BSc Psychology in Education (PiE) Programme Specification 2024-25

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1	ACADEMIC QUALITY TEAM
2	Programme Specifications 2024-25
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5	Programme Title			BSc Psychology in Education.
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7	This document applies to students who commenced the programme(s) in:			2024		Award type			BSc
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9	What level is this qualification?			6		Length of programme			Three Years
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11	Mode of study (Full / Part Time)			Full Time
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13	Will the programme use standard University semester dates?			Yes		For York Online programmes, will standard dates for such programmes be used?			N/A
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15	Awarding institution			University of York		Board of Studies for the programme			Education
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17	Lead department			Education		Other contributing departments			N/A
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19	Language of study and assessment			English		Language(s) of assessment			English
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21	Is this a campus-based or online programme?			Campus
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23	Partner organisations
24	If there are any partner organisations involved in the delivery of the programme, please outline the nature of their involvement. You may wish to refer to the Policy on Collaborative Provision
25	No
26	No
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28	Reference points
29	Please state relevant reference points consulted in the design of this programme (for example, relevant documentation setting out PSRB requirements; the University's Frameworks for Programme Design (UG or PGT); QAA Subject Benchmark Statements; QAA Qualifications and Credit Frameworks).
30	The following reference points were consulted in the design of this programme: The QAA Subject Benchmark Statement for Psychology (QAA, 2019): https://www.qaa.ac.uk/docs/qaa/subject-benchmark-statements/subject-benchmark-statement-psychology.pdf?sfvrsn=6935c881_15 The British Psychological Society's Standards for the accreditation of undergraduate, conversion and integrated Masters programmes in psychology (BPS, 2019): https://cms.bps.org.uk/sites/default/files/2022-07/Undergraduate%20Accreditation%20Handbook%202019.pdf The University's Frameworks for Programme Design for Undergraduate Programmes.
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33	Credit Transfer and Recognition of Prior Learning
34	Will this programme involve any exemptions from the University Policy and Procedures on Credit Transfer and the Recognition of Prior Learning? If so, please specify and give a rationale
35	N/A
36	N/A
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38	Exceptions to Regulations
39	Please detail any exceptions to University Award Regulations and Frameworks that need to be approved (or are already approved) for this programme. This should include any that have been approved for related programmes and should be extended to this programme.
40	N/A
41	N/A
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43	Internal Transfers
44	Please use the boxes below to specify if transfers into / out of the programme from / to other programmes within the University are possible by indicating yes or no and listing any restrictions. These boxes can also be used to highlight any common transfer routes which it would be useful for students to know.
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46		Transfers in:	Requests to transfer in or out of the programme may be considered before the beginning of semester 2 in stage 1. Students who transfer would be in good academic standing. Detailed discussions will be handled by the admissions tutor.			Transfers out:	Requests to transfer in or out of the programme may be considered before the beginning of semester 2 in stage 1. Students who transfer would be in good academic standing. Detailed discussions will be handled by the admissions tutor.
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49	Statement of Purpose
50	Please briefly outline the overall aims of the programme. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
51	The BSc Psychology in Education offers the opportunity to develop a sound theoretical knowledge of two academic disciplines: Psychology and Education. The BSc Psychology in Education is accredited by the British Psychological Society, and as such, it gives you a thorough grounding in the field of psychology. You will study the core areas of psychology: cognition, social, development, biological, individual differences, and research methods and apply these to an educational setting. In addition, you will develop a comprehensive understanding of the field of education, a truly multidisciplinary field that draws on sociological, philosophical, political, and historical perspectives. By developing expertise in these different fields, you will be able to identify how psychological theory and educational contexts are related and make links between theory and practice.You will be taught and supervised by staff with research expertise and practitioner experience in psychology and education. You will be introduced to and enabled to study further, cutting-edge insights into new developments in the field. In your final year, you will tailor your degree towards your interests. You will choose from a range of optional modules in psychology and education and will also conduct a research project of your choice for your dissertation module. The content of the degree will enable you to apply psychological theory and research to real-life educational settings involving children, adolescents, and adults. Alongside this sound theoretical foundation in two academic disciplines, you will develop a range of transferable skills highly desired by future employers or providers of further academic training. This includes critical, analytical, and reflective thinking skills, research skills, and communication skills. The BSc Psychology in Education is accredited by the British Psychological. Successful completion of the programme will provide students who achieve a 2:2 or higher with Graduate Basis for Chartered Membership (GBC) of the BPS. GBC is a requirement for many routes for further training in Psychology, such as Clinical or Educational Psychology. By studying on the BSc Psychology in Education programme, you will develop the knowledge, skills, and attitudes needed to build a professional career in psychology (including BPS accredited training pathways), education, or a related field.
