UDPSYSCG - BSc Psychology and Sociology

The BSc Psychology and Sociology course provides a specialist programme which enables students to acquire and develop knowledge in each of the core areas of the respective disciplines, along with a wide range of academic and transferable skills.
The teaching and learning strategies employed across the programme are designed to:
• further stimulate students’ interest in all aspects of human social behaviour
• provide an appropriate intellectual challenge at BSc level whilst enabling students to gain the relevant knowledge and skills across the disciplines of Psychology & Sociology
• promote students’ self-management of the learning process with a view to future training and continuing professional development.

Factors influencing the choice of teaching and learning strategy include:
• enhancing students’ communications and IT skills relevant to studying social phenomena
• developing students’ research skills and their ethical awareness
• developing students’ problem-solving skills
• facilitating variation in students’ learning styles and preferences
• facilitating learning for students in both full-time and part-time mode.

Module teams will ensure opportunities for students to:
• be actively involved in their own learning
• pose and test psychology/sociology related hypotheses
• work to deadlines and balance conflicting pressures
• use appropriate resources and technology available
• review, evaluate and reflect on their work
• work with others and develop team-working skills.

As well as access to the University wide learning facilities students will also have access to dedicated psychological research laboratories and specialised project support equipment (such as psychometric tests, psycho-physiological measuring equipment etc.), supplemented by guided learning and workbooks with exercises are used – available through the VLE. Students will also be trained in use of specialized software such as SPSS and NVivo for data analysis. The course integrates face-to-face with online learning at all levels. All modules also use WebLearn to provide key information and learning resources. Advanced use of VLE on the course includes online tests and assessment, discussions, and feedback.

This course aims to provide students with an understanding of psychology and sociology with particular reference to social behaviour and social interaction. It will develop students’ analytical skills through consideration of the relationship between self and society and between theory and practice. It aims to make students aware of the conceptual and historical context for current theory and knowledge within psychology and sociology and provide an opportunity for them to choose from a range of different areas of advanced study in relation to social behaviour and social interaction. The teaching, learning and assessment strategy is designed to enable students to develop, and demonstrate competency in a wide range of academic and transferable skills within the context of the disciplines which will also be invaluable in future employment or training.

On completion of this course, students will be able to demonstrate confidence, resilience, ambition and creativity and will act as inclusive, collaborative and socially responsible practitioners/professionals in their discipline.

The following learning outcomes incorporate and depend on systematic understanding of the key aspects of the knowledge base of psychology and sociology, including a coherent and detailed knowledge of some specialist areas in depth.

On successful completion of this course students will be able to:

1. deploy accurately established techniques of analysis and enquiry within psychology and sociology;

2. devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of psychology and sociology;

3. describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in psychology and sociology, recognising the uncertainty, ambiguity and limits of knowledge;

4. demonstrate their knowledge of the challenge and importance of decolonising the psychology and sociological curriculum;

5. manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to psychology and sociology);

6. apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects;

7. the ability to identify a range of research strategies and methods and to comment on their relative advantages and disadvantages for psychological and sociological research;

8. critically evaluate arguments, assumptions, abstract concepts and data to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem;

9. communicate information, ideas, problems and solutions to both specialist and non-specialist audiences;

10. be familiar with different IT systems for recording data and presenting information and for note taking, timetabling and carrying out online meetings;

11. gain competence in computer-aided techniques for storing, collating and analysing qualitative and quantitative data.

12. Demonstrate confidence, resilience, ambition and creativity and act as inclusive, collaborative and socially responsible practitioners/professionals in their discipline

QAA Statement for Psychology/Sociology
https://www.qaa.ac.uk/docs/qaa/subject-benchmark-statements/subject-benchmark-statement-sociology.pdf?sfvrsn=6ee2cb81_4

A variety of teaching and learning methods and assessments are used in line with the principles of an inclusive curriculum and inclusive assessment set out in the ESJ Framework. Assessment practices include a wide range of summative and formative assessments. Formative assessment has been introduced on most modules in order to provide students with early feedback to allow them to improve the quality of their assessed work. Constructive feedback to students is embedded through diverse forms of formative assessment that range from coursework plans and drafts to oral presentations, debates, and podcasts.

Apart from traditional assessment methods such as essays and test, assessment methods include book reviews, research reports, individual and group presentations, portfolios, blogging and podcasts. Many assessments are designed in such a way to open space for students’ voice. Not only do assessments allow students to choose their own topics, but at every level of their studies, students have an opportunity to choose the form of their assessment.

These assessments are designed to strengthen student employability, as well as students’ weaker abilities, such as presentation and discussion in a safe environment.

