BSc (Hons) Psychology with Developmental Disorders

01 Sep 2023 - 31 Aug 2027

Course Leader Sarah-Anne Evans
Course Team Rachel Taylor, Hayley Gibbon, Janet Pitman, Alexis Jones, Lucy John, Dan Bowers
Awarding Body University of South Wales
Teaching Institutions University of South Wales
Modes of Study Full Time, Part Time, Full Time Sandwich

Document Version

Version 6
Valid From 01 Sep 2023
Valid To 31 Aug 2027

QAA Benchmarks

Psychology (2016)

Educational Aim

The main aims of the course are:

1) To produce a scientific understanding of the mind, brain, behaviour, and experience and of the complex interactions between these

2) To present multiple perspectives in Psychology, with specific reference to the area of Developmental Disorders in a way that fosters critical analysis and reflection

3) To provide students with the ability to integrate and apply multiple approaches to the definition and assessment of, and intervention with, Developmental Disorders

4) Develop a critical understanding of the role of empirical evidence in the creation and constraint of theory and also in how theory guides the collection and interpretation of empirical data

5) Initiate the acquisition and mastery of a range of research skills and methods, both quantitative and qualitative, for investigating experience and behavior, culminating in an ability to conduct research independently

6) Develop a critical understanding how psychological approaches, methods and techniques can be applied to a wide range of real-world problems and questions in the area of Developmental Disorders

7) To provide students with the knowledge, intellectual and transferable skills required for courses accredited by the British Psychological Society as having the Graduate Basis for Chartered Membership.

8) Enable the acquisition of transferable work-related skills to enhance employability and further professional development.

Learning Outcomes

A1 Demonstrate sophisticated conceptual knowledge of core areas of Psychology, including Biological, Cognitive, Developmental and Social Psychology and Individual Differences and the inter-relationship between them.
A2 Evidence a deep critical appreciation of the scientific underpinnings of Psychology as a discipline, with specific reference to its utility in understanding Developmental Disorders
A3 Show an in-depth understanding of the ways that perspectives from Psychology can be applied to the solution of real-world problems and questions; specifically when supporting those with Developmental Disorders.
A4 Demonstrate knowledge and understanding of how to obtain and analyse evidence through extensive and progressive empirical work in laboratory and naturalistic settings including a critical understanding of the role of experimental design, the choice of research methods employed, and the analytic approach taken, for testing psychological theories
A5 Critically assess screening/assessment tools and interventions used for those with Developmental Disorders.
A6 Appraise historical, conceptual, cultural and ethical issues in Psychology; including the application of ethical and professional practice frameworks.
B1 Apply multiple perspectives to psychological issues, recognising that Psychology involves a range of research methods, theories, evidence and applications
B2 Integrate ideas and findings across the multiple perspectives in Psychology and recognise distinctive psychological approaches to relevant issues
B3 Identify and evaluate patterns in behaviour, psychological functioning and experience
B4 Generate and explore hypotheses and research questions in Psychology drawing on relevant theory and research
B5 Carry out empirical studies involving a variety of methods of data collection, including experiments, observation, questionnaires, interviews and focus groups
B6 Analyse, present and evaluate quantitative and qualitative data and evaluate research findings B7 Employ evidence-based reasoning in Psychology and examine practical, theoretical and ethical issues associated with the range of methodologies; with specific reference to Developmental Disorders. B8 Use a variety of psychological tools, including specialist software, laboratory equipment and psychometric instruments B9 Apply knowledge of Psychology ethically and safely to real world problems; including the application of different approaches to screening, assessment and intervention for Developmental Disorders B10 Critically evaluate theory and research in Psychology B11 Carry out an extensive piece of empirical research that requires individual demonstration of a range of research skills including planning, considering and resolving ethical issues, analysis and dissemination of findings
C1 Communicate effectively; specifically by developing a cogent argument supported by relevant evidence and being sensitive to the needs and expectations of an audience.
C2 Demonstrate numerical reasoning skills and computer literacy; displaying at the very least skill in the use of word processing, data bases and analytic software packages.
C3 Recognise what is required for effective teamwork, articulate their own strengths and weaknesses in this regard and demonstrate awareness of the complexity of factors that shape behaviour.
C4 Apply codes of ethics and conduct published by relevant professional bodies such as the British Psychological Society

