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BSC (HONS) EDUCATIONAL PSYCHOLOGY

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Institution C58

UCAS C8X3

3 year Full Time

Entry Requirements and Fees

2020/21 UK fee: £9,250

2020/21 International fee: £13,500

For further details about fees, please see our Tuition Fee page.

Typical entry requirements – individual offers may vary:

  • UCAS Tariff points: 104 – 120 (A levels or combination with AS / EPQ / BTEC/ Cambridge Technical)
  • A levels: BBB - BCC (to include psychology or a science at B)
  • BTEC/Cambridge Technical: DDM - DMM (Applied Science)
  • Access to HE Diploma: Pass (including 12 science credits at Merit)
  • GCSEs: English language, mathematics and a science at grade C or better
  • International Baccalaureate: 28 points (including science Higher at 4
  • IELTS 6.0 overall with no element lower than 5.5

Course content

The BSc (Hons) Educational Psychology is a three year full-time programme giving you the opportunity to develop knowledge and understanding of psychology and apply this in an educational context. You will follow a pathway that is composed of a variety of psychology and education related modules.

The course will allow you to gain an understanding of psychology as well as educational and pedagogical knowledge. The programme also enables you to examine the biological, cognitive, developmental, individual difference and social psychological principles underlying everyday experience and behaviour.

The programme is designed to take you from the core discipline knowledge of theory and empirical findings relevant to human behaviour to an in-depth understanding of educational psychology.  When studying the education modules you firstly acquire a sound knowledge base on which a deeper understanding of the philosophy, policy and practice of education is built.  You will then apply this knowledge and understanding on a work placement and through an independent project in the third year of the course.

Exploring topics on a local, national and global scale, you will learn about education and psychology from a holistic perspective and understand that you can make a significant difference to the lives of other. You will recognise effective psychological and educational practices and understand how children learn best. 

You will get the opportunity learn about social justice, forest schools, child development, understanding relationships and seminal theorists.

All these experiences will help you better understand the psychology of children and adolescents.

Our facilities

Our specialist facilities and equipment include:

  • Brain Imaging Unit
  • Virtual Reality Unit
  • Psychological Test Centre for psychometric assessments
  • Individual testing cubicles
  • Interview and Observation Suite
  • Eye tracking software
  • Biopac software to measure brain, heart and motor neuron activity
  • Inquisit –  an extensive library of psychological testing paradigms for measuring and manipulating a broad range of psychological constructs
  • aLIAS - an affective immersive emotional Virtual Reality stimuli package which allows researchers to create ‘different worlds’
  • NIRScout - a cutting edge 3D scalable neuroimaging platform with a dedicated ultra-high-density near-infrared spectroscopy system which measures changes in the cerebral cortex

Psychology labs and equipment

Work placements

During the third year of the course you will have the opportunity to participate in a work-based placement in an educational setting.

Indicative modules

Year One 

Everyday Experience and Psychological Methods: Understanding Relationships

Functions of understanding relationships will be broken down into contributory functions to lead to an exploration of selected experiences of relationships through some processes related to forming an impression of someone, feeling attracted or not to them, wanting to be their friend or partner, getting to know them and forming a relationship with them through a variety of behaviours such as seeing them, talking to them and meeting them socially. Certain psychological theories and empirical findings from investigations into impression formation, attraction, prejudice, and stereotyping and relationship formation will be introduced and a range of methodologies and analyses, such as interviewing, content analysis and observational approaches will be explored.

Education, Philosophy and Thinking

 

This module affords the opportunity for students to begin to explore the key debates in philosophies of education with a particular focus on personal and institutional value systems and how educational contexts have developed over time. The module introduces a coherent historical framework enabling students to understand how educational perspectives and values change and evolve. The module will enable you to actively develop your ability to debate key issues and comment knowledgeably on topics of contemporary relevance in education today. Emphasising links between theory and changing practice in schools, module sessions and student reflection upon published literature will support them in understanding how current thinking has developed.. The module will also introduce the students to the key study skills needed for reading and writing at HE Level 4.

Everyday Experience and Psychological Methods: Analysing Attitudes to Work, Everyday Experience & Psychological Methods: Usability and Cognition

The module will explore the experience of using everyday technologies such as cash machines, mobile phones, i-pods, and computers, relating the need to learn and remember how to operate them to processes of memory, attention, and decision-making on the one hand, and their usability on the other. Psychological theories and empirical findings from investigations into learning, perception, memory, attention and human-machine interaction will be introduced, and experimental methodology will be explored.

