FdSc Psychology
01 Sep 2018 - 31 Aug 2026
| Course Leader | Shakiela Davies |
|---|---|
| Course Team | Amyrae Lewis, N Michael, Leigh Webber, Dawn Latham |
| Awarding Body | University of South Wales |
| Teaching Institutions | Gower College Swansea, Merthyr Tydfil College, Coleg Gwent, Cardiff and Vale College, Bridgend College |
| Modes of Study | Full Time |
Document Version
| Version | 5 |
|---|---|
| Valid From | 01 Sep 2018 |
| Valid To | 31 Aug 2026 |
QAA Benchmarks
Educational Aim
The main aims of the course are:
1. To provide students with opportunities for work-related learning and skills relevant to a range of psychology-related careers
2. To encourage critical assessment of theory, research and application across a range of foundational topics in Psychology
3. To foster a reflective appraisal of ethical and professional practice issues in Psychology and how these can be translated to both research and work-related settings.
4. To develop knowledge and skills to facilitate successful transitions to work and future study.
Learning Outcomes
| A1 | Demonstrate understanding of the major theoretical perspectives in Psychology and how these can be tested using different research methods. |
| A2 | Evidence knowledge of research across core areas of Psychology including but not limited to Biological, Cognitive, Developmental and Social Psychology and Individual Differences. |
| A3 | Apply knowledge of ethical and professional issues in Psychology including the importance of having appropriate qualifications and experience for professional practice. |
| A4 | Show knowledge of the variety of domains in which psychological theory and research can be applied. |
| B1 | Describe and evaluate theory and research in Psychology. |
| B2 | Critically assess the application of psychological research in a range of work-related settings. |
| B3 | Pose and operationalise research questions in Psychology. |
| B4 | Identify and compare the professional qualifications, skills and experience necessary for practice in a range of psychological fields. |
| C1 | Communicate effectively both orally and in writing to a variety of audiences, including academics, practitioners and potential clients; this to include demonstrating interpersonal sensitivity in professional situations. |
| C2 | Apply the Code of Ethics and Conduct published by the British Psychological Society to research studies and work-related simulations. |
| C3 | Synthesise and evaluate information and application of this to work-related situations. |
Course Structure
Level 4 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| PL1S128 | MOD010618 | Theoretical Approaches to Psychology | Running | 20 | specified |
| PL1S129 | MOD010619 | Introduction to Research Using Statistics in Psychology | Running | 20 | specified |
| PL1S130 | MOD010620 | Cognitive Psychology | Running | 20 | specified |
| PL1S131 | MOD010621 | Psychology in Everyday Life | Running | 20 | specified |
| PL1S132 | MOD010622 | Biological Psychology | Running | 20 | specified |
| PL1S133 | MOD010623 | Individual Differences and Learning | Running | 20 | specified |
Level 5 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| PL2D121 | MOD010624 | Professional Practice and Employability | Running | 40 | specified |
| PL2S137 | MOD010625 | Social Psychology | Running | 20 | specified |
| PL2S138 | MOD010626 | Development in Childhood and Adolescence | Running | 20 | specified |
| PL2S139 | MOD010627 | Advanced Research Using Statistics in Psychology | Running | 20 | specified |
| PL2S140 | MOD010628 | Psychological Disorders | Running | 20 | specified |
Teaching and Assessment
Learning and Teaching Methods
Employer Engagement
Employer Engagement will be achieved by:
Visiting Speakers
Where possible speakers from varying professions will engage with students in addition to lecturers from the University of South Wales. USW speakers are incorporated into the delivery schedule for all colleges at an appropriate time during module delivery and USW speakers engage with students as part of visit days which coincide with course boards to maintain engagement with the students. Other speakers from different professions may provide local employer engagement but these are on an extra-curricular basis and are made available to any students who wish to take them up from any delivery location.
Volunteering
Students are encouraged, where appropriate, to engage in relevant voluntary work to enhance their skills and employability. A placement in either a work or voluntary sector setting is an essential part of the Professional Practice and Employability module but students are encouraged to volunteer beyond this to enhance their skills. All of our existing partner colleges have careers and student support services and these can help students to locate suitable volunteering opportunities.
