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Please note

This document only provides information for the academic year selected and does not form part of the student contract

Awarding Institution

University of Huddersfield

Final Award

BSc(Hons) Bachelor of Science with Honours

Teaching Institution

University of Huddersfield

School

School of Human and Health Sciences

Department

Department of Psychology

Subject Benchmark Statement

UG Psychology (2019), UG Counselling and Psychotherapy (2022), NQF - Level 6

Date of Programme Specification Approval

2025-02-26

Version Number

2025.01

Educational Aims of the Course

to provide a high-quality, broadly based education in psychology to assess the contribution of psychology to the understanding of a range of phenomena of significant concern in contemporary society to examine the practical implications of psychological theory and research in a variety of contexts to provide a solid grounding in … For more content click the Read More button below. to help students develop a range of transferable skills relevant to their future careers and their own personal development to provide a basis for professional training in psychology for BSc (Hons) Psychology with Counselling - to apply major theoretical perspectives and concepts in counselling studies in a competent manner. to provide a qualification that provides eligibility for Graduate Basis for Chartership (GBC) with the British Psychological Society (BPS) In addition, the course will scaffold learning to support students to transition from Level 3 to higher education, enable students to develop the necessary skills of working with people and a sound understanding of studying people and society. Successful completion of Year 0 of this course may also provide the opportunity for students who wish to pursue another psychology science degree course to transfer into Year 1 of that degree course. This opportunity will be subject to any further normal non-academic admissions requirements that may apply. 

Course Accredited by

British Psychological Society

Course Offering(s)

Full Time

Full Time - September

Learning Outcomes

On successful completion you will be able to:
1.
Demonstrate a critical understanding of research methods in psychology, research design, the nature and appropriate statistical analysis of data, psychometrics and measurement techniques, quantitative and qualitative methods.
2.
Apply psychology to human behaviour.
3.
Demonstrate an critical understanding of the major theoretical concepts, perspectives and explanatory frameworks employed within psychology.
4.
Demonstrate an understanding of the contestability of all forms of psychological understanding.
5.
Demonstrate a critical understanding of theory and research from psychology relevant to a variety of phenomena in contemporary society.
6.
Apply psychological knowledge to key areas of study in the discipline.
7.
Demonstrate a critical understanding of theory and method in cognitive psychology, social psychology, biological psychology, developmental psychology and individual differences.
8.
Apply major theoretical perspectives and concepts in a competent manner.
9.
Examine the relevance of an exploration of self to the use of counselling skills and psychotherapeutic change.
10.
Analyse and communicate ideas and the value of personal development to counselling theory and skills use.
11.
Demonstrate competencies in counselling skills and a breadth and depth of personal development.
12.
Apply multiple perspectives to psychological issues, recognising that psychology involves a range of research methods, theories, evidence and applications.
13.
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.
14.
Communicate ideas and research findings both effectively and fluently by written, oral and visual means.
15.
Comprehend and use numerical, statistical and other forms of data, particularly in the context of presenting and analysing complex data sets.
16.
Is computer literate and is confident in using word processing, databases and statistical software.
17.
Retrieve and organise information effectively.
18.
Engage in effective teamwork.
19.
Problem-solve and reason scientifically.
20.
Make critical judgements and evaluations.
21.
Be sensitive to contextual and interpersonal factors.
22.
Use effectively personal planning and project management skills.
23.
Think analytically and critically.
24.
Communicate clearly and effectively using different media.
25.
Work independently and in collaboration with others.
26.
Manipulate and interpret quantitative data.
27.
Manipulate and interpret qualitative data.
28.
Identify and locate appropriate sources, and extract relevant information.
29.
Demonstrate IT skills.
30.
Is able to take charge of their own learning and can reflect and evaluate personal strengths and weaknesses for the purpose of future learning.

