University home > Unit and programme catalogues in 2022/23 > Programme catalogue > Faculty of Social Sciences and Law > School of Education > Psychology in Education (BSc) > Specification
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Programme code | 9EDUC002U |
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Programme type | Single Honours |
Programme director(s) |
Paul Howard-Jones
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Faculty | Faculty of Social Sciences and Law |
School/department | School of Education |
Teaching institution | University of Bristol |
Awarding institution | University of Bristol |
Accrediting types: |
Accredited against the requirements for the Graduate Basis for Chartered Membership (GBC) of the British Psychological Society (BPS). (http://www.bps.org.uk/) |
Relevant QAA subject benchmark groups |
Education studies (2019) (benchmark statement)
Psychology (2023) (benchmark statement) |
Mode of study | Full Time |
Programme length | 3 years (full time) |
This section sets out why studying this programme is important, both in terms of inspiring you as an individual and in considering the challenges we face. It describes how this degree programme contributes to:
This programme aims to develop the student’s interest in and knowledge and understanding of psychology in education, and through that study to develop appropriate academic and career-relevant skills. Mandatory units introduce students to overarching themes of fundamental importance, develop a core competence, and move students towards advanced knowledge and understanding in selected areas. In the broader curriculum, students will gain a further understanding of the connections between theory, research, and problems and practices in education and psychology.
We will seek to have the programme accredited by the British Psychological Society (BPS) as conferring on its graduates the Graduate Basis for Chartered Status, which is the basic requirement for professional training in Psychology in the UK. The BPS has accredited our MEd/MSc Psychology of Education course for many years.
The learning outcome statements shown below for your programme have been developed with reference to relevant national subject benchmarks (where they exist), national qualification descriptors (see the Framework for Higher Education Qualifications) and professional body requirements.
Teaching, learning and assessment strategies are listed to show how you will be able to achieve and demonstrate the learning outcomes.
This programme provides opportunities for you to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas:
Programme Intended Learning Outcomes | Learning/teaching methods and strategies |
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Teaching components:
Expected learning outcomes
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Methods of assessment (formative and summative) | |
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Programme Intended Learning Outcomes | Learning/teaching methods and strategies |
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Learning/teaching methods and strategies: Personal reading and reflection. Class discussion; participation in seminars, tutorials and debates.· Expected learning outcomes
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Methods of assessment (formative and summative) | |
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Programme Intended Learning Outcomes | Learning/teaching methods and strategies |
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Learning/teaching methods and strategies: Initial guidance on how to identify, locate and use material available in libraries and elsewhere, via workshops and handbooks. Comprehensive bibliographies and guidelines for the production of coursework are provided for each course unit. Students will take part in class debates and discussions, individually and in groups. The final year dissertation is supported by a series of workshops that enhance and extend these skills. All coursework receives both formative and summative feedback. Expected learning outcome Demonstration of effective study skills, information-gathering and critical review, leading to presentation of reflective and objective written papers and seminars. Demonstration of skills of working in groups and communicating with different audiences. |
Methods of assessment (formative and summative) | |
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This section describes what is expected from you at each level of your programme. This illustrates increasing intellectual standards as you progress through the programme. These levels are mapped against the national level descriptors published by the Quality Assurance Agency.
Level C/4 - Certificate |
Year 1 has been designed to lay the foundations that will enable the students to fulfil the programme’s objectives. Mandatory units provide both knowledge and skills while optional units allow the exploration of other subject areas. At the end of this level, students are expected to demonstrate understanding of theory and research in education and psychology and a basic level of competence in related skills. They will be developing skills of analysis and criticism and the expectation is that their work will become over the year less dependent on substantial direction from members of staff. |
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Level I/5 - Intermediate |
At the end of this level, students are expected to be able to demonstrate that they have expanded the range and depth of their knowledge and understanding of psychology in education. They will have developed appropriate skills of choosing and carrying out different research approaches and applying them to problems. They are expected to have developed a capacity for self-directed learning and critical reflection on their own work. |
Level H/6 - Honours |
Students should continue to develop the depth of their knowledge and understanding through their study of both mandatory and optional units. Students are expected to demonstrate an ability to apply the skills learned in the research methods units and to enhance their capacity for directed study, especially through the completion of a dissertation. Students will have engaged with the application of theory and research to practice, and will be showing readiness to engage with preparation for professional work in their chosen field. |
For information on the admissions requirements for this programme please see details in the undergraduate prospectus at http://www.bristol.ac.uk/prospectus/undergraduate/ or contact the relevant academic department.
