University home > Unit and programme catalogues in 2021/22 > Programme catalogue > Faculty of Social Sciences and Law > School of Education > Psychology in Education with Study Abroad (BSc) > Specification
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Programme code | 9EDUC005U |
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Programme type | Single Honours |
Programme director(s) |
William Baker
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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 | 4 years (full time) |
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.
As part of the 4 year programme, students will study for a full-year with one of the School's international partner institutions. They will have an opportunity to experience a new learning environment, develop understanding of topics in psychology in education in a non-UK context, and pursue interests in the broader social sciences or arts and humanities including languages.
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Teaching components:
Expected learning outcomes
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Methods of Assessment | |
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Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Learning/teaching methods and strategies: A variety of methods are used to develop students’ ability to plan and carry out appropriate research; reflect critically on research, theory and practice; demonstrate effective study skills, information gathering and critical review; and present reflective and objective written papers and seminars:
Expected learning outcomes
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Methods of Assessment | |
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Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Learning/teaching methods and strategies: A variety of methods are used to develop students’ ability to demonstrate effective study skills, information gathering and critical review; present reflective and objective written papers and seminars; and work in groups and communicate with different audiences:
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 | |
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Statement of expectations from the students at each level of the programme as it/they develop year on year.
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. During their study abroad year students will also develop understanding of psychology in education topics in a non-UK context, of broader social science topics or of new disciplines. |
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. |
The intended learning outcome mapping document shows which mandatory units contribute towards each programme intended learning outcome.
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.
http://www.bristol.ac.uk/education/study/undergraduate/
School External Relations Officer (for study abroad matters): Liz.Washbrook@bristol.ac.uk
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 |
Unit Name | Unit Code | Credit Points | Status | |
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Year abroad | EDUC20015 | 120 | Mandatory | TB-4 |
120 |
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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