BSc Psychology


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Full Time
Award
Degree of Bachelor of Science



UCAS Course Code
C800
A-Level typical
ABB (2017/8 entry) See All Requirements
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Accredited by the British Psychological Society, this degree combines a strong core of psychology with social and applied perspectives on human behaviour.

An accredited psychology degree is the first step to becoming a chartered psychologist and accreditation is necessary to work in the psychology professions, such as educational, occupational or clinical psychology.

Overview

The BSc Psychology degree, accredited by the British Psychological Society, provides a rigorous approach to psychology, complemented by social and applied perspectives on human behaviour and experience.

The degree programme has a central core of psychology, giving you exposure to a range of theoretical ideas and research evidence from a variety of fields, including:

  • developmental psychology
  • social psychology       
  • cognitive psychology
  • biological psychology
  • the study of personality and individual differences.

Our approach reflects the growing consensus within the field that human behaviour is best understood as the interaction of nature and nurture, biology and culture, and genes and environment.

We encourage the bridging of conventional disciplinary boundaries, enabling you to explore and analyse the complex psychological processes found in contemporary life. Throughout this course you will be able to develop your own psychological understanding, integrating ideas from the diverse range of behavioural and social theories you will encounter. You will learn to relate psychological theories to real world experience and activities, and explore how psychological scholarship and research can be used in practical situations.

Course Structure

The academic year consists of two 12-week semesters. A typical module is taught through two lectures and about one seminar per week. While lectures are attended by all students taking a specific module, seminars are held in smaller groups where you can interact more directly with the tutor and your peers to and address and discuss different topics.

Year 1

In your first year you will study three compulsory modules which will make up your core learning, providing you with a platform upon which you can develop your psychological knowledge.

You will encounter a wide variety of topics, from child development to linking the study of the individual to society. The research module will introduce you to subject specific methods in the study of psychology, as you begin to develop research skills and a critical perspective.

Year 2

The second year follows a similar structure to the first year, with compulsory modules designed to develop your understanding of different branches of psychology. An advanced module in research methods aims to consolidate your knowledge of research design, qualitative analysis and statistics.

Alongside this you will have the opportunity to choose an optional module from a published list which may be a Psychology module (enabling you to develop your applied understanding of a variety of branches of psychology) or an option from outside the school which may be relevant to your career or other interests (e.g. a business or advanced language module) .

Year 3

In the final year you will complete a substantial research project, reflecting your intellectual interests and career aspirations. You will be supported by a supervisor with expertise in your area of research, helping you to use your research skills to plan and produce a research project drawing on a specific form of data gathering and analysis. This could be focused on interviewing, survey work and/or experimental design, both within the laboratory and in applied contexts.

You will also select a number of optional modules from a wide range of psychology subjects, designed to give you specialist knowledge.

Assessment

A range of assessment methods are used to monitor your progress, including coursework, reports, essays, projects, presentations, timed tests and examinations. There are both compulsory and optional elements to promote a combination of breadth and depth, core knowledge and creativity.

Where Next?

Graduate with the skills, knowledge and confidence you will need for a career in a variety of sectors and organisations, including:

  • Psychology
  • Norse Care
  • Alliance Boots
  • Legal and Accounting
  • Banking, Finance and Insurance
  • Human Resources
  • Consultancy
  • Education
  • Office Admin
  • Marketing and Management
  • Health Care
  • Criminal Justice
  • Social Work

The theoretical and research components of the degree also lay strong foundations for going on to postgraduate study. 

Course Modules

Students must study the following modules for 120 credits:

Name Code Credits

PSYCHOLOGY OF THE INDIVIDUAL: Development, Personality, Brain and Cognition

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS The overall aim of the module is to provide you with an introduction to the knowledge base and research issues underpinning how psychologists understand both normative processes and how people are different. From developmental psychology the module covers a range of issues such as the contributions of nature and nurture. From personality psychology you will look at areas such as the measurement and major controversies of personality. In semester 2 the module provides you with an introduction to evolutionary, biological and cognitive psychology enabling you to develop an understanding on a range of subjects including the basics of evolutionary theory, the anatomy and physiology of the central nervous system, the computational metaphor of the mind and how this is used to comprehend processes such as memory and perception. Also within this module you will begin to develop effective study skills, such as searching for literature, research and essay writing.