Course Structure

Level 4 Modules

Module Code Module Id Module Title Module Status Credit Value Module Type
PL1D001 MOD012191 Critical Perspectives in Psychology Running 40 specified
PL1D120 MOD010480 Investigating Methods and Evidence in Psychology Running 40 core
PL1D120W MOD013405C Dulliau Ymchwilio a Thystiolaeth mewn Seicoleg Running 40 optional
PL1D124 MOD010529 Introduction to Developmental Disorders Running 40 core
PL2D120 MOD010530 Screening and Assessment of Developmental Disorders Running 40 core

Level 5 Modules

Module Code Module Id Module Title Module Status Credit Value Module Type
PL2S126 MOD010472 Professional Practice and Employability Running 20 specified
PL2S128 MOD010485 Advanced Methods and Evidence in Psychology Running 20 specified
PL2S131 MOD010498 From Cells to Consciousness Running 20 specified
PL2S132 MOD010499 Lifespan Development in the Social Context Running 20 specified
PLPU001 MOD013128 Supervised Work Experience (Psychology) Running 120 core

Level 6 Modules

Module Code Module Id Module Title Module Status Credit Value Module Type
PL3D102 MOD010488 Psychology Dissertation Running 40 core
PL3S151 MOD010477 Health Psychology across the Lifespan Running 20 optional
PL3S152 MOD010478 The Psychology of Education and Work Running 20 optional
PL3S155 MOD010490 Psychological Disorders and Therapeutic Interventions Running 20 optional
PL3S156 MOD010491 Applications of Social Psychology Running 20 optional
PL3S157 MOD010492 Cognitive Neuropsychology and Neuroscience Running 20 optional
PL3S158 MOD010493 Forensic Psychology Running 20 optional
PL3S166 MOD010531 Applying Knowledge of Developmental Disorders to Practice Running 20 specified
PL3S167 MOD010532 Management and Support of Individuals with Developmental Disorders Running 20 specified

