Approval of new on campus programmes Annexe 5 - Undergraduate programmes:

Application for Full Approval: Programme Specification Standard fee (Yes or No): If no, provide the non-standard fee rate(s) to be charged for each category (H/EU, international, FT/PT).

check

Is the fee rate consistent with that proposed at development consent stage (box 17 of the Development Consent proposal) (Yes or No) Has SDU been notified of the nonstandard fee rate(s)? (Yes or No)

Note that the information contained in the final approved version of this programme specification will be published by the University at www.courses.hull.ac.uk 1

Title of Programme

Applied Psychology

2

Award (e.g. BA, FdSc, UG Diploma)

BSc

3

Teaching and awarding body

Grimsby Institute of Further and Higher Education The University of Hull

4

Mode of Study (full or part-time)

Full-time and part-time

5

Duration (total number of years)

3 full time, 6 part time

6

Number of weeks per academic year

34

7

Location of delivery (state if period abroad/on placement)

Grimsby Institute of Further and Higher Education

8

Accrediting Professional / Statutory Body (if applicable)

9

UCAS Code (if applicable)

10

Entry requirements

A ‘standard’ offer for the degree will be 120 points at ‘A’ Level, or equivalent or an Access to Higher Education Diploma (60 credits with minimum of 45 at level 3). However, in line with the widening participation brief, the Institute will also encourage applications from mature students who lack Institutional qualifications. All such mature applicants will be interviewed, set an appropriate

GIFHE BSc Applied Psychology V2.8

Page 1

piece of work and a judgement made taking into account their academic potential and relevant experience. Those students wishing to enter through advanced standing may do so through the APCL and APEL process. 11

Degree classification weighting (Honours degrees only) Diploma stage

50%

Post Diploma stage (if applicable) Honours stage 12

50%

Aims of the programme and distinctive features/fit with existing provision BSc Applied Psychology aims to deliver and credit students with the diverse knowledge and range of skills that make them highly employable across a range of professions that offer real prospects. BSc Applied Psychology aims to deliver skills employers value, such as numerical skills, the ability to understand and work with statistics and to design and conduct research, effective communication and the ability to work productively in teams. Apart from careers in psychology, psychology is applied to anything that involves people. Psychology graduates, for example, can move into careers in advertising, career counselling, education, the health professions, human resources, management and social services, and they also have the option to progress a career in a professional area of psychology, such as forensic psychology. BSc Applied Psychology is designed to facilitate personal development and career planning. A range of applied psychology units are offered at level 6 along with learning through assessment in these applied areas. The applied units are designed to inform students of the range of settings in which psychology is relevant, as well as encouraging students to develop links with potential employers. Students can choose to be credited with personal development and career planning, or can opt for the more traditional dissertation route. BSc Applied Psychology replaces BA Psychological Studies which has recruited students since September 2006. BA Psychological Studies has undergone minor amendments in 2010 and 2011. The change to BSc underlines a greater focus on the design and implementation of research and analysis of data, which allow students to acquire a greater range of transferable and professional skills. The change to BSc is accompanied by more emphasis on biological and cognitive approaches to explaining and understanding mind and behaviour. The aim of BSc Applied Psychology is to address the employability agenda by offering a range of applied modules at level 6 with the option of engaging in personal development and career planning. The change from BA to BSc will also add emphasis to the development of research related transferable skills, including the use of statistical software. The programme is in line with the University’s Strategic Plan which identifies strategic direction focused upon partnership working and the development of relationships with further education providers as a key priority. The programme also complements the Institute’s drive toward widening participation and community renewal, providing quality, accessible education and the development of regional communities.

13

Programme intended learning outcomes Reference the relevant subject benchmark statement(s) for each outcome (in brackets after each outcome) State supporting learning, teaching and assessment strategies for each group of outcomes

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I

Knowledge and understanding 1. Knowledge and understanding of: (a) the relations between psychology and cognate disciplines (such as biology, sociology and psychiatry). An appreciation of the integration that can occur within the subject is relevant, for example, to the emergence of cognitive neuroscience from the previously separate areas of cognitive and biological psychology (4.4) (b) the core knowledge domains within psychology, including research methods, biological psychology, cognitive psychology, individual differences, developmental psychology and social psychology, although students will be exposed to other areas as well; also, links between core knowledge domains (4.6) (c) appropriate applications, ethical, theoretical and practical research issues which arise in each of the knowledge areas within psychology (4.7) (d) all the following main sub-areas: research methods in psychology, research design, the nature and appropriate statistical analysis of data psychometrics and measurement techniques, quantitative and qualitative methods (4.8)