PSY-4003Y

40

RESEARCH DESIGN AND ANALYSIS I

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS In this module students are introduced to the principles of research methods in psychology. They will be expected to think about the meaning of research and the philosophical underpinnings of scientific method. Students will be provided with an introduction to the intellectual and practical process of scientific discovery. They will be taught how to use and evaluate some common research techniques and to produce properly organised research reports.

PSY-4001Y

40

SELF AND SOCIETY

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS The module introduces students to the theories, approaches and research areas within social psychology and provides students with a broad perspective of major theoretical perspectives in sociology, to enable psychology to be studied as both a scientific and humanistic enterprise. Theories are used to provide students with a foundation for understanding people as individuals living within a social context.

PSY-4002Y

40

Students must study the following modules for 100 credits:

Name Code Credits

PSYCHOLOGY: COGNITION, BIOLOGY AND INDIVIDUAL DIFFERENCE

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS. The module runs across three core themes of psychology: Cognitive Psychology, Biological Psychology and Individual Differences. The Cognitive theme will offer you an in-depth examination of aspects of cognitive psychology theory and application, develop academic skills regarding the implications of cognitive psychological findings and exploring the most up-to-date research in cognitive psychology. The Biological theme elaborates your knowledge of the anatomy, physiology and functions of the central nervous system in humans. It introduces established finding from neurology and neuroscience which offers ways of understanding the relationship between brain, behaviour and psychological processes. The Individual Differences theme aims to develop understanding of the psychology of individual differences including psychological testing, abilities and personality. It offers a detailed critical examination of a selection of current issues within the psychology of personality and intelligence. In addition, it considers how different theoretical perspectives and methodologies can be brought to bear on selected specific issues, for example anxiety, shyness and individual differences in spatial ability. It will emphasise the close connections between theory (e.g. personality traits), method (e.g. factor analysis), casual bases (e.g. biological processes) and real-world outcomes (e.g. health).

PSY-5001B

30

PSYCHOLOGY: SOCIAL, DEVELOPMENTAL AND CONCEPTUAL AND HISTORICAL ISSUES

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS The module runs across three core themes of psychology, Social Psychology, Developmental Psychology and Conceptual and Historical Issues. The Social Psychology theme will consolidate student knowledge of core areas of social psychological theory and research, namely: Social Perception (including person perception, attitudes, attribution), inter-group processes (including prejudice, inter-group conflict, social identification) small group processes (including norms, leadership, decision-making, productivity), social influence (including conformity, obedience, majority and minority influence, the bystander effect), close relationships (including interpersonal attraction, relationships). The theme will assist students in formulating a critical insight of the strengths and limitations of the key approaches within these core areas of social psychology, including practical applications. Encourage students to adopt a constructively critical approach and foster the development of defensible original thinking which is emergent from a thorough, accurate understanding of relevant literature. Finally the theme will nurture intellectual enthusiasm for the core areas of social psychological theory and research within a supportive learning environment. The Developmental theme will consider a range of concepts, issues and debates concerning social, emotional and cognitive development during infancy, childhood and adolescence. You will be encouraged to think critically about some key theoretical and methodological approaches. Recurrent themes include the influences of genes and environment; thought and language; typical and atypical development; social context and communication with children; and the relative roles of the individual and culture in development. The Conceptual and Historical Issues (CHiPs) theme aims to introduce students to the history of psychology and the conceptual issues that have shaped the discipline. The theme will focus on key thinkers and consider their contribution to views on the example: the scientific status of psychology and its methods; reductionism and determinism and ethical issues in research and practice. Students will be encouraged to reflect on the extent to which, and processes by which, contemporary schools of thought have developed from the reframing of historical ideas.

