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1. Admissions/ Management Information
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Title of the programme – including any lower awards
Please provide the titles used for all awards relating to this programme. Note: all programmes are required to have at least a Postgraduate Certificate exit award.

See guidance on programme titles in:
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Masters MSc Psychology in Education (Conversion)
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Postgraduate Diploma Psychology in Education (PGDip)Please indicate if the Postgraduate Diploma is available as an entry point, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.Exit
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Postgraduate Certificate Psychology in Education (PGCert)Please indicate if the Postgraduate Certificate is available as an entry points, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.Exit
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Level of qualificationLevel 7
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This document applies to students who commenced the programme(s) in:2021-2022
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Awarding institutionTeaching institution
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University of York University of York
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Department(s):
Where more than one department is involved, indicate the lead department		Board of Studies
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Lead Department EducationEducation
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Other contributing Departments: N/A
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Route code
(existing programmes only)		PMPSYSPED1
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Admissions criteria
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2.1 or equivalent; language requirements: IELTS (6.5, minimum 6.5 in Writing and 6.0 in all other components); PTE Academic (61, minimum 61 in Writing and 55 in all other components); C1 Advanced and C2 Proficiency (176, minimum 176 in Writing and 169 in all other components); TOEFL (87, minimum 23 in Writing and 21 in all other components)
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Length and status of the programme(s) and mode(s) of study
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ProgrammeLength (years/ months) Status (full-time/ part-time)
Please select		Start dates/months
(if applicable – for programmes that have multiple intakes or start dates that differ from the usual academic year)		Mode
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Face-to-face, campus-basedDistance learningOther
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MSc Psychology in Education12 monthsFull-timeN/APlease select Y/NYesPlease select Y/NNon/a
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Language(s) of study
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English.
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Language(s) of assessment
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English.
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2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
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2.a. Is the programme recognised or accredited by a PSRB
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Please Select Y/N: Yesif No move to section 3
if Yes complete the following questions
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2.b. Name of PSRB
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British Psychological Society (BPS)
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2.c. Please provide details of any approval/ accreditation event needed, including: timescales, the nature of the event, central support / information required:
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The programme has been accredited.
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2.d. Are there any conditions on the approval/ accreditation of the programme(s)/ graduates (for example accreditation only for the full award and not any interim award)
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Accreditation only applies to the full award (MSc) and not the diploma or certificate.
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3. Additional Professional or Vocational Standards
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Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
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Please Select Y/N: Noif Yes, provide details
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There is no prerequisite professional experience. International students must have graduated from an institution that is represented in the World Higher Education Database.
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4. Programme leadership and programme team
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4.a. Please name the programme leader for the year to which the programme design applies and any key members of staff responsible for designing, maintaining and overseeing the programme.
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Dr Sophie von Stumm (PL and module leader), Umar Toseeb, Dusana Dorjee, Kathryn Asbury, Lisa Kim, Elpida Pavlidou, David O'Reilly (module leaders)
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5. Purpose and learning outcomes of the programme
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5.a. Statement of purpose for applicants to the Masters programme
Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective masters student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
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The MSc Psychology in Education (conversion programme) offers graduates of disciplines other than psychology an opportunity to change direction and work towards a psychology-based career. The programme has been accredited by the British Psychological Society (BPS) and provides successful graduates with their Graduate Basis for Chartership (GBC). This programme will give you a thorough grounding in cognitive, developmental, individual differences, biological and social psychology, as well as research methods and conceptual and historical issues in psychology, all with a unique educational flavour. You will be taught by research active staff who will provide cutting edge insights into new developments in their fields. Over the course of the programme you will tailor your learning experience to your own interests by selecting an option module and an empirical dissertation project. In addition to a sound theoretical foundation in psychology, you will develop a range of transferable skills highly desired by future employers. You will be an adept and independent researcher who can manage and communicate complex data; a strong communicator in both written and oral forms; and a collaborative and constructive team member. Through studying this MSc Psychology in Education you will develop the knowledge, skills and attitudes required to begin to build a professional career in psychology, education or related fields including data analysis, market research or advertising.
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5.b.i. Programme Learning Outcomes - Masters
Please provide six to eight statements of what a graduate of the Masters programme will be able to do.
If the document only covers a Postgraduate Certificate or Postgraduate Diploma please specify four to six PLO statements in the sections 5.b.ii and 5.b.iii as appropriate.
Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
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PLOOn successful completion of the programme, graduates will be able to:
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1Explain and recommend the most appropriate psychological approaches for addressing specific educational questions, based on rigorously evaluating competing techniques and research in terms of their validity, reliability and utility.
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2Make decisions about the most appropriate experiments, psychometric tests or surveys to apply to specific educational situations based on focused evaluation of contextual factors and a broad knowledge of educational psychology practice.
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3Plan and implement effective and efficient research processes - from defining precise research questions and selecting methodologies to presenting data-supported conclusions.
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4Identify and apply appropriate techniques to analyse and present different types of data using conceptual and methodological knowledge of statistics, approaches to qualitative analysis and data visualisation strategies.
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5Operate in an ethical and reflective manner with regard to complex psychological and educational practice, based on knowledge of pertinent debates and adherence to ethical approval processes.
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6Communicate complex ideas confidently, effectively and in a professional manner, making use of oral, written and visual formats.