II

Teaching and learning methods/strategies: Lectures 1(a), 1(b), 1(c), 1(d) Interactive lectures 1(a), 1(b), 1(c), 1(d) Seminars 1(a), 1(b), 1(c), 1(d) Workshops 1(c), 1(d) Student led discussions 1(c), 1(d) Experiential learning scenarios 1(c), 1(d) Group work 1(a), 1(b), 1(c), 1(d) Independent study 1(a), 1(b), 1(c), 1(d) Assessment Group presentation 1(a) Essay 1(a), 1(b), 1(c), 1(d) Pre-release exam 1(b), 1(c), MCQ/short question exam 1(a), 1(d), SPSS Workbooks (problem solving and application) 1(d), Practical Report 1(d) Poster presentation 1(c) Individual presentation 1(b), 1(c), 1(d) Dissertation proposal 1(d) Report 1(b), 1(c), 1(d) Dissertation 1(b), 1(d) Extended project 1(b), 1(d)

Intellectual skills 2. Intellectual (thinking) skills – be able to: (5.4) (a) apply multiple perspectives to psychological issues, recognising that psychology involves a range of research methods, theories, evidence and applications (5.4i) (b) integrate ideas and findings across the multiple perspectives in psychology and recognise distinctive psychological approaches to relevant issues (5.4ii) (c) identify and evaluate general patterns in behaviour, psychological functioning and experience (5.4iii) (d) understand and investigate the role of brain function in human behaviour and experience (5.4iv) (e) generate and explore hypotheses and research questions (5.4v) (f) analyse data using both quantitative and qualitative methods (5.4vii) (g) present and evaluate research findings (5.4iii) (h) employ evidence-based reasoning and examine practical, theoretical and ethical issues associated with the use of different methodologies, paradigms and methods of analysis in psychology (5.4ix)

Teaching and learning methods/strategies: Lectures 2(a) Interactive lectures 2(a), 2(b), 2(c), 2(d), Seminars 2(a), 2(b), 2(c), 2(h) Workshops 2(a), 2(b), 2(c), 2(d), 2(e), 2(f), 2(g), 2(h) Student led discussions 2(a), 2(b), 2(c) Experiential learning scenarios 2(a), 2(b), 2(c), 2(d), 2(e), 2(f), 2(g), 2(h) Group work 2(a), 2(b), 2(c), 2(d), 2(e), 2(f), 2(g), 2(h) Independent study 2(a), 2(b), 2(c), 2(d), 2(e), 2(f), 2(g), 2(h) Assessment Group presentation 2(b) Essay 2(a), 2(b), 2(c) Pre-release exam 2(a) MCQ/short question exam 2(a), 2(b), 2(f) Portfolio 2(h) SPSS Workbooks (problem solving and application) 2(e), 2(f) Practical Report 2(c), 2(e), 2(f), 2(g), 2(h)

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Poster presentation 2(h) Individual presentation 2(a), 2(d), 2(h) Dissertation proposal 2(h) Report 2(a), 2(h) Dissertation 2(a), 2(e) Extended project 2(a), 2(e) III

Practical/Professional skills 3. Practical/professional be able to: (5.4) (a) carry out empirical studies involving a variety of methods of data collection, including experiments, observation, psychometric tests, questionnaires, interviews and field studies (5.4vi) (b) use a variety of psychological tools, including specialist software, laboratory equipment and psychometric instruments (5.4x) (c) carry out an extensive piece of independent empirical research, including defining a research problem; formulating testable hypotheses/research questions; choosing appropriate methodologies; planning and carrying out a study efficiently; demonstrating awareness of ethical issues and current codes of ethics and conduct; obtaining the appropriate ethical approval for their research; demonstrating the ability to reason about the data and present the findings effectively; discussing findings in terms of previous research; evaluating methodologies and analyses employed and implications for ethics; and, where appropriate, collaborating effectively with colleagues, participants and outside agencies. (5.4xi)

IV

Teaching and learning methods/strategies: Workshops 3(a), 3(b), 3(c), Experiential learning scenarios 3(a), Group work 3(a), 3(b), Independent study 3(a), 3(b), 3(c),

Assessment SPSS Workbooks (problem solving and application) 3(a), 3(b) Practical Report 3(a), 3(b) Dissertation 3(a), 3(b), 3(c) Extended project 3(a), 3(b), 3(c)

