremental and developmental manner; one that facilitates understanding and places the student experience at the centre of learning. On our MSc routes, we aim to have continuous input from professionals working in the areas students are training/aspiring to progress into. Each student will have a named personal tutor (the relevant route leader), who will provide support for the duration of the student’s course of study. Students will be advised about their personal tutor and the purpose of pastoral support during induction processes. The personal tutor provides personal, pastoral support and where necessary, acts in an advocacy role; monitors the student’s development in relation to their specific studies and the acquisition of skills; offers academic support for course assignments; provides advice regarding referral to the Academic Secretary’s Office. A required component of the MSc Psychology (Conversion Award) and the PgDip Psychology (Conversion Award) is student engagement with Personal and Professional Development (PPD).

33 Student Evaluation

The Programme complies with current institutional evaluation guidance. Arrangements for part-time students will be the same as those for full-time students, as follows: Student feedback on the Programme is obtained from a number of online channels. Students and their representatives will be able to contact the programme leader and route leaders via Skype/FaceTime to highlight and discuss pertinent issues.



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When issues are formally raised, they are discussed at Programme Management Team and at the monthly Departmental meetings. Proposed resolution strategies are discussed and reported back to students via email, Moodle and Skype/FaceTime. This process affords rapid solution of issues outside of the formal Programme Committee structure. The Programme Team ethos is to be responsive to student comment and feedback. More formally, the student voice is represented at Programme Committee, Staff Student Liaison Meetings, the twice-yearly Internal Student Survey and the Postgraduate Taught Experience Survey. Detailed analysis of this feedback aims to provide good guidance for unit leaders to consider and respond to student feedback. These ratings and the analysis are shared across the Programme Team. Records of student comments and feedback are formally recorded in Programme Committee Minutes, with more serious issues being tracked in the Continuous Improvement Plan and Unit Evaluations. The programme team endeavour to operate day to day a student centred culture that encourages students to engage in free and constructive feedback.

34 Engagement with Employers

Employer engagement and input into programme development is addressed via alignment of the programme with Professional Standards (BPS) requirements.

Appendix


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ASSESSMENT MAP including EMPLOYABILITY AND SUSTAINABILITY MAP and SUBJECT BENCHMARK MAP Level 7

ASSESSMENT MAP EMPLOYABILITY & SUSTAINABILITY

PROGRAMME LEARNING OUTCOMES

SUBJECT BENCHMARK

UNIT TITLE UNIT LEARNING OUTCOMES UNIT ASSESSMENT STRATEGIES

EMPLOYABILITY SUSTAINABILITY OUTCOMES (n=9)

PROGRAMME LEARNING OUTCOMES (n= 10 [PGdDip]; 12 [MSc])

BPS GBC Programme Requirements (n =10)

Qualitative Methods (Online version of 2CPD309)

1. Critically appraise and evaluate the philosophical underpinnings of qualitative research in psychology. 2. Apply appropriate qualitative data analysis techniques to existing qualitative data. 3. Interpret the results of qualitative data analysis and communicate this clearly 4. Evaluate critically and reflect upon published qualitative research.

The small-scale qualitative research study will consist of the following:

Background and explanation of research question (LO4)

Explanation and philosophical justification of analysis method (LO1 and LO2)

Coherent analysis of data provided (LO2 and LO3)

Conclusions relating to impact of research (LO3)

LOs 1,2,3,4

1,2,3,5,6,7,9 1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12

1,2,3,5,6,7,8,9,10

Quantitative Methods (Online version of 2CPD308)

1. Demonstrate an integrated knowledge and critical understanding of quantitative research and analysis methods 2. Design and apply a range of quantitative data analysis techniques 3. Use statistical software for advanced analyses

Portfolio consideration of quantitative data sets (100%) LOs 1,2,3,4

1,2,3,4,5,6,7 1,2,3,5,9,10,11,12

1,2,3,5,6,7,8,9,10

Appendix


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SUBJECT BENCHMARK





4. Analyse, interpret and write up quantitative data in psychology.

Fundamentals of Social and Developmental Psychology

1. Demonstrate a critical understanding of psychological theories of human development and social behaviour. 2. Apply social and developmental concepts and theories to real world contexts. 3. Critically evaluate the methods and findings of key research studies in development and social behaviour. 4. Assess and synthesise knowledge in order to provide social and developmental psychological explanations for human behaviour.

1. The presentation will focus on taking an issue relating to human development requiring a focus upon explanation and understanding in a real world context. 2. The essay will require the critical evaluation and synthesis of theory and research in social psychology.

1,2,3,5,6,7, 8,9

1,2,3,4,6,7,8,9,10,11,12

1,2,3,9,10

Fundamentals of Cognitive and Biological Psychology

1. Critically evaluate major topics and theories (both historical and contemporary) within cognitive and biological psychology. 2. Use the methods and analytic techniques employed in cognitive and biological psychology.