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5.c. Explanation of the choice of Programme Learning Outcomes
Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
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i) ... in what way will these PLOs result in an ambitious, challenging programme which stretches the students?
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This programme will be ambitious and challenging for you and achieving our PLOs will make you attractive to future employers and education providers in psychology, education and other areas. You will have a broad and deep knowledge of psychology and will be experienced in applying that knowledge to educational issues. The sophistication of your knowledge and skills will increase over the course of the programme, culminating in an independent research project that encapsulates them all. Meeting these PLOs in the course of a single year, and at Masters level, is an ambitious and stretching undertaking. You will also be expected to develop a broad range of transferable skills, and will be supported in doing so through a carefully designed curriculum.
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ii) ... in what way will these PLOs produce a programme which is distinctive and advantageous to the student?
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Our programme is distinctive in focusing specifically on Psychology in Education while covering the core areas of a well-rounded psychology curriculum. We cover important theories in developmental, cognitive, biological, differential and social psychology, as well as research methods and conceptual and historical issues in psychology, and we explore the implications of psychological research for teaching and learning. There are few BPS accredited conversion programmes in the UK that combine Psychology and Education and so you will have the advantage of being able to gain GBC of the BPS at the same time as focusing on educational issues that may be of particular interest to you. Our PLOs encapsulate this distinctive flavour and will support you in planning a future based on your developing interests, knowledge and skills.
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iii) ... how the design of the programme enables students from diverse entry routes to transition successfully into the programme? For example, how does the organisation of the programme ensure solid foundations in disciplinary knowledge and understanding of conventions, language skills, mathematics and statistics skills, writing skills, lab skills, academic integrity
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As a Conversion programme our MSc presupposes no knowledge of psychology. We build up from basic ideas and skills at the start of the course to more sophisticated ideas and skills later on. Everything is taught from scratch. A flipped classroom approach is adopted in some modules to support you in being prepared to take advantage of lectures and practicals. A strong supervision system, a weekly research methods drop-in and a sense of community among students on the programme, fostered by regular lunches, will also support you in keeping pace with the curriculum. You will have access to the University's excellent Maths Skills Centre and Writing Centre for additional support.
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iv) ... how the programme is designed to enable students to progress successfully - in a limited time frame - through to the end of the award? For example, the development of higher level research skills; enabling students to complete an independent study module; developing competence and confidence in practical skills/ professional skills. See QAA masters characteristics doument http://www.qaa.ac.uk/en/Publications/Documents/Masters-Degree-Characteristics-15.pdf
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Over the course of this intensive year of study you will build up a substantial body of knowledge about psychology. An increasingly sophisticated understanding and handling of topics will be expected as you progress and this will be supported through increasingly complex assessments. By the end of the programme you will have a strong awareness of current issues in education and will be able to apply psychological knowledge to those issues in a compelling and nuanced fashion. Your research methods skills will be developed over a carefully designed two-term programme which builds from no knowledge of psychological research methods towards a good understanding of how and when to use a range of quantitative and qualitative techniques. Your development will be scaffolded via regular practical tasks and activities, along with support from staff. The extent of your progress will be clear in your empirical dissertation research. You will also be capable of reflecting critically on your own research process and on ethical considerations.
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v) ... how this programme (as outlined in these PLOs) will develop students’ digital literacy skills and how technology-enhanced learning will be used to support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classrooms, response 'clickers' in lectures, simulations, etc).
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During the programme you will use word-processing software, presentation software, Internet search tools including specialist databases, statistical software (SPSS) and our on-line learning environment (VLE). We also use a flipped classroom approach in some modules which will allow you to access preparatory tasks, videos and other resources using the VLE. Assessments include a micro-blogging task and a poster design task, both of which will make use of your digital skills.
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vi) ... how this programme (as outlined in these PLOs) will support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)?
The programme's employability objectives should be informed by the University's Employability Strategy:
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University Staff
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The programme aims to provide you with the Graduate Basis for Chartered Membership (GBC) of the British Psychological Society (BPS). GBC is a requirement for training as a professional psychologist and the MSc will therefore offer a pathway to professional training programmes in clinical, educational, counselling, occupational, health or forensic psychology. You will be encouraged to document your emerging employability profile in a non-assessed reflective journal and to share sections of it with your supervisor who will help you to design a pathway that combines study, work experience and planning in a way that works for you as an individual. While it is likely that many of our students will want to pursue careers in psychology some of you may also be interested in teaching, research, data science, youth work, mental health work or other careers. These ideas are likely to develop during the programme and the process of keeping a reflective journal and regularly discussing employability and careers with your supervisor is designed to help you with this. Your supervisor will help you to articulate your developing skill-base and to explore its relationship with possible careers. Supervisors will also point out the many enrichment and employability opportunities that are available to you within the Department and the University and will support you in making constructive, future-oriented decisions.
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viii) ... how learning and teaching on the programme are informed and led by research in the department/ Centre/ University?
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The Psychology in Education Research Centre (PERC) within our Department conducts cutting edge research that applies psychological theories and methods to educational settings. Current projects concern the implications of non-cognitive traits for teacher selection, social relationships in on-line environments, individual differences in resilience during transitions from school to university, cognitive and language development in children with English as an Additional Language, implicit learning in struggling readers, genetic and environmental influences on cognitive and non-cognitive traits, and numerical cognition and the process of understanding fractions. All members of PERC will teach on the MSc, exposing students to current research in the field and, whenever possible, also involving them in it.
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5.d. Progression
For masters programmes where students do not incrementally 'progress' on the completion of a discrete Postgraduate Certificate and Postgraduate Diploma, please summarise students’ progressive development towards the achievement of the PLOs, in terms of the characteristics that you expect students to demonstrate at the end of the set of modules or part thereof. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules and in circumstances where students registered on a higher award will exit early with a lower one.