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62	If there are additional awards associated with the programme upon which students can register, please specify the Statement of Purpose for that programme. This will be most relevant for PGT programmes with exit awards that are also available as entry points. Use additional rows to include more than one additional award. Do not include years in industry / abroad (for which there are separate boxes).
63	Exit Award Title			Is the exit award also available as an entry point?	Outcomes: what will the student be able to do on exit with this award?			Specify the module diet that the student will need to complete to obtain this exit award
64	Certificate of Higher Education			No	Students will have achieved partial completion of the PLOs.			Any 60 credits.
65	Diploma of Higher Education			No	Students will have achieved partial completion of the PLOs.			Any 120 credits.
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67	Programme Learning Outcomes
68	What are the programme learning outcomes (PLOs) for the programme? (Normally a minimum of 6, maximum of 8). Taken together, these outcomes should capture the distinctive features of the programme and represent the outcomes that students progressively develop in the programme and achieve at graduation. PLOs should be worded to follow the stem 'Graduates will be able to...'
69	1	Use their knowledge of psychological theories, research and methodologies to assess educational contexts and concepts from a psychological perspective.
70	2	Make approprioate judgements and suggest action to address issues of policy and practice in education as a result of evaluating, assimilating and synthesising relevant psychological information and data.
71	3	Operate in an ethical and professional manner with regard to psychological and educational practice, with knowledge of pertinent debates.
72	4	Plan, carry out and evaluate rigorous psychological research, defining appropriate research questions, designing appropriate methodologies, collecting and managing data, identifying findings, drawing conclusions and critically evaluating their own research.
73	5	Identify and apply appropriate quantitative and qualitative data analysis techniques to different types of data.
74	6	Communicate complex ideas confidently, effectively and in a professional manner, to both lay and specialist culturally-diverse audiences, making use of oral, written and digital formats where relevant;
75	7	Address cross-displinary issues and contribute to group projects by working collaboratively using a range of skills and resources, including digital tools where appropriate.
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77	Diverse entry routes
78	Detail how you would support students from diverse entry routes to transition into the programme. For example, disciplinary knowledge and conventions of the discipline, language skills, academic and writing skills, lab skills, academic integrity.
79	All students are assigned a supervisor in the first week of Stage 1, that member of staff remains the student's supervisor for the three years of their degree.Supervisors meet with students regularly to discuss progress, both academic and pastoral and address an concerns students may wish to raise. Supervisors also have access to their students' marks and feedback to provide additional support regarding the development of academic skills over the course of the programme. Students are also signposted to other support services both in the department and the University for further support if needed. All students in Stage 1 and 2 will complete a non-credit bearing module to develop their academic and professional skills. This module will ensure all students are well positioned to suceed on their programme, regardless of their prior experience when arriving at York.
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88	Inclusion
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90	Please confirm by ticking the box on the right that the design, content and delivery of the programme will support students from all backgrounds to succeed. This refers to the University's duties under the Equality Act 2010. You may wish to refer to the optional Inclusive Learning self-assessment tools to support reflection on this issue.									TRUE
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92	Employability
93	Please give a brief overview - no more than 5 sentences - of how the programmes helps develop students' employability. Your Faculty Employability Manager can help reflection on this issue. This statement will be used by Marketing as the basis for external content with respect to employability.
94	In addition to the core Psychology in Education knowledge students acquire through studying on the BSc PiE, there are specific PLOS that relate to transferable skills important for employability. For example, independent work, collaborative work, and communication. You are given plenty of opportunities throughout your studies to develop these skills through learning and assessment activities. Through the supervision process, students are encouraged to engage with the support and opportunities available through the careers service and undertake appropriate work experience. Students are also provided with the opportunity to engage with the STEP1 programme offered by the department. Through STEP1, students work with an external client who provides a concrete problem facing their organisation. Students in Stage 1 work in small groups to develop an innovative solution to the problem, which they then present to the client. They are mentored and supported by students in stages 2 and 3. The scheme provides a valuable opportunity for students to develop their employability skills.
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