Fieldtrips
Students will undertake trips to the Psychology Department at the University of South Wales. Each college will bring students in both first and second years of study and these visits will incorporate information about the USW course, taster talks and activities, campus tours and opportunities to talk to current students.
Work Placements
Work placements are incorporated as part of the course. Students source their own placements according to their interests. These are included in the Professional Practice and Employability module and can either be paid or voluntary.
Work-based Learning
Work based and work related learning is incorporated into the work placement for Professional Practice and Employability.
Means of Assessment
Written Assignments
Class Tests
Reports
Poster Presentation
Portfolio
Oral Presentations
Case Studies
Critical Review
Learning Support
The learning support available through the course
Induction
Students are advised in induction of the support available to them at the college and at USW. There is a comprehensive induction programme in the first week of term for both years of the course. For first years this includes an introduction to the college team, the support systems available at the college, the on-site facilities including library, careers and counselling/well-being services and an overview of the course as a whole. Dedicated sessions in first year induction provide an overview of the procedures for extenuating circumstances, progression and engagement and academic misconduct that operate at USW and given information about how to access these. Students are taken through their timetables and a copy of the course handbook as well as receiving an introduction to all of their modules and any college specific information connected to delivery and assessment (e.g. availability of module tutors, arrangements for receiving feedback on work). For second year students, the focus of induction is on refreshing students’ memories about appropriate procedures, the step up from Level 4 to Level 5 study and the modules covered in Year 2. The arrangements for work/voluntary placements for “Professional Practice and Employability” are also highlighted here in advance of module delivery; to ensure that students are thinking early about sourcing their placements.
Personal tutor
Students are allocated a personal tutor who is a member of the delivery team at their college. This person provides support with a student’s academic progress and can signpost students to other specialist sources of support within the college itself. Personal tutors meet with students a minimum of once per term, however additional meetings can be arranged at mutually convenient times.
Office hours
All staff delivering modules provide weekly office hours where students can drop in to discuss issues or pose questions without appointment. Additional times are available by prior arrangement.
Tutorials
Students have a one-hour tutorial per week which may be individual or group based sessions. These tutorials focus on developing and supporting students’ study skills; in Level 4 these include academic writing, referencing and plagiarism and introductions to research methods and scientific reasoning. In Level 5 the focus moves to critical analysis and reflective practice within these tutorials.
Seminars
Students attend seminars as part of most taught modules (some modules replace seminars with workshops). These provide opportunities to discuss and debate topics in more detail as well as for students to ask questions and clarify understanding of specific topics.
Formative Assessment
Students are given opportunities for formative assessment; these are both scheduled and independent. These provide students with opportunities to ask questions, produce plans/drafts and take part in practice activities to enhance success at formal assessments.
Progress meetings
Progress meetings occur as part of the tutorial programme and take place at minimum once per term. Students can then be signposted to specialist services either at the college or USW as required.
Research Supervision
Students do not complete an independent research project but are supported and supervised through the completion of their small group projects in “Advanced Research Using Statistics in Psychology”. This includes discussion of the ethical issues involved in projects.
Online Resources
Students can access on line resources via the USW website (Unilife) and via college Moodle pages. Information about access is included in both first and second year induction sessions. Online resources are then utilised throughout the course to provide slides and other lecture/seminar materials, online quizzes and directed study activities as well as a means of students’ sourcing academic articles and applied/case information to support assignment preparation.
Advice Centres
Students have access to the Advice Centre on the Treforest Campus at USW who can provide information about procedures for extenuating circumstances, suspension of studies and other issues arising which might affect a students’ progression. In addition specialist facilities are available within the college for study skills support, counselling and well-being, financial and careers advice.
DDS Service
All partner colleges have student support facilities for students with additional learning needs such as dyslexia. Students can be assessed and will receive support such as note-taking, extra time in examinations, assistive technology or other appropriate support depending on the needs identified.
IT/Library
Students have access to library facilities on each delivery site as well as the online library resources at USW. Site visits at the time of each course approval/validation have confirmed that these are sufficient to support the Foundation Degree. Additionally, students have access to software and IT facilities to support their course delivery and completion of assessments. A comprehensive introduction to local and USW library and IT facilities is provided as part of each college’s induction programme.