Overall, the strategy is to promote students written, oral and research skills within the context of their understanding of psychological and sociological theory and practice. At Level 4 assessments seek to encourage students to become familiar with relevant theory, as well as to give them some basic tools for conducting independent research. At Level 5 assessments require students to critically evaluate the knowledge and theories they have encountered, and practically demonstrate the ability to conduct small research independently. At Level 6 assessments test the students’ critical knowledge of applied areas of psychology and sociology and their ability to be independent researchers.

The WL6W50 Empowering London is a subject option module that available to students entering their 3rd year. This module has been developed to allow students to work intensively with a London community project/organisation in order to identify (in partnership with them) a challenge they are faced with and work towards positively addressing this challenge This innovative module is an exciting opportunity to work at a grass-roots level to effect change and to learn about the key issues currently affecting London and other large cities.

In the autumn semester, students attend a series of workshops on key themes relating to what has been identified as the 6 key challenges in London. These include poverty and deprivation, crime, discrimination, health, the environment and social wealth.

Alongside these workshops, students also attend workshops run by the Careers and Employability team on job search, careers advice, CV’s and the application and interview process. Students are supported in finding placements with local community organizations in areas associated with the 6 key challenges in London.

PART-TIME STRUCTURE

FROM 2024/25
YEAR 1 (LEVEL4)
SEM1
SS4051 Researching Social Life (Core)
PC4058 Becoming a Socially Responsible Professional (Core)

SEM2
SS4056 Sociological Imagination (Core)
PC4061 Mechanisms of the Mind (Core)

YEAR 2 (LEVEL 4)
SEM1
SS4052 Constructing Modern Societies (Core)
PC4063 Psychopathology (Core)
SEM2
SS4055 Protest, Justice and Social Change (Core)
PC4059 Psychology Across Time and Cultures (Core)

YEAR 3 (Level 5)
SEM 1
SS5096 Quantitative Social Research (Core)
PC5057 Individual Differences (Core)
SEM2
SS5099 Qualitative Social Research (Core)
PC5062 Social and Cultural Explanations of Behaviour (Core)

YEAR 4 (LEVEL 5)
SEM1
SS5066 Self and Society (Core)
One optional:
SS5097 Understanding Racism and Ethnicity (Optional)
SS5153 Sociology and Current Affairs (Optional)
SS5083 Youth Resistance and Social Control (Optional)
PC5059 Psychological Interventions: From Problems to Solutions (Optional)
PC5060 Cognitive and Biological Explanations of Behaviour (Default option)
SEM 2:
SS5067 Sociology of Everyday Life (Core)
One optional:
PC5064 Development Across the Lifespan (Default option)
SS5150 Understanding Gender and Sexuality (Optional)
SS5151 Living on the Margins (Optional)
SS5152 Society at the End of Days (Optional)
PC5063 The Psychology of Creativity and Innovation (Optional)

YEAR 5 (Level 6)
SEM1
SS6086 Living Theory (Core)
One optional:
PC6071 Clinical Psychology (Optional)
PC6056 Work Psychology (Optional)
PC6060 Cognition and Emotion (Default option)
PC6070 Health Psychology (Optional)
PC6073 Cyberpsychology (Optional)
SS6063 Religion and the State (Optional)
SS6089 Gender Politics (Optional)
SS6057 Housing and Homelessness (Optional)
WL6W50 Empowering London (Optional)

SEM2:
SS6087 Conversations in Sociological Thought (Core)
One option:
SS6088 Racism in the global context (Optional)
SS6082 Global and Comparative Social Policy (Optional)
SS6054 Human Rights and Conflict (Optional)
PC6051 Forensic Psychology (Optional)
PC6075 Specific Learning Differences (Optional)
PC6054 Counselling Psychology (Optional)
PC6078 Gender and Sexuality (Optional)
PC6079 Psychosexual Therapy (Optional)
PC6077 Positive Psychology (Default option)

YEAR 6 (Level 6)
SEM1
SS6P04 Psychology and Sociology Dissertation (Core)
One option:
PC6071 Clinical Psychology (Optional)
PC6056 Work Psychology (Optional)
PC6060 Cognition and Emotion (Optional)
PC6070 Health Psychology (Optional)
PC6073 Cyberpsychology (Optional)
SS6063 Religion and the State (Optional)
SS6089 Gender Politics (Default option)
SS6057 Homelessness and Housing Policy (Optional)
WL6W50 Empowering London (Optional)

SEM2:
SS6P04 Psychology and Sociology Dissertation (Core)
One option:
SS6088 Racism in the global context (Default option)
SS6082 Global and Comparative Social Policy (Optional)
SS6054 Human Rights and Conflict (Optional)
PC6051 Forensic Psychology (Optional)
PC6075 Specific Learning Differences (Optional)
PC6054 Counselling Psychology (Optional)
PC6078 Gender and Sexuality (Optional)
PC6079 Psychosexual Therapy (Optional)
PC6077 Positive Psychology (Optional)