Note: it is not expected that a position statement is written for each masters PLO, but this can be done if preferred.
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On completion of modules sufficient to obtain a Postgraduate Certificate students will be able to:
If the PG Cert is an exit award only please provide information about how students will have progressed towards the diploma/masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
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You will be awarded a Postgraduate Certificate if you successfully complete 60 credits from any of the programme's taught modules.   PG Cert students who successfully complete 60 credits from non-RM modules will have made progress towards achieving PLOs 1, 2, 5 and 6 but not towards PLOs 3 and 4. PG Cert students who successfully complete 60 credits from modules including RM will have made progress towards PLOs 1 (limited) and 2 - 6. Award title - Certificate in Psychology in Education
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On completion of modules sufficient to obtain a Postgraduate Diploma students will be able to:
If the PG Diploma is an exit award only please provide information about how students will have progressed towards the masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
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You will be awarded Postgraduate Diploma if you successfully complete 120 credits, that is, all aspects of the programme other than the empirical dissertation (i.e. all taught modules). PG Dip students will have made significant progress towards achieving PLOs 1, 2, 4, 5 and 6 and some progress towards achieving PLO 3. Award title - Postgraduate Diploma in Psychology in Education
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6. Reference points and programme regulations
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6.a. Relevant Quality Assurance Agency benchmark statement(s) and other relevant external reference points
Please state relevant reference points consulted (e.g. Framework for Higher Education Qualifications, National Occupational Standards, Subject Benchmark Statements or the requirements of PSRBs): See also Taught Postgraduate Modular Scheme: Framework for Programme Design:
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6.b. University award regulations
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The University’s award and assessment regulations apply to all programmes: any exceptions that relate to this programme are approved by University Teaching Committee and are recorded at the end of this document.
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7. Programme Structure
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7.a. Module Structure and Summative Assessment Map
Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme.

IMPORTANT NOTE:
If the structure of your programme does not fit the usual academic year (for instance students start at the beginning of September or in January) please contact your Academic Quality Team contact in the Academic Support Office for guidance on how to represent the structure in an alternative format.

To clearly present the overall programme structure, include the name and details of each individual CORE module in the rows below. For OPTION modules, ‘Option module’ or 'Option from list x' should be used in place of specifically including all named options. If the programme requires students to select option modules from specific lists by term of delivery or subject theme these lists should be provided in the next section (7.b).

From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of teaching delivery for the module (if the end of the module coincides with the summative assessment select 'EA'). It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets).

Summative assessment by exams should normally be scheduled in the spring week 1 and summer Common Assessment period (weeks 5-7). Where the summer CAP is used, a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place. (NB: An additional resit assessment week is provided in week 10 of the summer term for postgraduate students. See Guide to Assessment, 5.4.a)
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Guide to Assessment
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Full time structure
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CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
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CodeTitle12345678910123456789101234567891012345678910111213
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20EDU00071MDevelopment and CognitionSEA
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20EDU00078MIndividuality and Its RootsSEA
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20EDU00097MResearch Methods for Psychology in Education ISEA
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20EDU00098MResearch Methods for Psychology in Education IISEA
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20optionOPTION (list A)SAEA
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20EDU00070MPsychology in SocietySEA
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60EDU00076MDissertationSEA
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Full-time Route: Please indicate when any Progression Board and Exam board will be held and when any reassessments will be submitted. NB: You are required to provide at least three weeks notice to students of the need for them to resubmit any required assessments, in accordance with the Guide to Assessment section 4.9
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Progression BoardWeek 7 of Term 3.
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ReassessmentWeek 10 of Term 3.
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Exam BoardWeek 6 of Term 1.
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7.b. Optional module lists

If the programme requires students to select option modules from specific lists these lists should be provided below. If you need more space, use the toggles on the left to reveal ten further hidden rows.
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Option List AOption List BOption List COption List D
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Has neuroscience entered the classroom? (EDU00079M)N/AN/AN/A
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Child and Adolescent Mental Health (EDU00080M)
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What Makes a Great Teacher? (EDU00091M)
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Intelligence (EDU00090M)
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Positive Psychology in Education (EDU00106M)