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Foundation Degree in Science | 240 credits of which at least 100 must be at Level 5 or above, 100 at Level 4 or above and no more than 20 at Level 3. Of the 240 credits, at least 40 credits must be derived from Level 5 work based learning | Final |
| Certificate of Higher Education | 120 credits of which at least 100 must be at Level 4 or above and no more than 20 at Level 3 | Intermediate |
Progression Route
The following progression routes are available:The FDSc Psychology acts as a suitable progression into a variety of health and social care occupations which contain a psychological component but do not have “professional psychologist” status. Examples of these would include support worker roles within the NHS or roles coaching and mentoring young people. It is also possible for students to obtain entry-level positions within business or criminal justice settings and then to complete further training to develop their skills and professional expertise. Examples would include positions within secure mental health, prison and youth justice settings, human resources and marketing roles.However, students’ employability would be further enhanced by completion of a full undergraduate degree. Therefore, students can progress into Level 5 of the BSc (Hons) Psychology at the University of South Wales. Students progress to level 5 of this course due to the requirements of the British Psychological Society – entry at Level 5 allowing breadth and depth of coverage of their required curriculum.If the award is a progression route for other courses, please specify which and where they are delivered:Course - BSc (Hons) PsychologyLocation - USW Treforest Campus
Entry Requirements
Admission to the course is typically through the following qualifications:
Typical offers for this course are:
A levels … 80 UCAS points or EE
BTEC Extended Diploma Pass, Pass, Pass, or BTEC Diploma Pass, Pass in a relevant subject
Pass Access Diploma with 60 credits overall to include 45 level 3 credits all Passes
Additional Requirements:
GCSEs: The University normally requires a minimum 3 GCSEs including Mathematics and English at Grade C or above, or their equivalent but consideration is given to individual circumstances
Consideration will be given to mature students’ experience in making appropriate offers.
Will students be required to undergo a DBS check? Not essential for the course, but if work placement involves children, young people or vulnerable adults, this will be required.
Inclusive Curriculum Statement
The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/
Addendum for Delivery at a Partner Institution
N/A
Methods Of Quality Standards
Course Management:
\\rThe Course Leader at USW works with the course team to develop a course to its full potential so that it provides a professional, employment-focused learning experience for students. The Course Leader oversees academic standards, quality assurance and enhancement.
\\rAs Link Officer, the Course Leader visits each college at least twice per year, both to conduct a course board which includes teaching staff and student course representatives and to identify any ongoing issues which might impact on the delivery of this course at that location. Additionally the Course Leader organises planning/moderation meetings each year to which all partner college staff are invited; with the focus being on identifying good practice and areas for improvement across colleges, ensuring consistency of marking and moderation across sites and identifying any longer-term actions (e.g. ongoing course review). Partner college staff also attend subject and progression boards at USW and further opportunities for discussion with colleagues from each college arise on USW Taster & Transition Days where students and staff from each delivery site visit USW to take part in activities and familiarise themselves with the course and the campus. Finally the Course Leader will respond on an ongoing basis to any questions identified by those delivering the course within the colleges.
\\rTransitional Arrangements for Current Students (if applicable):
\\rNo transitional arrangements will apply. Students will be enrolled on the new course structure from September 2018 in Year 1 and will progress into Year 2 of the new course in September 2019. Existing students will continue on their current course of study. Students who suspend studies or have to repeat a full year will join the new course while students who have to substitute specific modules will complete the following:
\\rYear 1/Level 4 modules:
\\rFailure on PL1S105 complete module PL1SYAA
\\rFailure on PL1S106 complete module PL1SYFF
\\rFailure on PL1S107 complete module PL1SYCC
\\rFailure on PL1S110 complete module PL1SYBB
\\rFailure on PL1S111 complete module PL1SYEE
\\rFailure on BOTH PL1H108 and PL1H109 complete module PL1SYDD
\\rStudents who fail only one of PL1H108 or PL1H109
\\rYear 2/Level 5 modules:
\\rFailure on PL2D109 – complete module PL2DYAA
\\rFailure on PL2S105 – complete module PL2SYDD
\\rFailure on PL2S106 – complete module PL2SYAA
\\rFailure on PL2S107 – complete module PL2SYBB
\\rFailure on PL2S108 – complete module PL2SYCC
\\rArrangements for Feedback to Students:
\\rThe arrangements for providing feedback to students on their assessed work within 20 working days are:
\\rStudents receive verbal and written feedback; verbal feedback when appropriate to the assignment and written feedback for all assignments. All students are issued with a course calendar at the start of the academic year detailing when each assignment is due. Students submit and receive feedback on their work via Turnitin. Feedback is made available to students, after marking and internal moderation, 20 working days later. As this can sometimes be difficult for students to keep track of (e.g. when Bank Holidays are involved), the assessment calendar also indicates the date of return.