PSY-5002A

30

RESEARCH DESIGN AND ANALYSIS II

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS. This module builds upon the foundations of the first year Research Design and Analysis module in order to develop your understanding of quantitative and qualitative research methods. The module will enhance your understanding of statistical methods for drawing valid conclusions from numerical data through examination of (i) techniques for data screening and exploration; (ii) statistical significance, power and effect size (iii) parametric and nonparametric tests; (iv) analysis of variance models; (v) multiple regression. It aims to develop your skills and confidence in using SPSS for the analysis of data. The module also offers the opportunity to develop your skills in relation to qualitative research design and analysis. You will become familiar with the theoretical, philosophical and methodological dimensions of qualitative psychology, building interviewing skills and exploring meaning through the analytical processes of grounded theory, narrative and discourse analysis.

PSY-5003Y

40

Students will select 20 credits from the following modules:

Option Range A modules are subject to availability (i.e. timetable and enrolment levels). Students must ensure that a module chosen from this range does not have a timetable clash with modules in other ranges. If you would like to study a module offered by another School which is not listed below then please speak to the Course Director.

Name Code Credits

APPLIED PSYCHOLOGY

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS. This module explores a range of applied topics in psychology, namely (i) the psychology of mental health and well-being; (ii) the psychology of antisocial and criminal behaviour and (iii) the psychology of substance use, from various theoretical perspectives. Within each topic area the key antecedents, correlates and consequences of a variety of behaviours across a range of populations will be examined. As part of (i) students will learn about a range of mental health conditions and associated treatments and supports. Materials in part (ii) will focus on a range of antisocial/criminal behaviours (e.g. theft, arson, violence and gang crime) as well as the way in which societies seek to limit and punish these behaviours. In part (iii) students will learn about a range of substance use behaviours (e.g. alcohol, cannabis, ecstasy, cocaine, heroin) and related contextual issues (e.g. substance use and family life, including dolescent development). The module concludes with a review and suggestions for future developments in these fields.

PSY-5007Y

20

CREATIVE WRITING: INTRODUCTION (SPR)

An introductory module open only to second year students. It is not available to students on the Creative Writing Minor and is offered as an alternative to other Level 5 Creative Writing modules. The aim of the module is to get students writing prose fiction and/or poetry, using structured exercises based on objects, handouts, discussion and visualisation to stimulate the production of work. At the outset students will be encouraged to write about 'what they know', drawing on notebooks, memories and family stories. Throughout attention will be given to the work of established authors, using exemplary texts both as a basis for discussion and as a stimulus to students' own writing. Along the way students will begin to develop an understanding of the craft of writing - the technical nuts and bolts. They will also acquire some of the disciplines necessary to being a writer - observation, writing in drafts, reading as a writer, submitting to deadlines, etc.

LDCC5004B

20

EDUCATIONAL PSYCHOLOGY

This module will provide you with an introduction to key areas of psychology with a focus on learning and teaching in education. Aims: By the end of the module students should be able to: Discuss the role of perception, attention and memory in learning; Compare and contrast key theories related to learning, intelligence, language, thinking and reasoning; Critically reflect on key theories related to learning,intelligence, language, thinking and reasoning in the practical context; Discuss the influence of key intrapersonal, interpersonal and situational factors on pupils learning and engagement in educational settings. Assessment: Coursework 100%

EDUB5012A

20

GENDER AND DEVELOPMENT

This module builds on the introduction to gender issues in the DEV 1 Introduction to Development Studies, and sits alongside the SAID 2 anthropology modulewhere disciplinary approaches to gender are covered. This however is an interdisciplinary module which is open to students following any principles combination. The course will begin by exploring the various approaches to theorising gender and development, then introduces and explains a range of key concepts as the foundations of gender analyses. The second part of the course applies these concepts in examining a selection of important relevant debates: land and property rights, work and employment policies, education and health policies, voice and empowerment, violence, religion and the gendered nature of social and cultural institutions.