Transferable skills 4. Transferable skills: be able to: (5.5) (a) communicate effectively by developing a cogent argument supported by relevant evidence and being sensitive to the needs and expectations of an audience. Written language should be at an acceptable standard with respect to grammar, punctuation and spelling (5.5i) (b) comprehend and use data effectively. This is accomplished through the significant core of research training in a psychology degree that acquaints graduates with understanding, analysing and presenting complex data sets (5.5ii) (c) be computer literate - display, at the very least, skill in the use of word processing, databases and statistical software packages (5.5iii) (d) retrieve and organise information effectively collecting and organising stored information found in library book and journal collections, and in computer and internet sources (5.5iv) (e) handle primary source material critically (5.5v)

Teaching and learning methods/strategies: Lectures 4(b), Interactive lectures 4(b), 4(e), 4(g), 4(h), 4(i), Seminars 4(a), 4(b), 4(e), 4(f), 4(g), 4(h), 4(i), Workshops 4(b), 4(c), 4(d), 4(e), 4(f), 4(g), 4(h), 4(i), Student led discussions 4(a), 4(b), 4(e), 4(f), 4(g), 4(h), 4(i), Experiential learning scenarios 4(a), 4(c), 4(e), 4(f), 4(g), 4(h), 4(i), Group work 4(a), 4(b), 4(e), 4(f), 4(g), 4(h), 4(i), Independent study 4(b), 4(c), 4(d), 4(e), 4(g), 4(h), 4(j) Assessment Group presentation 4(f), 4(i) Essay 4(a), 4(c), 4(d) Pre-release exam 4(a), 4(c)

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(f) engage in effective teamwork (5.5vi) (g) problem-solve and reason scientifically (5.5vii) (h) make critical judgements and evaluations. The need to take different perspectives on issues and problems, and to evaluate them in a critical and sceptical manner to arrive at supported conclusions, is emphasised and taught throughout a psychology degree (5.5viii) (i) be sensitive to contextual and interpersonal factors; includes the importance of enhancing cooperation to maximise the effectiveness of individual skills as shown in group work and team-building (5.5ix) (j) use effectively personal planning and project management skills, becoming more independent and pragmatic as learners(5.5x)

MCQ/short question exam 4(a), 4(f), 4(i) Portfolio 4(e), 4(g), 4(h), 4(i), 4(j) SPSS Workbooks (problem solving and application) 4(a), 4(b), 4(c) Practical Report 4(a), 4(b), 4(c), 4(g) Poster presentation 4(a), 4(j) Individual presentation 4(a), 4(c), 4(d), 4(h) Dissertation proposal 4(g) Report 4(a), 4(f), 4(g), 4(h), 4(i) Personal Development Plan 4(h), 4(i), 4(j) Dissertation 4(a), 4(c), 4(d), 4(g), 4(h), 4(i), 4(j) Extended project 4(a), 4(c), 4(d), 4(g), 4(h), 4(i), 4(j)

GIFHE BSc Applied Psychology V2.8

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14 I

Programme structure Certificate Stage

Long thin modules Code/New

Title

Core/ Option

Credits

Level

New

Study Skills for Psychology

C

20

4

New

Research Methods I

C

20

4

New

Introduction to the Biological Approach

C

20

4

Basic Cognitive Processes

C

20

4

C

20

4

C

20

4

Title

Core/ Option

Credits

Level

Research Methods II

C

20

5

Social Psychology

C

20

5

Developmental Psychology

C

20

5

Cognitive Psychology

C

20

5

Individual Differences

C

20

5

Biopsychology

C

20

5

Semester 1 modules Introduction to Psychology

Semester 2 modules Developmental Psychology – early socialisation

New

II

Diploma stage Long thin modules (last two semesters)