Teaching and Assessment

Learning and Teaching Methods

The range of learning and teaching strategies.Active/simulation based - In their level 5 module, Screening and Assessment of Developmental Disorders, students role play (simulation) a professional as part of a multi-disciplinary team. Integrated within practical workshopsLectures - Lectures will be utilised to deliver key underpinning knowledge in relation to contemporary developments in the field. However, it is recognised that combined with tutor directed learning, students will be encouraged to discuss ideas throughout the programme with the opportunity to develop a forward thinking approach to learning. Students will be afforded the chance to question, explain and explore topics amongst their peer group to further their learning experience. As such, tutor led learning will introduce and develop key module content. Module assignments are designed to facilitate student directed learning through the application of knowledge and understanding. 264-288 hours (7.33-8.00%) Years 1,2,3Seminars - Guided by the tutor, students will discuss relevant topics in detail. This will include in-depth discussions of key articles and debates. Students will take an active part in all sessions. 152-176 hours (4.22-4.89%) Years 1,2,3Tutorials - Tutorials will be used in three ways; first PAC tutorials will be utilised, however these will sit outside of the module delivery and are designed to support students’ academic and professional progress. Second, tutorials will be attached to certain modules to support students learning. Finally, statistics “clinic” tutorials will support students with specific issues/questions about statistics and research methods. Integrated within practical workshops and seminarsGroup work - Group work will take place in a range of ways throughout the course and has not been separated out as it is holistically integrated into all activities including lectures and seminars. There will be a specific focus on group or team working in the work place during level 5 of the Developmental Disorders module. This critically considers how multi and interdisciplinary teams work together and will involve the students having the opportunity to prepare for and take part in a fictitious MDT meeting. Integrated within practical workshops and seminarsProject Supervision - Students will receive direct supervision of their dissertation project through the level 6 Advanced Research Methods (Dissertation) module. This supervision will incorporate one to one support in addition to small group support around methodological and analytical frameworks. 6 hours (0.17%) Year 3Demonstration - Throughout the programme students will have the opportunity to develop new skills through observation of laboratory sessions for example the use of EEG, VICON or eye tracking equipment used for data gathering and analysis as well as clinical observational opportunities using live demonstrations or video recordings. Integrated within practical workshops and seminarsPractical Classes and Workshops - Course specific practical workshops will be aligned to each of the general Psychology and research methods based modules to enable appropriate subject contextualisation of key topics and activities. In addition, practical skills based workshops will be aligned to Developmental Disorders to ensure students are able to see and experience the direct contextualisation of theory into practice. 272 hours (7.56%) Years 1,2,3Directed Study (including Online Learning) - The nature of directed study will vary from module to module. Normally learning resources will be provided on Blackboard to support students’ work on lectures, seminars and workshops. These resources will contain key questions to answer, tasks to complete and/or papers to review to support the enhancement of knowledge and understanding in key areas. For research methods, key lecture content will be delivered in the form of online materials recorded through Panopto. This will allow students the opportunity to learn key concepts prior to workshops and to revisit them in the light of workshop learning and practical activity. Finally online materials through Panopto are provided in some Level 6 modules. 956-1048 hours (26.56-29.11%) Years 1,2,3Independent Study - The nature of independent study will vary from module to module. In general however, this will include academic reading and research in the context of assessment preparation and wider reading to enhance subject knowledge and depth of understanding. 1508-1580 hours (41.89-43.89%) Years 1,2,3Placement - Placement learning is embedded in the Developmental Disorders modules at each level of the course. A practice based portfolio of assessments are introduced at level 4 and again in level 5 and 6 to accompany the students work based learning and skills development. In addition there is further focussed and directed work/voluntary placement learning in the level 5 Professional Practice and Employability module. This comprises 70 hours of placement activity and associated reflective assessments. 150 hours (4.17%) Years 1,2,3Study Abroad - Individuals may make arrangements for overseas study via the Erasmus programme if suitable opportunities present themselves. Other overseas volunteering opportunities will be advertised to students where appropriate for example, with Leaves of Hope.Formative assessment-scheduled - Formative assessments will be scheduled in some modules to provide explicit practice opportunities for e.g. oral presentations or case studies. Opportunities to review/discuss assignments as part of classes will also be provided in some modules as formative assessment. 15-35 hours (0.42-0.97%) Years 1,2,3Formative assessment-independent - Formative assessments will also be included as part of portfolio activities and these will directly support students’ completion of summative assessments (e.g. a summary of learning from a workshop on critical reviewing could be used to support a summative critical review assessment). 97-117 hours (2.69-3.25%) Years 1,2,3

Employer Engagement

Employer Engagement will be achieved by:

Visiting Speakers

Students will be given opportunities to listen to visiting speakers in taught sessions. This will facilitate their understanding of the workplace as well as focussing on particular pertinent issues pertaining to Developmental Disorders and practice in the field. An example of this would be the inclusion of talks from professionals working in the field or service users who can describe their lived experiences

Volunteering

Students may opt to volunteer for longer than the required hours for each year of their course in their allocated placement setting, and will be encouraged to volunteer to support a range of activities in different settings that will enhance their skills set. For example students are invited to volunteer at the local Dyspraxia Foundation Support Group’s Children’s fun club.

Work Placements

Students will undertake relevant placements with organisations that support individuals with Developmental Disorders, such as Caerphilly Children’s Centre, Sparkle and Autism Life Centres. A key element of the Developmental Disorders minor is the practical application of skills and knowledge and this occurs through placement opportunities that are integrated throughout the three years and during the level 5 Professional Practice and Employability module. As part of their placement opportunities, students will be required to undertake a range of tasks that will feed into their placement portfolio.