Certificate of Higher Education:

Level 4:

SS4051 Researching Social Life
SS4052 Constructing Modern Societies
SS4055 Protest, Justice and Social Change
SS4056 Sociological Imagination
PC4060 Applied Psychology
PC4063 Psychopathology
PC4061 Mechanisms of the Mind
PC4059 Psychology Across Time and Cultures

Diploma in Higher Education:

Level 4:
SS4051 Researching Social Life
SS4052 Constructing Modern Societies
SS4055 Protest, Justice and Social Change
SS4056 Sociological Imagination
PC4060 Applied Psychology
PC4063 Psychopathology
PC4061 Mechanisms of the Mind
PC4059 Psychology Across Time and Cultures

Level 5:

SS5096 Quantitative Social Research
SS5099 Qualitative Social Research
SS5066 Self and Society
SS5067 Sociology of Everyday Life
PC5057 Individual Differences
PC5062 Social and Cultural Explanations of Behaviour

and TWO options from:
SS5097 Understanding Racism and Ethnicity
SS5153 Sociology and Current Affairs
SS5083 Youth Resistance and Social Control
PC5059 Psychological Interventions: From Problems to Solutions
PC5064 Development Across the Lifespan
SS5150 Understanding Gender and Sexuality
SS5151 Living on the Margins
SS5152 Society at the End of Days
PC5063 The Psychology of Creativity and Innovation

Progress with Undergraduate Skills will be articulated to students as the programme progresses through feedback from tutors and peers enabling them to reflect on their progress based on the evidence available. At each level identified modules (Sociological Imagination, Self and Society, and the Dissertation, among others) will contain activities and opportunities for students to reflect on their learning process and personal development. Other activities outside of the academic aspect of university life will also contribute to aspects of undergraduate skills. Students will be encouraged to develop their personal portfolio to critically review their learning experiences, set their future personal and academic goals and evaluate their progress towards these goals.

PDP will be embedded within each module with students given time to reflect on their learning. For example, in the modules like Researching So and Individual Differences students will reflect upon and develop their use of oral and written communication skills, skills in identifying, analysing and evaluating information and interpersonal skills. Students will begin to draw up a profile of personal and professional skills, attributes and achievements and make use of peer and personal support systems. In the final project, supervisors will initially assist with the clarifying the terms of the research project, ethical considerations as well as establishing a timetable for the research and subsequent meetings, directed background reading as well as report format and writing and statistical analysis.

Psychology and Sociology graduates enter a variety of professions including within the public sector, third sector and private sector. The QAA Psychology and Sociology Subject Benchmark Standards report highlights the wide range of professions our graduates move into including teaching and lecturing, social services, local and national government including the civil service, youth work, social research, journalism, third sector advocacy and think tanks, policy development, public health and many more.

The course develops students transferable, generic and subject-specific skills. Again, the QAA Psychology and Sociology Subject Benchmark Standards report highlights the many skills graduates acquire including the skills developed in evidence and research-based approaches and the ability to research, collect and analyse data, use a range of software, conduct policy analysis, administer, plan and time manage, write and edit, present evidence and arguments and question and debate alongside skills in understanding cultural diversity and the issues around inequality and discrimination in relation to race, social class, gender, disability, age and religion.

The course includes a focus on developing these key employability skills throughout the three years of student’s study.

The programme is also excellent preparation for further research or study.

This course opens up job opportunities in the private and public sectors. Examples of our sociology orientated graduates include those now working as a human resources officer at Clarins and a prison custody officer at Sodexo, while our psychology inclined graduates have gone on to become support workers at Creative Support, a special needs teaching assistant at Edustaff and more.

The skills you’ll develop are transferable across an even wider range of sectors, such as advertising, public relations and marketing. It’s also great preparation for postgraduate study.

In addition to the University's standard entry requirements, you should have:

• a minimum of grades BCC in three A levels or minimum grades BC in at least two A levels in academic or business subjects (or a minimum of 104 UCAS points from an equivalent Level 3 qualification, eg BTEC Level 3 Extended Diploma/Diploma; or Advanced Diploma; or Progression Diploma; or Access to HE Diploma with 60 credits)
• GCSE English at grade C/grade 4 or above (or equivalent)

If you don't have traditional qualifications or can't meet the entry requirements for this undergraduate degree, you may still be able to gain entry by completing our Psychology (including foundation year) BSc.

Applicants with relevant professional qualifications or extensive professional experience will also be considered on a case by case basis.

Entry from appropriate foundation and access courses will also be considered.