Code/New

New

New

GIFHE BSc Applied Psychology V2.8

Page 6

IV

Honours Stage Long thin modules (last two semesters) Title

Core/ Option

Credits

Level

Dissertation

O

40

6

New

Extended project

O

20

6

New

Clinical Psychology

C

20

6

New

Forensic psychology and cognitive neuropsychology

C

20

6

New

Environmental psychology and work psychology

O

20

6

New

Health psychology and sport psychology

O

20

6

New

Personal Development Planning and Psychology and Education

O

20

6

Title

Core/ Option

Credits

Level

Study Skills for Psychology

C

20

4

Research Methods I

C

20

4

C

20

4

Title

Core/ Option

Credits

Level

Introduction to the Biological Approach

C

20

4

Basic Cognitive Processes

C

20

4

Code/New

14 I

Programme structure: Part time Certificate Stage

Year 1 Long thin modules Code/New

Semester 1 modules Introduction to Psychology

Year 2 Long thin modules Code/New

GIFHE BSc Applied Psychology V2.8

Page 7

Semester 2 modules Developmental Psychology – early socialisation

II

C

20

4

Title

Core/ Option

Credits

Level

Individual Differences

C

20

5

Social Psychology

C

20

5

Developmental Psychology

C

20

5

Title

Core/ Option

Credits

Level

Cognitive Psychology

C

20

5

Biopsychology

C

20

5

Research Methods II

C

20

5

Title

Core/ Option

Credits

Level

Forensic psychology and cognitive neuropsychology

C

20

6

Environmental psychology and work psychology

O

20

6

Health psychology and sport psychology

O

20

6

Personal Development Planning and Psychology and Education

O

20

6

Diploma stage

Year 3 Long thin modules (last two semesters) Code/New

Year 4 Long thin modules (last two semesters) Code/New

IV

Honours Stage

Year 5 Long thin modules (last two semesters) Code/New

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Year 6 Long thin modules (last two semesters) Code/New

15

Title

Core/ Option

Credits

Level

Dissertation

O

40

6

Extended project

O

20

6

Clinical Psychology

C

20

6

Environmental psychology and work psychology

O

20

6

Health psychology and sport psychology

O

20

6

Personal Development Planning and Psychology and Education

O

20

6

References used in designing the programme

The Quality Assurance Agency for Higher Education. Subject Benchmark Statement for Psychology (2010) FHEQ 2008 The programme will follow the QA standards of GIFHE and University of Hull. The programme has been written with reference to the appropriate external reference points. QAA reviews, whether through the validating University or through the Institute will be published and any weaknesses addressed as appropriate. The Institute also undertakes a number of scheduled internal periodic and thematic reviews throughout each academic year to assure itself of the quality and standards of its provision.

16

Indicators of quality and standards

External Examiners reports are received by the University and a copy forwarded to the Academic Registrar and HE Quality Manager and the relevant School within the Institute. The Institute and University require action plans to be created for any actions recommended as a result of student, tutor, moderator or External Examiner comments. These are reported to the relevant Joint Board of Studies and monitored by the University. The Institute also monitors External Examiner reports and these are reported on through School Self Evaluation Documents, the Institute Quality Enhancement Report and the Institute's External Examiners’ Institutional Analysis Report. Annual Monitoring of Programmes (Annual Monitoring Reports: AMRs) will take place in line with the requirements of the University and Institute and actions will be planned to rectify any weaknesses and further develop the quality of the provision. These AMRs are moderated internally to the Institute by the HE Manager for Audit, Review and Enhancement to ensure key sources such as External Examiner reports are fully reflected upon before being published and also to reduce variability in the quality of information presented.

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All students will complete the higher education screening questionnaire and be offered advice and support on any particular learning need. Each student will have access to a personal tutor, work based learning officer and a programme leader. Additionally, a student support advisor will be available to deal with any specific needs. Student handbooks and Institute documentation will provide detailed information concerning access to libraries, student services, financial support, and study skills advice. The needs of disabled learners are taken into account in the design of all learning programmes.

17

Particular learning

support

for

Students will be screened at induction to identify those which will need individual learning support. The Institute has well established procedures in place to support all identified students through the application and assessments for the Disabled Students' Allowance (DSA) to secure any specialist equipment or tuition which is required. Students will also be supported and given advice through their DSA application. Each student is entitled to one tutorial per semester with the programme leader to discuss individual issues and concerns relating to both modules, the programme overall and their personal, professional and academic development. In addition, the Institute employs a Higher Education (HE) Study Skills Facilitator. The HE Study Skills Facilitator is responsible for working with students to support them in the development of their study skill abilities and includes interventions such as support towards use of ICT, giving presentations, using formal writing and appropriate academic conventions, avoiding plagiarism, analytical and critical writing skills. Students have access to one-to-one support and also timetabled study skill workshops.