As part of the level 5 Professional Practice and Employability module, students will be required to complete 70 hours of work placement activities that will directly aligned to a key theme within the course. These activities will allow students to experience a ‘day in the life of’ various professionals that support either children and/or adults with Developmental Disorders.

A fieldtrip will also be integrated into the induction process whereby students are encouraged to start to build a sense of collective efficacy, cohort and course identity.

Means of Assessment

Portfolio

Set Exercise Time Constrained

Research Plan/Proposal

Written assessment

Practical assessment

Report

Essay

Presentation

Critical Review

Reflective Portfolio

Case Study

Learning Support

The learning support available through the course

Induction

A week long induction period will be held for new students that will include sign-posting to all aspects of student and learning support services. Colleagues from these areas are invited to introduce themselves to students during this week to enable them to put a face to a name in advance of more formal introductory sessions being timetabled into the cohort group tutorial (PAC) sessions. All students are assigned their PAC tutor during this week and students retain their PAC tutor in years 1 & 2. In year 3, PAC responsibilities devolve to the student’s dissertation supervisor. In addition to year 1 induction, students will receive a returning students’ induction in years 2 & 3 and this will cover expectations of Level 5&6 study, reminders of support available to students and discussions of timetables, modules and degree classifications.

Personal Tutorials

The subject area embeds PAC into a weekly cohort group system. Cohort groups are specific to courses and focus on helping learners succeed, and on providing advice and support for success. Students meet weekly with their PAC group and have individual PAC meetings with their tutor each term to discuss progression issues and set goals for the next period.

As the aim of PAC groups is to enhance students’ academic progress, attendance is monitored at group sessions and individual meetings and non-attendees are followed up to ensure continued engagement with the course; this may include issues of attendance, library and VLE use, success on assessments and, critically, an oversight of feedback across the course of study. Tutorials on study skills, employability and volunteering and academic progress/grade reviews are incorporated within these sessions. PAC groups operate in Years 1 & 2 with individual PAC tutorials being linked to dissertation supervision in Year 3.

Office hours

All academic staff connected with the course will make students aware of their weekly availability on their module planners and assessment briefs. These documents will be available on module UniLearn sites from the beginning of the academic year.

Tutorials

Some modules on the course have small group or individual tutorials to support students; however the majority of the tutorials are associated with Personal Academic Coaching and statistics or academic skills “clinics”.

Seminars

Seminars and workshops will be integrated into the teaching programme for each module.

Formative Assessment

Formative assessments will be integrated into the teaching programme for each module.

Progress meetings

See personal tutor and tutorial sections above.

Research Supervision

Students undertaking their dissertation module will receive academic support from a project supervisor who meets with the student on a regular basis to ensure the projects are progressing satisfactorily. Each supervisor is allocated 6 hours of direct contact time per student they are supervising, for this activity. As part of the dissertation module assessment strategy, students will be required to keep formal reflection logs of their supervision meetings that are signed by both student and supervisor; this is to ensure proactive engagement with the support opportunities that are made available. As students are required to complete an ethics assessment as part of the immersive learning for this module, supervisors will support students towards the identification of ethical issues and how these will be addressed. They also act as the first reviewer of a students’ ethics approval before this is submitted for independent review/verification.

A member of academic staff will also be appointed to manage the allocation and overall running of projects within the module and will produce a module handbook to aid the students in the delivery of the project.

Online Resources

Students will have access to all learning materials for their modules via their module UniLearn sites. The UniLearn course organisation site will also include the induction programme, assessment schedules, the Course Handbook and all key course communications e.g. notes from SSCLG meetings. Online lectures recorded via Panopto will also be used for research methods modules and to support some optional modules (e.g. Forensic Psychology)

Advice Zones

The student services team will be available throughout the year to offer students general advice and guidance related to study within the Faculty. The Advice Zone on Treforest campus currently offer confidential and impartial guidance and advice, and are also able to assist students in identifying more specific sources of help and information should they need it. The centre works with other faculty academic and administrative staff to support students and improve the student experience. The Advice Zone is currently open Monday to Friday between 9.00am to 4.30pm and has an appointment system for students outside those hours to accommodate part-time students. The Advice Zone works closely with the Student Administration Office to provide a seamless service to students, parents, prospective students and other stakeholders.