1 Portfolio 30% LOs:2,3,4 2 Coursework: Critical Essay. 70% LOs: 1,5

1,2,3,5,6,7, 8,9

1,2,3,4,6,7,8,9,10,11,12

1,2,3,4,9,10

Appendix


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SUBJECT BENCHMARK





3. Apply knowledge of cognitive and biological psychology to the real world and clinical settings. 4. Reason scientifically and understand the role of evidence to make critical judgements in cognitive and biological psychology. 5. Understand of the limitations and ethical constraints of cognitive and biological psychology.

Individual Differences

1.Critically understand the person with respect to theories of personality/self/ identity 2. Selectively apply relevant personality/self/identity perspectives to real-world psychological issues 3. Critically understand the conceptual and historical underpinnings of psychometrics in measuring personality and individual differences

100% coursework (essay) LOs 1,2,3

1,3,5,6,7, 8 1,2,3,4,6,7,8,9,10,11,12

1,2,3,9,10

Dissertation [MSc only, 60 credits]

1. Demonstrate the development of critical evaluation of existing literature and research methodology.

1. Research Proposal Poster (10%) LO: 4 2. Dissertation (90%)

1,2,3,4,5, 6,7,8,9

1,2,3,4,5,6,7,8,9,10,11,12

1,2,3,5,6,7,8,9,10

Appendix


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SUBJECT BENCHMARK





2. Design and complete a major piece of independent, innovative, empirical work, which answers specified research questions and is implemented ethically and makes cultural assumptions explicit. 3. Show the ability to present results of research concisely and to be able to evaluate critically their own research findings 4. Communicate effectively the purpose, design, implementation and results of their research effectively.

LOs:1,2,3

Empirical Project [PGDip only, 20 credits]

1. Demonstrate the development of critical evaluation of existing literature and research methodology. 2. Design and complete a piece of independent, innovative, empirical work, which answers specified research questions and is implemented ethically and makes cultural assumptions explicit. 3. Show the ability to present results of research concisely and to be able to evaluate critically their own research findings

1. Oral (online) Presentation (10%) LO: 4 2. Dissertation (90%) LO: 1,2,3

1,2,3,4,5, 6,7,8,9

1,2,3,4,5,6,7,8,9

1,2,3,5,7,8,9,10

Appendix


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SUBJECT BENCHMARK





4. Communicate effectively the purpose, design, implementation and results of their research effectively.

Personal and Professional Development

1. Use reflective learning and reflective writing to complete a personal assessment of skills, knowledge, approaches to learning and attitudes 2. Identify and track learning objectives and personal development goals within a critical and supportive community 3. Demonstrate a critical knowledge of the variety of approaches to successful learning and employ this knowledge to personal development 4. Demonstrate personal and professional development and a critical understanding of this development using a theoretical framework.

100% of Assessment Portfolio consisting of three parts as one submission and given one overall mark: 1. Analysis of Personal Development: 2000 words 2. Executive Summary & Self-Assessment mark (500-word summary and self-assessed percentage mark). 3. Appendix (personal development records). LOs 1-4

2,5,8 8,10 n/a


1. Critically discuss changing historical, paradigmatic shifts in conceptualising psychological distress, disorder, mental illness and mental health. 2. Demonstrate reflective, critical understanding of the range of psychology theories underpinning counselling and psychotherapy models.

Critical essay (100%) 4,500 word critical essay, which explores the conceptual, historical and philosophical developments of one particular counselling or psychotherapy model. LOs 1-6

1,2,3,4, 5,6,7,8,9

1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12

1,2,3,9,10

Appendix


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SUBJECT BENCHMARK





3. Appreciate the historical and philosophical developments within the different counselling models and within the psychotherapeutic professions. 4. Discuss the impact of disadvantage and social values on counselling and psychotherapy practice. 5. Critique contemporary counselling and psychotherapy models and place within the broader social, political and economic setting. 6. Understanding tensions between the different stakeholders in real–world counselling and psychotherapy contexts.

Introduction to Forensic Psychology

1. Critically evaluate theories, research and developments in Forensic Psychology. 2. Critically evaluate the application of psychology to criminal justice processes.

Evaluation Report (2000 words, 50% of unit mark) covering the application of psychology to the criminal justice system. LO: 1, 2

1,2,3,5,6,7, 8,9

1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12

1,2,3,9,10

Introduction to Educational Psychology

1. Critically evaluate ways in which psychological theory and research can be used to understand and facilitate learning and instruction.

Psychological Report 2000 words 50% LO: 1,2,3,4

1,2,3,4,5,6,7,8

1,2,3,4,5,9,10, 1,2,3,9

Appendix


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SUBJECT BENCHMARK





2. Critically evaluate a range of psychological theories and approaches that have been used to explain and understand social and behavioural issues of children in schools. 3. Demonstrate an understanding of Special Educational Needs and inclusion; acknowledging policy and the roles undertaken by Teachers, Special Educational Needs Coordinators and Educational Psychologists. 4. Demonstrate an understanding of various developmental disabilities and evaluate various school related support strategies

Programme Specification...Programme Specification: Date: May 2015 Author: Geoff Bunn Page 2 of 26...

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