18

Methods for evaluating and improving the quality of learning

Students also have 24 hour access to the HE Learning Centre. All students will have the opportunity to comment on the quality of the learning experience on each module. Staff will also be expected to complete module evaluations for each module that they deliver. This feedback must be analysed by the module leader and the results fed into the annual monitoring report, faculty self evaluation document and subsequent year's module handbook. Programme and module leaders must give consideration to modification to improve the delivery of any module and this should be recorded in the annual monitoring report and carried forward to the awarding HEI for minor or major modifications as appropriate. The Institute's policy requires that all teaching staff should be observed delivering learning at least once per academic year. Teaching and learning that does not reach the minimum expected standard will result in an action plan agreed between the line manager and the member of staff. Student satisfaction is measured by student surveys on larger

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Page 10

courses, on the smaller courses student opinion may be gathered by other survey means. Student representatives are invited to course team meetings and additionally have the opportunity to raise items with the course leader at individual meetings outside the course team. Further, the Institute holds HE Student Subcommittee meetings each semester at which their remit is to:  Consider matters relating to the student experience within Higher Education.  Enhance the learner voice within the Institute's Higher Education strategic and operational agenda.  Look at areas for development.  Provide feedback on areas of good practice.  Put forward suggestions of the development of Institutional policy and strategy.  Collate from and report back to students any key themes and outcomes relating to the learner experience. When submitting assessments students must adhere to professional principles of confidentiality as failure to do so may lead to action being taken to prevent students from completing their programme of study.

19

20

Identify any ethical issues that relate to this programme's teaching and assessment (Supporting material may be monitored from time to time)

Other sources information about programme

of this

This programme has been designed to ensure that appropriate ethical concepts and frameworks are incorporated throughout and that students are aware of, and encouraged to demonstrate, the need for ethical considerations within their proposals and practical work. Where assessments are judged, by module tutors, to require ethical approval, such as in the case of dissertations and final major projects, students will be expected to submit a proposal to the School/School and/or Institute’s Ethics Committee. Information regarding ethics approval can be obtained from the Institute’s Higher Education Quality Handbook at the following link http://www.grimsby.ac.uk/documents/quality/EthicalApproval.pdf. Information about the programme can be found on the Grimsby Institute website; and in the prospectus and programme leaflets.

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X X

X X

X X

X

X

X

X X

X

X

X

X

X

X

X

X

X

X

X

X

X X X X

X X X X

X X X X

X X

X X

X X X

X X X

X X X X

X X X X

X X

X X

X

X

X X

X

X X X

X

X X X

X

X

X

X

X

X

X

X

X X

X

X X

X X

PDP and education

X X X

psychology

and

X

X X

health psychology and sport psychology

X

X X X X

X

X

X X

X X X X

X

X X X

X X X X

X X

X

X X X X

environmental psychology and work psychology

X X

psychology Forensic cognitive psychology

X

X X X X

Clinical Psychology

X

X

X

X X X X

Extended Project

X

X X X X

Dissertation

X X

Research Methods 2

X X

Individual Differences

X X

X X

Developmental Psych

X

X

Biopsychology

X

Social Psychology

X X X

X X X

Cognitive Psychology

X X

Intro to Biological Appr

Research Methods 1

Study Skills for Psych

X

Basic Cog Processes

1(a) 1(b) 1(c) 1(d) 2(a) 2(b) 2(c) 2(d) 2(e) 2(f) 2(g) 2(h) 3(a) 3(b) 3(c) 4(a) 4(b) 4(c) 4(d) 4(e) 4(f) 4(g) 4(h) 4(i) 4(j)

Dev Psych - Early Soc

Introduction to Psych

and

Curriculum Map

X

X

X X

X X

X X X X

X X X X

X X

Outcomes Key: 1. Knowledge and understanding of: (a) the relations between psychology and cognate disciplines (such as biology, sociology and psychiatry). An appreciation of the integration that can occur within the subject is relevant, for example, to the emergence of cognitive neuroscience from the previously separate areas of cognitive and biological psychology (4.4) (b) the core knowledge domains within psychology, including research methods, biological psychology, cognitive psychology, individual differences, developmental psychology and social psychology, although students will be exposed to other areas as well; also, links between core knowledge domains (4.6) (c) appropriate applications, ethical, theoretical and practical research issues which arise in each of the knowledge areas within psychology (4.7) (d) all the following main sub-areas: research methods in psychology, research design, the nature and appropriate statistical analysis of data psychometrics and measurement techniques, quantitative and qualitative methods (4.8) 2. Intellectual (thinking) skills – be able to: (5.4) (a) apply multiple perspectives to psychological issues, recognising that psychology involves a range of research methods, theories, evidence and applications (b) integrate ideas and findings across the multiple perspectives in psychology and recognise distinctive psychological approaches to relevant issues GIFHE BSc Applied Psychology V2.8