The Advice Zone can also help students identify more specific sources of help and information should it be needed and as such the centre staff liaises closely with other support services throughout the University, the main ones listed below;

A study ‘Drop-in’ centre - provides academic support in curricula areas such as maths and English;

Student counselling – confidential counselling and self-help publications;

International student support office – advice on a variety of issues impacting on international students such as visas, working and studying, money issues and meeting other students;

Medical centre – on site provision with resident nurse and visiting GP;

Disability Service – advice and support for students with disabilities;

Student Money Service – advice on all aspects of finance;

Childcare – well-equipped and professionally run nursery situated on campus.

DDS Service

The Disability & Dyslexia Service (DDS) at the University of South Wales provides a confidential and professional service where disabled students can discuss their individual requirements and coordinate their support needs. The Disability & Dyslexia Service works in partnership with academic staff to embrace the potential of achieving an inclusive environment and thus reduce the barriers experienced by disabled students.

There are many types of support available and include:

Advice and support in one-to-one, confidential meetings on a range of subjects;

Information on Disabled Students Allowances and how to apply for this funding;

Support in the process of completing Financial Contingency Funding applications to cover the cost of a diagnostic assessment and other support;

Information on the one-to-one study skills tutorials available;

Liaison with support departments, faculties and other services on behalf of students;

Liaison with faculties over exam, in-class assessment and/or other support;

Provision of Individual Support Plans (ISP) – identifying the support required and how it can be accessed.

IT/Library

The Library is part of Student Services which encompasses Careers and Employability Services and Student Development & Study Skills. Learning Services provide a wide range of facilities for students including the campus Learning Resource Centres. They offer a wide range of information resources in print and online, as well as access to photocopying and IT facilities. There has been a significant investment of a £6 million remodelling and refurbishment project for the Treforest Library which was completed in February 2014. Online resources are available through the Library website http://studentlibrary.southwales.ac.uk/.

The Librarian for the subject area continues to have responsibility for liaising with academic staff to ensure that the Library supports the teaching, learning and research for the subject area.

The Library provides:

Opening hours adjusted in response to student feedback:” early bird” 8am opening and 24-hour access in designated areas

Self-service has been introduced in response to student feedback

Number of loans increased to 15 items in response to student feedback

Virtual chat “Ask a Librarian” service

Online journals: access to over 32,000

Online databases: access to over 250

E-books: purchased in addition to hard copies whenever available

New Library Catalogue, including book images, QR codes and Google books preview

Revamped and simplified Library web pages via Library Channel

New FINDit portal, including managed links to full text journals and personalisation

Online reading lists: now available for most modules

A Library Induction is offered to all students at the beginning of their course

1:1 Information Literacy consultations undertaken by request (automated online booking)

Study Skills support and workshop programme maintained, including referencing support

Book stock continues to be regularly updated

Subscriptions continue to be reviewed annually

Guide to e-Books

IT Services

At the University, ICT facilities are provided in a number of locations across the five campuses with onsite support staff, to support students’ needs better. There are currently over 3,000 PCs and Macs available in purpose-built computer laboratories (‘labs’) or via loan services.

The University provides campus-wide internet and wireless network services free to students offering a flexible way to access online resources across the University campuses.

Across the University, we are working towards achieving a Cashless Campus, so that you can pay for selected services online or in advance. To access the online payment area, go to the Self-service Account Administration (SSAA) website.