UG Workload Statement
Success as an undergraduate student depends on you being able to make the transition to self-motivated, independent learning. Programmes are designed to assist you in this development, in many cases by starting with units in which timetabled teaching, such as lectures and practical classes, provides the foundations of knowledge and skills in a subject, moving on to individual research-based work. Over time you will be expected to take increasing responsibility for your own learning, guided by the feedback on your work that you will receive. At the heart of your studies at every level there must be regular and disciplined individual reading, reflection and writing and it is this skill of independent studies, above all others, that will serve you best when you leave the University.
Most programmes use credits and a 20 credit unit broadly equates to about 200 hours of student input. This includes all activities related to the teaching, learning and assessment of taught units.
A component of this is the time that you spend in class, in contact with the teaching staff, which includes activities such as lectures, laboratories, tutorials and fieldwork. Some of this activity may be online and could consist of activity that is synchronous (using real-time environments such as Blackboard Collaborate) or asynchronous (using tools such as tutor moderated discussion forums, blogs or wikis).
In some programmes there are field courses and/or placements that will take place in concentrated periods of time.
Outside scheduled activities you are expected to pursue your own independent learning to build your knowledge and understanding of the subjects you are studying. Such independent activities include, reviewing lecture material, reading textbooks, working on examples sheets, completing coursework, writing up laboratory notes, preparing for in-class progress tests and revising for examinations.
We recognise that many students undertake paid employment. To achieve a sensible balance between work and study, you are advised to undertake paid work for no more than 15 hours per week in term-time.
Professional Programmes
Many undergraduates in the Faculty of Health Sciences will be following the professional programmes of:
For these professional programmes, full time attendance is compulsory unless absence is formally approved. Academic activities are timetabled throughout the 5-day week and student workload is around 40 hours per week on average. Where possible, students in the early years are permitted Wednesday afternoons for sport and extra-curriculum activities. This may not be available in later years of professional programmes as when a student progresses through the curricula there is an increasing exposure to clinical and professional activities. Students in clinic or on placements may need to stay later than core times of 08.00 – 18.00 or even overnight to observe out-of-hours activities. This increasing exposure to clinical activities means that students on these professional programmes often have longer term dates than the University standard. Individual years within programmes are likely to vary in length (for example because of the timings of placements) and further information on this will be found in individual programme regulations. Another important point to note is that many of the assessments sit outside of the standard University examination timetable and are likely to be more frequent meaning that students will more oftentimes be engaged in revision activities and self-directed learning.
Faculty of Health Sciences
Faculty Assessment and Feedback Statement for Undergraduate Students. University of Bristol access only.
Additional costs
In addition to the fees for the programme, a student may encounter the following costs:
Depending on optional unit choice in the 2nd year of study, a student may have the opportunity to do a placement within a professional setting or to conduct fieldwork. Costs for local travel within the city will be incurred (approximate costs are within £6-£100) but will be reimbursed by the School.
Unit Name | Unit Code | Credit Points | Status | |
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Introduction to Psychology in Education | EDUC10005 | 20 | Mandatory | TB-1 |
Research Methods and Statistics in Psychology in Education (Part 1) | EDUC10007 | 20 | Mandatory | TB-1 |
Debates in Psychology of Education | EDUC10004 | 20 | Mandatory | TB-2 |
Research Methods and Statistics in Psychology in Education (Part 2) | EDUC10006 | 20 | Mandatory | TB-2 |
Education and Social Change | EDUC10002 | 20 | Mandatory | TB-1 |
Select 20 credits from: | ||||
Learning Lives | EDUC10003 | 20 | Optional | TB-2 |
Contemporary Debates in Global Childhood | SPOL10024 | 20 | Optional | TB-2 |
Choose open units | OPEN | 20 | Optional | |
Certificate of Higher Education | 120 |
Year 2 Mandatory units are 'Must Pass'. For the definition of must pass units please see the Glossary of Terms from Annex 1 to the Regulations and Code of Practice for Taught Programmes.