Page 12

X X X

(c) identify and evaluate general patterns in behaviour, psychological functioning and experience (d) understand and investigate the role of brain function in human behaviour and experience (e) generate and explore hypotheses and research questions (f) analyse data using both quantitative and qualitative methods (g) present and evaluate research findings (h) employ evidence-based reasoning and examine practical, theoretical and ethical issues associated with the use of different methodologies, paradigms and methods of analysis in psychology 3. Practical/professional be able to: (5.4) (a) carry out empirical studies involving a variety of methods of data collection, including experiments, observation, psychometric tests, questionnaires, interviews and field studies (b) use a variety of psychological tools, including specialist software, laboratory equipment and psychometric instruments (c) carry out an extensive piece of independent empirical research, including defining a research problem; formulating testable hypotheses/research questions; choosing appropriate methodologies; planning and carrying out a study efficiently; demonstrating awareness of ethical issues and current codes of ethics and conduct; obtaining the appropriate ethical approval for their research; demonstrating the ability to reason about the data and present the findings effectively; discussing findings in terms of previous research; evaluating methodologies and analyses employed and implications for ethics; and, where appropriate, collaborating effectively with colleagues, participants and outside agencies. 4. Transferable skills: be able to: (5.5) (a) communicate effectively by developing a cogent argument supported by relevant evidence and being sensitive to the needs and expectations of an audience. Written language should be at an acceptable standard with respect to grammar, punctuation and spelling (b) comprehend and use data effectively. This is accomplished through the significant core of research training in a psychology degree that acquaints graduates with understanding, analysing and presenting complex data sets (c) be computer literate - display, at the very least, skill in the use of word processing, databases and statistical software packages (d) retrieve and organise information effectively - collecting and organising stored information found in library book and journal collections, and in computer and internet sources (e) handle primary source material critically (f) engage in effective teamwork (g) problem-solve and reason scientifically. (h) make critical judgements and evaluations. The need to take different perspectives on issues and problems, and to evaluate them in a critical and sceptical manner to arrive at supported conclusions, is emphasised and taught throughout a psychology degree. (i) be sensitive to contextual and interpersonal factors; includes the importance of enhancing cooperation to maximise the effectiveness of individual skills as shown in group work and team-building (j) use effectively personal planning and project management skills, becoming more independent and pragmatic as learners

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Assessment Methods Matrix

50% 2 hr

2000 word 50%

2500 words 50%

2 hrs 60% with MCQ 60% 2 hr

40% 1½ hr

1 hr 30%

60% 2 hrs

3000 words 50%

3000 words 50%

3000 words 50%

50% 3000 words

50% 3000 words

50% 3000 words

2 hr 60%

1½ hr 2 hr 50%

2 hr 50%

50% 2 hr

3 x 800 words 60%

40% 2000 words

Reports See unseen exam 10 min 20%

Poster presentation Problem Solving Exercises

3000 words 50%

20 min gp pres 40%

Practical Reports

Multiple Choice Tests

PDP and psychology and education

2 hr 60%

Health psychology and sport psychology

2 hr 60%

Environmental psychology and work psychology

3000 words 50%

Forensic psychology and cognitive neuropsychology

Clinical Psychology

40% 2000 words

Extended Project

40% 2000 words

Dissertation

Individual Differences

Level 6 Developmental Psych

Social Psychology

Research Methods 2

Biopsychology

Cognitive Psychology

Intro to Biological Appr

Basic Cog Processes

Research Methods 1

50% 2500 word

Essay Assignment

Unseen Examination - essay Unseen Examination – short question Unseen laboratory/ workshop examination Pre-release Examination

Level 5

1600 words 40%

Learning Portfolios

Group Projects

Study Skills for Psych

Dev Psych - Early Soc

Assessment Method

Introduction to Psych

Level 4

40%

30%

30% 100% 12000 words

Other types of extended writing Oral Presentation Dissertation/ project proposal

Approval of new on campus programmes Annexe 5: Application for full approval: undergraduate Version 2.3 March 2013

15 min 40%

40% 20 min 30% 1500 words

QH:G1 Annexe 5:14

100% 6000 words

21

22

Signature of Programme Leader

Helen Graham

Date

18.03.13

Signature of Department

Head

of

(Lead)

Date 23

Signature of Head of Second Department (if more than one subject) Date

Approval of new on campus programmes Annexe 5: Application for full approval: undergraduate Version 2.3 March 2013

QH:G1 Annexe 5:15