Course Exit Points

Award Criteria Final
Bachelor of Science (with Honours) 360 credits of which at least 100 must be at Level 6 or above, 120 at Level 5 or above, 120 at Level 4 or above and no more than 20 at Level 3 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
Diploma of Higher Education 240 credits of which at least 100 must be at Level 5 or above, 120 credits at Level 4 or above and no more than 20 credits at Level 3. Intermediate
Bachelor of Science (Unclassified) 300 credits of which at least 40 must be at Level 6 or above, 120 at Level 5 or above, 120 at Level 4 or above and no more than 20 at Level 3 Intermediate

Progression Route

Students who successfully complete the BSc (Hons) Psychology with Developmental Disorders, will be eligible to apply for a variety of careers including those in health, social care, educational and mental health settings. Students can also attain Graduate Basis for Chartered Membership with the British Psychological Society, subject to attaining an overall minimum 2:2 degree classification. This means that students are eligible to apply for postgraduate training in any of the British Psychological Society approved areas; including Educational, Clinical, and Counselling Psychology.This course is not a specific progression route for other courses, however students would be eligible to apply for a number of courses within USW such as:MA SEN/ALN (Autism) - USW Newport City CampusMA SEN/ALN (Additional Learning Needs) - USW Newport City Campus

Entry Requirements

Admission to the course is typically through the following qualifications:

Standard entry requirements for the BSc (Hons) are: BCC grades at A Level (excluding General Studies) however offers are made to those with a full range of academic qualifications. These include BTEC Extended Diplomas(normally Distinction, Merit, Merit), Welsh Baccalaureate (Grade C in Skills Challenge Certificate plus A Levels), International Baccalaureate (normally 665 points) and Access to Higher Education courses (normally pass with 60 credits overall). Additionally the University’s standard requirements for GCSE (or equivalent) grades will apply to this course. The course is also open to mature students without traditional entry requirements and such applications are considered on an individual basis.

Will students be required to undergo a DBS check?  An Enhanced DBS is required for entry onto the course and this will need to apply for work with both children and adults.

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

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The Course Leader will continue to work with the course team to develop the course to its full potential so that it provides a professional, employment-focused learning experience for students. This will be achieved by regular course team meetings with key staff; including module leaders and PAC tutors. The Course Leader oversees academic standards, quality assurance and enhancement.

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Transitional Arrangements for Current Students (if applicable)

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The revalidated programme will be phased in, commencing for new first years in September 2018. All current students will continue on their existing course of study and therefore transitional arrangements will not apply for the majority of students. Any student who suspends studies or fails to progress will be assessed on an individual basis and will be mapped onto relevant modules within the new course that reflect the areas they have not completed.

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In 2018/19 – repeating/suspended students in year 1 will join the new course and be mapped to relevant modules. Those in years 2 and 3 will remain on the original course of study.

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In 2019/20 – repeating/suspended students in years 1 and 2 will join/resume the new course and be mapped onto relevant modules. Those in year 3 will remain on the original course of study.

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In 2020/21 – any remaining repeating/suspended students at any year will join/resume the new course and be mapped onto relevant modules.

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Routes are mapped below for each year of study. This demonstrates that it is possible for students who are repeating modules/have suspended studies to make a smooth transition to the new course.

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This will enable students to complete course requirements for the British Psychological Society.

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For students who are repeating modules in year 1 this will normally comprise:

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Failure on PL1D100 – complete PL1DAAA

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Failure on PL1D101 – complete PL1SAAA and PL1SBBB

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Failure on PL1D115 – complete PL1DFFF

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For students who are repeating modules in year 2 this will normally comprise:

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Failure on PL2D100 – complete PL2SAAA and PL2SCCC

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Failure on PL2D101 – complete PL2SBBB and PL2SDDD

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Failure on PL2D116 – complete PL2DFFF

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For students who are repeating modules in year 3 this will normally comprise:

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Failure on PL3D100 – complete PL3DAAA

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Failure on PL3S146– complete PL3SMMM

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Failure on PL3S147 – complete PL3SNNN

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Any other failed level 6 modules may be substituted with a module from the new course as long as this does not cover content directly related to a module previously passed. For example, a student who has passed PL3S103 but failed PL3S104 may not take PL3SAAA from the new structure. This will be assessed on an individual basis by the course leader.