Learning Communities – Children Learning, Children Thinking

Complementing the module ‘Childhood to Adulthood’ this module explores the sociological influences brought to bear on our success as learners. The module draws on research into thinking, learning and development in order to consider how individuals can maximise learning opportunities for themselves and help others to learn. The module explores influences on learning, development and identity. There will be an emphasis on how learners are included or excluded from education settings. Central to the module is a sociocultural perspective on learning and education which looks beyond the individual, to communities and historical contexts in which learning takes place.            

Perspectives on Psychology

The module seeks to enable the student to understand the contribution of key thinkers to the development of modern psychology, and to appreciate their biographical backgrounds. The lives and work of key thinkers will be introduced, and contextualised with reference to contemporary ideas and mores.

Study & Research Skills for Psychologists

The module will begin with a consideration of scientific reasoning and reflection skills. Other areas that will be included are effective use of information sources, effective reading skills, note-taking, essay writing skills, listening and interviewing skills, and skills involved in writing research reports and presenting scientific information.

Equality of Opportunity and Diversity

This module aims to explore relationships between cultural identity, social policy and issues of equality and diversity. The module will examine key features of the theory and practice of social and educational inclusion from a number of perspectives across the wider social and more specific educational arenas and explore issues, central to inclusion, human rights, equal opportunities and social justice. It will examine patterns of inequality in selected areas of social policy and provision. While the focus of the module will be on the British experience, some international issues will also be explored with the help of practitioners and you reading of literature. You will have the opportunity to develop and share individual case studies, which will enable you to understand how policy affects the very real experience of individuals and institutions.

Year Two 

Cognitive Psychology     

The module will provide an introduction to the ways cognitive processes have been studied, for example through experimental and cognitive neuropsychological methodologies. The areas of attention, perception, learning, thinking and language will be investigated in terms of underlying theory and empirical research.

Biological Psychology

The module will provide an introduction to the ways biological processes have been studied, for example through brain lesions and cell stimulation methodologies. The areas of behavioural genetics, neuro-imaging, neuropsychology, socio-biology and evolutionary psychology will be investigated in terms of underlying theory and empirical research.

Individual Differences 

The module will provide an introduction to the ways individual differences processes have been studied, for example through psychometrics and case study methodologies. The areas of personality, intelligence, cognitive style, motivation, gender and ethnicity will be investigated in terms of underlying theory and empirical research.  

Global Citizenship

This module will fulfil the aspiration in the University of Chichester’s Vision Statement that our students should become Global Citizens. It will enable the students to critically engage with some of the key global issues of our times and prepare students to think beyond their immediate locality about how they are connected with people and environments that they may never have seen. It also looks to examine the link between values, equality, rights and education, and to enable discussion on how to promote empathy and intercultural understanding – skills increasingly essential in schools in the UK, and highly sought after by employers around the globe.

Developmental Psychology        

Developmental Psychology involves the study of development and maturation in cognitive, personality and social processes. The aim of the module is to introduce students to basic theory, research findings and methods of investigation in childhood, adolescence and lifespan development. The module will aim to provide a critical understanding of the ways in which behaviour is influenced by developmental factors, the nature of developmental processed, and the ways which empirical research can help us to understand how developmental processes influence what we do.

Forest School

(Module information to come)

Research Methods I: Experimental Designs and Analysis Research Methods II: Survey & Qualitative Designs and Analysis

The module will develop knowledge of survey and qualitative approaches to investigating and analysing psychological data, including multiple regression. The relationship between correlational analysis and predictive reasoning will be outlined. Areas covered will include multivariate analysis (multiple and logistic regression) and content analysis.

Year Three 

Independent Project     

Students are encouraged to adopt a problem-oriented approach of which the first stage is to identify a problem in psychology which is of interest and relevance to their first degree studies. An appropriate approach to addressing the problem is then determined through discussion with tutors who have relevant theoretical and practical expertise. The investigation may be based within a single discipline, or it may involve more than one discipline, but it must be based within the students chosen degree programme. In all cases tutors will advise on the capability of the student to complete the complexity of the study in the time available and with the necessary resources.

Psychology Project Management & Presentation Skills   

The course will cover the project management skills involved in independent psychological research and its presentation. Ares covered will include time-management, assertiveness, negotiation, scientific reporting, and use of visual presentation software.