Unit Name | Unit Code | Credit Points | Status | |
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Social Psychology and Individual Differences | EDUC20008 | 20 | Mandatory | TB-1 |
Developmental and Educational Psychology | EDUC20007 | 20 | Mandatory | TB-2 |
Biological Psychology and Developmental Difference | EDUC20005 | 20 | Mandatory | TB-2 |
Cognitive Psychology and Special Education | EDUC20006 | 20 | Mandatory | TB-1 |
Select 40 credits from: | ||||
Researching Education in the City | EDUC20003 | 20 | Optional | TB-2 |
Curriculum Design for Learning | EDUC20001 | 20 | Optional | TB-2 |
Education Viewed from the Global South | EDUC20002 | 20 | Optional | TB-2 |
Education in Practice | EDUC20012 | 20 | Optional | TB-4 |
Educational Statistics | EDUC20013 | 20 | Optional | TB-1 |
Choose open units | OPEN | 20 | Optional | |
120 |
The dissertation is a Must Pass unit. For the definition of must pass units please see the Glossary of Terms from Annex 1 to the Regulations and Code of Practice for Taught Programmes.
Unit Name | Unit Code | Credit Points | Status | |
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Dissertation (Psychology in Education) | EDUC30026 | 40 | Mandatory | TB-4 |
Select 80 credits from: | ||||
Peace and Conflict Psychology | EDUC30028 | 20 | Optional | TB-2 |
Pedagogies for Social Justice | EDUC30033 | 20 | Optional | TB-1 |
Globalisation and Education | EDUC30032 | 20 | Optional | TB-2 |
Digital Cultures and Participatory Learning | EDUC30024 | 20 | Optional | TB-2 |
Divergence or disorder? Examining assumptions about child development | EDUC30056 | 20 | Optional | TB-1 |
The Cognitive Neuroscience of Learning and Learning Difficulty | EDUC30049 | 20 | Optional | TB-1 |
Exploring and Understanding Autism | EDUC30047 | 20 | Optional | TB-2 |
Psychology in Education (BSc) | 120 |
Unit Pass Mark for Undergraduate Programmes:
For details on the weightings for classifying undergraduate degrees, please see the Agreed Weightings, by Faculty, to be applied for the Purposes of Calculating the Final Programme Mark and Degree Classification in Undergraduate Programmes.
For detailed rules on progression please see the Regulations and Code of Practice for Taught Programmes and the relevant faculty handbook.
Please refer to the specific progression/award requirements for programmes with a preliminary year of study, the Gateway programmes and International Foundation programmes.
All undergraduate degree programmes allow the opportunity for a student to exit from a programme with a Diploma or Certificate of Higher Education.
Integrated Master's degrees may also allow the opportunity for a student to exit from the programme with an equivalent Bachelor's degree where a student has achieved 360 credit points, of which 90 must be at level 6, and has successfully met any additional criteria as described in the programme specification.
The opportunities for a student to exit from one of the professional programmes in Veterinary Science, Medicine, and Dentistry with an Award is outlined in the relevant Programme Regulations (which are available as an annex in the Regulations and Code of Practice for Taught Programmes).
An Ordinary degree can be awarded if a student has successfully completed at least 300 credits with a minimum of 60 credits at Level 6.
The pass mark for the professional programmes in Veterinary Science, Medicine and Dentistry is 50 out of 100. The classification of a degree in the professional programmes in Veterinary Science, Medicine, and Dentistry is provided in the Regulations and Code of Practice for Taught Programmes.
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.
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