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Arrangements for Feedback to Students

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The arrangements for providing feedback to students on their assessed work within 20 working days is as follows:

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Coursework returned to students within 20 working days with full feedback provided

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The majority of the assessments are marked electronically with detailed comments annotated on the scripts as well as summary feedback that identifies areas where the student has done well and areas for improvement.

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Students are given the opportunity to discuss the feedback with their module leaders or with the tutor who marked their work

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Students will be encouraged to use the feed forward comments to support their academic development and set achievable targets via PAC sessions.

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All coursework written assessments are submitted through TurnitIn via the module UniLearn sites. Systems are set to ensure that feedback is released, following the completion of second marking/ moderation protocols at 20 working days. All relevant assessment briefs identify this feedback return date on them so that students know when to expect their feedback.

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In the case of individual/group presentations; verbal feedback may be provided on the day of the actual presentation and written feedback will be provided through Turnitin within the 20 working day timeframe.

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Student Representation

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Students on this course will be represented at meetings with teaching staff and other members of the University by Course Representatives and Student Voice Representatives.

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The role of the Course Representatives is to elicit the views and issues of the students they represent, and reflect these views/issues at Student/Staff Course Liaison Group (SSCLGs) meetings and feedback to the students the outcomes/actions from the SSCLGs.

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Student Voice Representatives are responsible for representing their group of Course Representatives at Course Boards and Faculty Quality Assurance Committee and Faculty Learning and Teaching Enhancement Committees.

Quality Of Standards Indicators

Course Monitoring

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The University is responsible for both the standards of its courses 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. The purpose of this process is to evaluate and improve course quality, ensure the best possible student experience within the resources available and to identify and disseminate good practice. It also ensures that appropriate action can be taken to remedy any identified shortcomings and enhance provision.

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External Examiner

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External examining provides one of the principal means for maintaining UK academic standards within autonomous higher education providers. The majority of external examiners are drawn from other higher education institutions in the UK.

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They 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 courses at other higher education providers (primarily in the UK, and sometimes overseas as well) of which they have experience.

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External 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.

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The external examiner(s) associated with this course are recorded in the Course Handbook.

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Engagement with Subject Benchmark Statements, QAA Quality Code, CQFW and FHEQ

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The subject benchmarks for the course are Psychology (2016) and the benchmark statement has been utilised in the following areas:

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Design of the Educational Aims

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Construction of Learning Outcomes (Knowledge and Understanding, Intellectual Skills)

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Design of the Professional/Vocational Skills

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Module Content

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Modes of Assessment

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The subject benchmark statements are available at: http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements/honours-degree-subjects

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As this course is accredited by the British Psychological Society the latest accreditation standards informed the curriculum, delivery and assessment for this course. These can be found on the link below: https://www.bps.org.uk/psychologists/accreditation/education-providers

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Throughout the design of the course the QAA Quality Code for Higher Education http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/quality-code-part-a 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.

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Placement learning opportunities will be planned, managed and maintained in accordance with the expectations of the Quality Assurance Agency’s Code of Practice: Section 9. This code of practice articulates the expectations and standards required of institutions involved in collaborative work based learning. The course has considered a number of the precepts identified within the document that highlights good practice and expectations including clearly defined learning outcomes for professional practice modules which contribute to the overall and coherent aims of the programme, and that these are assessed appropriately.

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In addition, the Credit and Qualifications Framework for Wales (updated 2012) has been consulted in the development of the degree course, to ensure the appropriate academic level is achieved for learning outcomes and assessment requirements.

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The course is further informed by legislative and sector developments such as the Equality Act (2010), Agenda for Change in Wales, Wales Social Care and Wellbeing Act (2014), ASD Strategic Action Plan (2008) and the Social Services and Well-being (Wales) Act (2014).