\\rFeedback on work makes reference to achievement of the learning outcomes (including use of evidence, synthesis of material and structure), as well as academic, referencing and literacy skills; at Level 5 increasing focus is given to a student’s analytical and evaluation skills. Specific areas for development are highlighted and students are encouraged to set their own individual targets for development. These are supported with study skills tutorials where students can target anything (e.g. referencing, report writing) that has been highlighted as needing further improvement during feedback.
\\rStudent Representation:
\\rStudents on this course will be represented at meetings with teaching staff by course representatives. Course representatives meet regularly with the course leaders at each college and with module teams to discuss module and course related issues. They are also able to have separate meetings with the University Link Officer which take place on the visits to each college by the Link Officer to discuss any issues directly with a representative of the University.
Quality Of Standards Indicators
Course Monitoring:
\\rThe University is responsible for both the standards of its awards and for the quality of its students’ learning experience. In order to ensure that standards are maintained and there is continuous enhancement a process of regular review, known as annual monitoring take places. This purpose of the process is to evaluate and improve course quality, ensure the best possible student experience within the resource available and to identify and disseminate good practice. It also ensures that appropriate action is taken to remedy any identified shortcomings and enhance provision.
\\rModule leaders at each college provide module review forms for annual monitoring; these cover progression, achievement and student feedback at their own site and are referred to in cross-partner discussions at moderation and planning meetings. These are then submitted to the University and to the USW and partner college Course Leader. The USW Course Leader then produces a course report in collaboration with partner college colleagues and updates on actions are provided at partner college course boards which report into the course board within the subject area at USW.
\\rExternal Examiner:
\\rExternal examining provides one of the principal means for maintaining UK academic standards within autonomous higher education providers. The majority are drawn from other higher education institutions in the UK. In some cases there will be external examiners drawn from industry or practice.
\\rThey provide carefully considered advice on the academic standards of the courses and/or modules to which they have been assigned, and can offer advice on good practice and opportunities to enhance the quality of those courses/modules. They are also able to offer an informed view of how standards compare with the same or similar awards at other higher education providers (primarily in the UK, and sometimes overseas as well) of which they have experience.
\\rExternal examiners provide annual written reports to the University based on what he/she has observed of the University’s assessment processes and student assessed work.
\\rThe external examiner(s) associated with this course are recorded in the Course Handbook.
\\rEngagement with Subject Benchmark Statements, QAA Quality Code, CQFW and FHEQ:
\\rAlthough not accredited by the British Psychological Society, the Society’s current accreditation standards were consulted when developing this course. Specific reference was made to the curriculum which forms the Graduate Basis for Chartered Membership, to the focus on research methods and practical work and to the embedding of ethics and professional practice frameworks in and beyond research with human participants.
\\rThe QAA Subject Benchmark for Psychology (2016) was consulted and referred to when producing course aims, learning outcomes and curriculum content. Throughout the design of the course the QAA Quality Code for Higher Education has been used to maintain that appropriate academic standards have been established. The Code has been used to guide the design of the course and module learning outcomes, learning and teaching strategies and assessment procedures. This was supported by reference to the “Foundation Degree Characteristics Statement” produced by the QAA in 2015 – particularly with reference to the implementation of the work/voluntary placement. Finally the CQFW and FHEQ were referred to when determining appropriate module learning outcomes and assessments suitable for Levels 4 and 5 of HE study respectively.