Course Structure

Pre Foundation Level

Foundation Level

Intermediate Level

Sandwich Year Out

Honours Level

Interim Award

Bachelor of Science

Certificate of Higher Education

Diploma of Higher Education

Teaching, Learning and Assessment

Pre-Foundation level modules will be shared with students on other degree courses in the School of Human and Health Sciences that have a Foundation Year. These modules provide students with a rich opportunity to develop academic skills that will support student success in higher education and support them in developing … For more content click the Read More button below. Teaching, learning and assessment are designed to offer students a variety of learning and assessment opportunities that align with their module learning outcomes and offer realistic and effective preparation for progression in Psychology (and its associated courses) and in employment. They aim to be inclusive of diversity, to allow students to actively engage in learning and be successfully assessed in a variety of ways. Learning and teaching is delivered through seminars, workshops, group-work, laboratory experiments and lectures. Student-centred learning is used where appropriate and its role generally increases throughout the course. Modules are designed to embed transferable skills and to allow students to progressively increase their knowledge and confidence. Thus in lower levels the acquisition of basic skills and the confidence to perform academically is developed. At higher level, a range of student experience in learning delivery and assessment encourages students to have greater engagement with and control over their learning. By Masters level students are expected to move towards autonomous learning and simultaneously lead small groups in projects. Assessment aims to support learning and to measure achievement.  Assessment methods are described in each module specification and module guide. All learning outcomes in a module are assessed and the mode of assessment is specified for each outcome. Assessment is a combination of coursework and examination. The nature of the assessment varies from module to module and mirrors the modes of communication expected of graduates in this field (e.g. report-writing, oral presentations, critique of theory and experiments, etc). Personal Development Planning is introduced to students at the commencement of the course and is normally supported through the personal tutor system. It aims to help students critically examine their progress on the course, reflecting on their academic, and personal development. It also provides a medium for recording their progress and creating an effective CV. Learning opportunities are identified throughout the course. The Department currently provides access to PDP through the personal tutor system.  First year students are introduced to the fundamentals of PDP in a tutor-led session in the second week of term one, ensuring that they are engaged with the process at the earliest possible opportunity. This session explains the aims and benefits of PDP, with particular emphasis placed on the utility of engaging with the process in terms of employability. Studies conducted by the former HEA suggest that employers frequently complain that graduates are unable to detail their specific skills and competencies or “market themselves” effectively. This point is used in the introductory PDP session to highlight the importance for students of reflecting on the skills and knowledge which they are developing during their degree courses. In order to facilitate this process, students are required to set up a personal “e-portfolio” via the VLE system at the end of this initial session. This portfolio acts as a secure, continuously accessible repository for students’ PDP documents throughout all four years of their studies, which they are able to share with tutors, should they choose to do so. Thus students are provided with the means to record their PDP activities whilst developing key information technology skills and in addition, the system contributes to school wide key performance indicators pertaining to PDP and virtual learning environments (VLEs). The VLE is also used extensively to support PDP through a dedicated module site, which contains all of the template PDP documents with which students are provided, together with information relating to employability and careers related to Psychology and Counselling. Students are asked to regularly download and complete template files, which record aspects of PDP such as students’ existing and developing skills, aims and goals, career aspirations, extra-curricular activities etc, before adding these to their portfolios. Topics covered in the 1st year Personal tutor system (now linked to HFB2013 Child Development)             Introduction to Personal Development Planning & Information Literacy             Library Searches, Referencing and Plagiarism             Preparation for Summary, Citation and referencing             Structuring, Planning and Writing Your Essay             Personal Development Planning (PDP) and Employability Students kep a record of their progress through materials supplied by personal tutors and the VLE. Dedicated support is given at School level by the Careers Service to aid students in preparing for work.  This portfolio of materials is then used in preparing for job applications and/or supporting continuous professional development. The School of Human and Health Sciences uses the VLE to help both students and staff ensure and protect the originality of work submitted for assessment.

Support for Students and their Learning

Personal Academic Tutor

The University has implemented a personal tutor system for full time undergraduate students.  This system aims to both improve the student experience of learning and teaching, and increase student retention and achievement rates.  Specifically personal tutors:

  • Provide a personal contact for the student within the University and the School.
  • Act as a liaison between the student and course leaders to seek any improvements required
  • Offer guidance, assistance and support in managing the students’ academic experience
  • Recognise when the problems presented are beyond the personal tutors’ competence and seek guidance and support for the student through the University and/or School referral processes.
  • Work with students to review and reflect upon their own progress and if necessary on ways to improve it.
  • Take part in supportive training events.
  • Support students in Personal Development Planning through all years of study.

Module Leader

The module leader is responsible for teaching, learning and assessment of the modules within this course.

Course Leader

The course leader is responsible for the entire quality assurance arrangements for the course.

Criteria for Admission

The University of Huddersfield seeks and encourages applicants in order to widen participation, improve access and apply the principles of equal opportunities.  We provide support for applicants who require additional assistance in order to select the right course of study and make a successful transition to studying at University.  We encourage local, national and international applications. 