DEV-5001A

20

PHILOSOPHICAL PROBLEMS

The module offers a problem-focused introduction to philosophy. No prior knowledge of philosophy is required. Students are invited to explore questions from several core areas of philosophy and to acquire and deploy some first techniques for approaching these questions and resolving the puzzles. The issues cover a spectrum of related topics, such as scepticism, the possibility of knowledge, causation, freedom and determinism, the nature of mind and its relation to body, language, morality and issues in political philosophy. By demonstrating the use of various tools and techniques used in philosophy in relation to these issues, the module prepares students for further work in each of these and other contemporary fields.

PPLP4062A

20

PROGRAMMING FOR NON-SPECIALISTS

The purpose of this module is to give the student a solid grounding in the essential features programming using the Java programming language. The module is designed to meet the needs of the student who has not previously studied programming.

CMP-5020B

20

WITCHCRAFT, MAGIC AND BELIEF IN EARLY MODERN EUROPE

This module examines the history of early modern Europe through the history of witchcraft, witch-beliefs, and especially witchcraft prosecutions after 1500. Through learned demonology and folk traditions, we explore the development of the idea of the witch, and see how during the turbulent era of the Reformation this thinking translated into legal trials and, occasionally some savage witch-panics. We look in detail at subjects such as gender, fear and anxiety, state building, and scepticism, ranging across early modern Britain, continental Europe and colonial America.

HIS-4004B

20

Students must study the following modules for 40 credits:

Name Code Credits

RESEARCH PROJECT

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS This module offers students the opportunity to demonstrate their independent research capabilities and competence through the development, design and performance of an empirical research project. Building from a foundation of the research methods modules in previous years, instruction on this module is mainly linked to supervision. Supervisors will offer guidance on the delineation of a researchable question, an awareness of ethics relating to your project; a comprehension of the appropriateness of the research design, managing the data collection process and the writing up of a report. The area of research, methodological approach and research context will be negotiated and agreed through supervision.

PSY-6002Y

40

Students will select 60 - 80 credits from the following modules:

Name Code Credits

BRAIN AND COGNITION

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS. In this module, students undertake an extensive examination of various experimental approaches used in Cognitive Neuroscience. Using the examples of commonly studied cognitive functions, we will examine how they develop in infancy, how they are modified as we age, to which brain networks they are associated with, and how they are impaired by focal brain lesions. The goal of the course is to develop critical thinking, research and presentation skills, enabling students to synthesize, evaluate, and debate current theory and data in the field.

PSY-6009A

20

CLINICAL PSYCHOLOGY

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS Clinical Psychology is a specialism which aims to enhance and promote psychological well-being, and to reduce distress arising from a wide range of psychological difficulties e.g. anxiety, depression, relationship problems, learning disabilities, child and family problems, and serious mental illnesses. Clinical Psychologists use a variety of methods and assessment portfolios (e.g. psychological tests, interviews, direct observations of behaviour), and assessments may lead to therapy, counselling or advice. This module examines key components of clinical psychological enquiry; it will cover a range of theoretical, analytical and methodological issues as well as some aspects of clinical practice.

PSY-6013B

20

COGNITIVE DEVELOPMENT

Description: This module will develop students' understanding of how children's thinking changes from infancy through adolescence using examples from, for instance, perceptual development, language development, and higher-level cognitive development. A central goal is to teach students how to think like a developmental scientist. This requires an understanding of theories of development, the research tools used, and how to study change over time. We will also focus on mechanisms of development#the neural and behavioural processes that drive changes in thinking. Learning Objectives: You will be introduced to the historical context of researching the developing mind. You will be presented with the major concepts, theoretical perspectives, and empirical evidence that underpins our contemporary understanding of how children think. There will be a strong focus on mechanisms of development, that is, the processes that drive changes in thinking through time. This will include a consideration of the key research methods in the field including case studies and observation, behavioural experimentation, neuroimaging and computational modelling. The application of research knowledge will be considered through early infancy, toddlerhood, early childhood and adolescence. By the end of this module you will be able to: 1.Describe and critically evaluate classic and contemporary theories in developmental psychology which relate to perceptual development, cognitive development and the development of social interactions 2.Critically discuss the major issues and controversies that distinguish various theoretical approaches to cognitive development 3.Demonstrate a clear understanding of several key mechanisms postulated to drive developmental change 4.Demonstrate a comprehension and critical evaluation of the major methodological approaches in the investigation of cognitive development. 5.Design a developmentally appropriate experiment to evaluate a theoretically motivated question about change in early perceptual or cognitive processes across time