Mathematical Thinking    

In this module, you will study the themes of representation and communication in mathematics, to include early emergent mathematical thinking as well as more advanced representations. You will develop your understanding of key theories and practice that underpin the development of learners’ mathematical thinking and understanding and a range of resources and teaching approaches will be related to these ideas.

Work-based Placement

This module builds on the placement experience in Level 5 and will serve as a context for the Independent Project to be submitted after Easter in the final semester. The module provides you with an opportunity to work with children and young people in a professional setting. The placements are organised by you in conjunction with relevant staff and provide you with a choice of approved setting, according to availability. Settings may include, for example, special school, day nursery, family support tea’, out of school provision, libraries, community play or youth scheme, medical provision for children or young people. You will be enabled to demonstrate your capacity to engage in the workplace alongside professionals and to learn by observing, doing and reflecting on their performance. You will learn to support your own development by keeping a learning journal or diary which incorporates targets and self-evaluation.

Creativity, Technology and Learning

This module will enable students to investigate, both academically and practically, how new technologies can be used in learning and teaching in a wide variety of educational settings from home through school to university. At the same time the concept of ‘creativity’ in education in relation to new technologies will be explored. The overall aim being to provide you with the opportunity to look at the potential for new technologies to be both used in enabling creativity and in creative pedagogy. During the module you will learn to use hardware, for example digital cameras, interactive whiteboards and data loggers; software such as video editing and web based materials, and evaluate their contributions to learning through reference to analytical and pedagogical frameworks. The content of this module will enable students to use knowledge and understanding to inform their practice and approach to studying and pedagogy.

Options modules:

Comparative Education

The module explores global issues in education and the different contexts in which children and young people learn and educators teach – in formal and informal settings. It begins by introducing key concepts used in international education policy and practice. It presents information and research around educational opportunities and inequalities worldwide and discusses their historical and sociological origins. As well as considering current concerns in education the module identifies future trends and challenges. It explores the role of professional educators in international contexts and the skills and knowledge required to work in these contexts.

Engaging All Learners

Areas covered will include communication and interaction; cognition and learning; including; social emotional and mental health; sensory and physical impairments and medical conditions. They will apply this knowledge to understanding how to personalise learning that supports children’s access to the curriculum and raises achievement within an inclusive learning environment. It will consider the transitions experienced in early years and young adults’ move into further education. They will develop skills in observing, planning and reviewing teaching and learning strategies to ensure children and young adults are making progress.

Professionalism and Pedagogy

This module aims to examine contexts in which teachers develop their skills, confidence and ethos in their professional world. To do so, it aims to engage students in reviewing their own education experience while exploring the concept of professionalism. It will be explored critically through an examination of the role of professionals in the context of cultural and political change.

The module will explore the professional attributes and responsibilities expected of schoolteachers, which include organisation, role modelling, the development of respectful relationships and autonomy within the relevant statutory frameworks. Professionalism will also be explored in practice; students will be required to investigate roles and responsibilities through the experiences of a trainee or newly qualified teacher. The roles of other professionals who work with teachers will also be examined. The module will also seek to support students in meeting specific entry requirements into professional training, such as skills tests or interviews.

International English Studies

Include International English Studies: 

Teaching and assessment

You will build your subject knowledge and practical experience through core and optional teaching modules appropriate to the breadth of the curriculum.

Your learning encompasses  the development of core knowledge and skills intrinsic to professional practice and psychological research.

Learning is supported by lectures, workshops and tutorials to encourage theoretical and critical inquiry, debate and practical research skills.

Summative assessment involves a wide range of activity such as scientific reports, essays, group and individual presentations, poster design, multiple choice papers, short answer papers, research participation and essay exams.

Class sizes

You will be taught in a variety of situations on both of our campuses at Chichester and Bognor Regis. Most of our taught session occur in seminar groups of 20-30 students. You might also join larger groups of students for key note lectures.

Additional Costs

Include Additional Costs: 

Textbooks: £100 to £200 per annum

Printing and photocopying: £50 per annum

Professional Body registration (after Graduation): 

  • BPS - Standard Graduate membership fee is £134
  • If students graduated within the last three years from the qualification giving eligibility for Graduate membership the fee is £67.
  • If students are current postgraduate students in the UK not earning a taxable income the fee is £36.

Course Accreditation