Further information for International Students can be found on:

http://www.hud.ac.uk/international

If you were educated outside the UK, you are required to have International English Language Testing System (IELTS) at a score of 6.0 and a minimum of 5.5 in any single component. If you have alternative qualifications or do not meet the IELTS requirement we also offer a range of Pre-Sessional English Programmes.

The University provides opportunities for the accreditation of prior learning (APL) as stated at           the following link:  https://www.hud.ac.uk/policies/registry/awards-taught/section-c/

Further information related to the School APL process can be found on the School pages in the VLE http://www.hud.ac.uk/hhs/apl/

The University’s general minimum entry requirements are specified in the ‘Regulations for Awards which can be found on the Registry website as follows: https://www.hud.ac.uk/policies/registry/awards-taught/contents/

Every person who applies for this course and meets the minimum entry requirement – regardless of any disability – will be given the same opportunity in the selection process.  General advice and information regarding disability and the support the University can give can be found by contacting student services as follows:

Telephone: 01484 472675

Email: disability@hud.ac.uk

Further information is available at their website at:

http://students.hud.ac.uk/wellbeing-disability-services/disabilityservices  

Further advice on the specific skills and abilities needed to successfully undertake this course can be found by visiting our website at

http://www.hud.ac.uk/courses/

and by contacting the admissions tutor. 

However, the specific entry requirements and admission criteria for the courses are detailed below.

  • DDE at A Level.
  • 64 UCAS tariff points from a combination of Level 3 qualifications.
  • MPP in BTEC Level 3 Extended Diploma.
  • Pass (D or E grade on core) at T Level.
  • Access to Higher Education Diploma with 45 Level 3 credits, 15 at Merit, 30 at Pass.
  • 64 UCAS tariff points from International Baccalaureate qualifications.
  • NCFE CACHE Technical Level 3 Extended Diploma/Level 3 Extended Diploma at grade D.

In addition, you must have Level 2 Maths or Numeracy or GCSE Maths at grade 4 or above, or grade C or above if awarded under the previous GCSE grading scheme.

If your first language is not English, you will need to meet the minimum requirements of an English Language qualification. The minimum for IELTS is 6.0 overall and no element lower than 5.5, or equivalent. Read more about the University’s entry requirements for students outside of the UK on our International Entry Requirements(https://www.hud.ac.uk/international/courses-and-entry-requirements/international-entry-requirements/) pages. If you have alternative qualifications or do not meet the IELTS requirement we also offer a range of Pre-Sessional English Programmes(https://www.hud.ac.uk/international/pre-sessional-english/).

For further information please see the University's minimum entry requirements(http://www.hud.ac.uk/undergraduate/how-to-apply/entry-requirements/).

We welcome applicants with alternative entry qualifications, provided that they can demonstrate their suitability for the course.        

Criminal record check by the Disclosure and Barring Service (DBS) is not required for entry to these courses.

Methods for evaluating and improving the quality and standards of teaching and learning

The methods for the validation and annual evaluation of courses, including those validated by external bodies, and for the review of teaching and research and of academic support services are specified in the University’s; Quality Assurance Procedures for Taught Courses which can be found on the Registry website as follows:

https://www.hud.ac.uk/policies/registry/awards-taught/

The School is committed to comprehensive student engagement and works actively with the University of Huddersfield Student Union to support this through the student representative system see further information at: https://www.huddersfield.su/repwebsite

Within the School students are represented at committee level from Student Panels to the School Board. The School also has a Student Council.  Individual feedback on the quality and standards of teaching and learning is received through module and course evaluations.

An effective external examination system is managed by Registry and all reports are viewed at University, School and course levels.  External examiner and student feedback, as well as all statistical data about the course, is reported through the course committee structure and scrutinised through the University wide annual evaluation process.

The courses have benefited from the development of Virtual Learning Environment (VLE) Developments, initiated from student evaluation and academic staff innovation. These relate to the use of electronic books and e-journals, Blogs and Discussion Rooms. In addition Personal Development Planning (PDP) development through the Personal Tutor system in all years has led to developments in incorporating these plans and learning strategies into modules.

Please note

University awards are regulated by the Regulations for Awards (Taught Courses) on the University website.

Quick links to the Regulations for Taught Students, procedures and forms can be accessed on the University website.

Regulation of Assessment

Note that the British Psychological Society (BPS) requires that the student should 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. This project should be supervised by a Psychologist with GBR (now GBC) status.

Indicators of Quality and Standards

The course is configured in accord with QAA subject benchmarking for Psychology and the British Psychological Society Education Board Quality Assurance Policies and Procedures for First qualification in Psychology.