PSY-6003A

20

FORENSIC PSYCHOLOGY

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS. This module will explore areas of current interest and debate in the psychology of criminal activity and in the relationship between psychology and the criminal justice system. Building on research covered in earlier modules such as cognitive and developmental psychology, we will consider areas such as the precursors of offending, offender profiling, violence and murder, stalking, terrorism, mental disorder and psychopathy, sex offending, and the rehabilitation of offenders.

PSY-6007A

20

PSYCHOLOGY OF LANGUAGE

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS ONLY. The module will survey psychological approaches to language, featuring discussions of experimental methods in psycholinguistic research and theoretical approaches to both language comprehension and production. More specifically, students will gain an understanding of the main theories of language comprehension and production, and how psycholinguistic research develops and tests theoretical questions concerning the nature of underlying representations and the mechanisms associated with language *processing*. Emphasis will be placed on a full understanding of the mapping between theoretical research questions, and the experimental methodologies and techniques used to advance our understanding of how language is processed in the adult human brain.

PSY-6015B

20

PSYCHOLOGY OF RISK

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS. Assessing risk has always been of great importance as individuals attempt to avoid negative outcomes under conditions of uncertainty. More recently there has been an attempt to make this assessment objective as a foundation for government policies and public information. However, there is often a gap between expert objective opinion and individuals' opinions, which can be problematic, for example when attempting to persuade people to reduce their carbon footprint or cut down on unhealthy behaviours. This module examines ongoing research which seeks to explain the phenomena and theories that underlie individual's ability to gather and assess information about potential risks and their subsequent decisions. This includes defining risk, considering individual differences in risk perception and the influence of sources of risk information.

PSY-6004A

20

PSYCHOLOGY OF SUBSTANCE USE

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS The overall aim of the module is to introduce students to a range of psychological perspectives on substance use. Basic psychopharmacology of substance use and effects of use will be examined. Levels and patterns of use will be examined along with pertinent methodological issues. Current UK government substance use policy will be outlined and definitional debates surrounding the use of terms such as use, misuse, abuse and addiction will be examined. The module will then explore the range of psychological perspectives on substance use (e.g. biological, social, integrated) before focusing upon substance use in specific populations (e.g. vulnerable young people, parents).

PSY-6005B

20

PSYCHOSOCIAL PERSPECTIVES ON FAMILY LIFE

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS. The module aims to identify some of the critical factors that make and shape 'family'. The module starts off by deconstructing the concept of 'family' before exploring the changes in family life over the last century. It considers the different theoretical approaches utilised to understand and research family life, focusing on the use of mixed methods research. The module than explores specific topics such as parenting, marriage and divorce, before concluding with a consideration of contemporary UK family policy.

PSY-6001A

20

SOCIAL AND AFFECTIVE NEUROSCIENCE

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS. This module covers contemporary research and theoretical debates in the related fields of Social Neuroscience and Affective Neuroscience. The learning objectives of this module are to: 1) Understand the methodological and conceptual underpinnings of social and affective neuroscience, 2) Understand the state of research in a variety of topics, 3) Understand why key debates in these topics are important for the discipline more broadly. By the end of this module you will have a mastery of the key topics and issues in social and affective neuroscience. You will understand and be able to give an individual account of the important theoretical and empirical work. You will develop an understanding of the neuroscientific techniques available to social and affective neuroscientists and the importance and limitations of these techniques.

PSY-6010B

20

SOCIAL COGNITION AND SOCIAL IDENTITY

Descripton: The module aims to enable students to comprehend, evaluate and compare the core topics and major perspectives in social psychological theory and research. The module will: - Introduce you to core topic areas related to social cognition and social identity and highlight how these topics relate to everyday behaviour - Assist you in formulating an appreciation of the strengths and limitations of key theoretical approaches discussed in this class - Encourage you to adopt a constructively critical and creative approach. - Nurture intellectual enthusiasm for the subject matter within a supportive learning environment. Learning Objectives: By the end of this module you will be able to understand and critique social psychological research, being able to apply social psychology to a variety of real-world problems, the ability to communicate ideas in small groups, and the ability to write a research proposal in social psychology.

