Our BSc (Hons) Education and Psychology provides an opportunity to gain an insight into how children and young people learn and the ways in which this is shaped and delivered. In addition, the course explores how psychological theory can be related to a variety of educational environments as well as considering a range of psychological issues, including development and relationship in the social world. The BSc (Hons) Education and Psychology degree looks at learning and teaching through the four pillars of knowledge: philosophy, sociology, history and psychology.
The programme considers the different ways in which education is implemented and understood throughout the UK and globally. The course aims to support students to understand and question current and historical education systems and to consider how these systems align with policy, practice and social expectations. The psychological aspects of the programme aim to support students to understand how brain processes can support function and approaches to measuring abilities such as intelligence.
Students will have the opportunity to consider education in compulsory schools and also in other learning environments not associated with typical classrooms. Students can also explore contemporary theories in relation to personality development and social psychology.
Research-based learning is an important part of this course and students will be encouraged to use enquiry and investigative approaches to learn more about education and psychology throughout their three-year study.
How You Study
The first year centres on introductory core modules which focus on learning, brain, behaviour and cognition, the developing individual in society and research skills. Students can reflect on the global and local influences on policy and practice in relation to education and consider how this has shaped the ways children and young people are enabled to learn. The psychology modules encourage students to reflect on how cognitive capacity can influence processing and how the brain develops in order to support functioning.
A tutorial system operates throughout the three-year course. The first year aims to provide a sound basis for students to develop their own personal and academic skills and also aims to facilitate a sound basis for the transition to the second year. The course also includes a series of scheduled meetings with a personal tutor.
In the second year, students have the opportunity to develop and refine their research skills and can begin to tailor their course to their interests by choosing two optional modules to examine topics in greater depth. Students can take part in core modules focusing on: developmental psychology; psychometric testing; and diversity, inclusion and alternate approaches to education.
During the final year, students have to opportunity to complete two further core modules, one which reflects on contemporary issues in education, and one which is an extended study. This extended research-based module, along with further elective modules aims to provide opportunities for students to build on their own interests and may be determined by their career aspirations.
Teaching takes place in lectures, seminars and workshops, and in small groups, depending on the level and the topic of study. In addition, staff use the intranet to provide materials to support teaching; course materials are posted to an online virtual learning environment to supplement face to face teaching and support the onsite and remote study.
Contact Hours and Reading for a Degree
Students on this programme learn from academic staff who are often engaged in world-leading or internationally excellent research or professional practice. Contact time can be in workshops, practical sessions, seminars or lectures and may vary from module to module and from academic year to year. Tutorial sessions and project supervision can take the form of one-to-one engagement or small group sessions. Some courses offer the opportunity to take part in external visits and fieldwork.
It is still the case that students read for a degree and this means that in addition to scheduled contact hours, students are required to engage in an independent study. This allows you to read around a subject and to prepare for lectures and seminars through wider reading, or to complete follow up tasks such as assignments or revision. As a general guide, the amount of independent study required by students at the University of Lincoln is that for every hour in class you are expected to spend at least two to three hours in an independent study.
How You Are Assessed
The aims of module assessments are to provide a measure of the development and attainment of course outcomes, including the attainment of high-level intellectual skills such as critical analysis and evaluation.
Accordingly, the nature of assessment varies across the three levels of the course. Assessments at levels one and two focus on the acquisition and understanding of knowledge and skills. In contrast, the level three assessments place far greater emphasis on the ability to apply, analyse and evaluate knowledge.
The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to students promptly – usually within 15 working days after the submission date.
Methods of Assessment
The way students are assessed on this course may vary for each module. Examples of assessment methods that are used include coursework, such as written assignments, reports or dissertations; practical exams, such as presentations, performances or observations; and written exams, such as formal examinations or in-class tests. The weighting given to each assessment method may vary across each academic year. The University of Lincoln aims to ensure that staff return in-course assessments to students promptly.
The BSc (Hons) Education and Psychology course draws key aspects of education and psychology together in one undergraduate programme. The programme aims to incorporate research-based opportunities and as a result, students can gain the knowledge and skills required for studying aspects of education or psychology of specific interest. The course has been designed to provide a strong base for postgraduate study and beyond.
The four pillars of knowledge; psychology, history, sociology and philosophy, can support a broad understanding of education and psychology, and this in conjunction with the study of local and global issues as well as contemporary psychological theories aims to enable students to gain depth and breadth in their knowledge.
The course may also include self-funded trips abroad to experience education in other countries. Students will be responsible for their own travel, accommodation and living expenses when undertaking such trips.
- GCE Advanced Levels: BBB
- International Baccalaureate: 30 points overall
- BTEC Extended Diploma: Distinction, Distinction, Merit
- Access to Higher Education Diploma: 45 Level 3 credits with a minimum of 120 UCAS Tariff points
Applicants will also need at least three GCSEs at grade 4 (C) or above, which must include English and Maths. Equivalent Level 2 qualifications may also be considered.
EU and International students whose first language is not English will require English Language IELTS 6.0 with no less than 5.5 in each element or equivalent http://www.lincoln.ac.uk/englishrequirements
The University accepts a wide range of qualifications as the basis for entry and will consider applicants who have a mix of qualifications.
We also consider applicants with extensive and relevant work experience and will give special individual consideration to those who do not meet the standard entry qualifications.
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