PSY-6014A

20

THE SCIENCE OF RELATIONSHIPS

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS This module will build on knowledge gained in earlier developmental and social psychology modules to consider the science of relationships. We will use an attachment and caregiving framework to consider normative processes and individual differences in children and adults, and how these are involved in behaviours and processes like emotion regulation, functioning in intimate relationships, and psychological and physical health and wellbeing.

PSY-6011B

20

Students will select 0 - 20 credits from the following modules:

Option Range B modules are subject to availability (i.e. timetable and enrolment levels). Students must ensure that a module chosen from this range does not have a timetable clash with modules selected from other ranges. If you would like to study a module offered by another School which is not listed below then please speak to the Course Director.

Name Code Credits

CREATIVE WRITING: INTRODUCTION (SPR)

An introductory module open only to second year students. It is not available to students on the Creative Writing Minor and is offered as an alternative to other Level 5 Creative Writing modules. The aim of the module is to get students writing prose fiction and/or poetry, using structured exercises based on objects, handouts, discussion and visualisation to stimulate the production of work. At the outset students will be encouraged to write about 'what they know', drawing on notebooks, memories and family stories. Throughout attention will be given to the work of established authors, using exemplary texts both as a basis for discussion and as a stimulus to students' own writing. Along the way students will begin to develop an understanding of the craft of writing - the technical nuts and bolts. They will also acquire some of the disciplines necessary to being a writer - observation, writing in drafts, reading as a writer, submitting to deadlines, etc.

LDCC5004B

20

EDUCATIONAL PSYCHOLOGY

This module will provide you with an introduction to key areas of psychology with a focus on learning and teaching in education. Aims: By the end of the module students should be able to: Discuss the role of perception, attention and memory in learning; Compare and contrast key theories related to learning, intelligence, language, thinking and reasoning; Critically reflect on key theories related to learning,intelligence, language, thinking and reasoning in the practical context; Discuss the influence of key intrapersonal, interpersonal and situational factors on pupils learning and engagement in educational settings. Assessment: Coursework 100%

EDUB5012A

20

GENDER AND DEVELOPMENT

This module builds on the introduction to gender issues in the DEV 1 Introduction to Development Studies, and sits alongside the SAID 2 anthropology modulewhere disciplinary approaches to gender are covered. This however is an interdisciplinary module which is open to students following any principles combination. The course will begin by exploring the various approaches to theorising gender and development, then introduces and explains a range of key concepts as the foundations of gender analyses. The second part of the course applies these concepts in examining a selection of important relevant debates: land and property rights, work and employment policies, education and health policies, voice and empowerment, violence, religion and the gendered nature of social and cultural institutions.

DEV-5001A

20

MEDIA, CULTURE AND LEARNING

Aim: To critically consider the multi-faceted relationship between education and the media. Learning Outcomes: a) Identify comparative approaches to the structure and practice of Education in different settings; b) Develop critical understandings of the workings of educational institutions in relation to their role in society. Content: There will be three strands - the first will relate to the presentation of education issues in the media. The second will relate to the influence of the mass media on education; and the third will consider the role of the media as an informal educator. Assessment: Coursework 100%

EDUB6002B

20

TEENAGE KICKS:MEDIA, YOUTH AND SUBCULTURE

This module will address the historical development of the commercial youth market and introduce key debates relating to young people and their uses of mainstream and underground media. It will examine a range of theoretical approaches to youth culture, subculture and post-subculture, employing case studies of popular and alternative music, club culture, film, television, subcultural style and new digital technologies. It will address questions of ideology, identity and representation, most significantly issues of class, gender, race and ethnicity, and encourage students to discuss how cultural interests and practices are used to construct individual and group identities. It will focus primarily on the British post-war context - highlighting the influence of American popular culture, Black Diaspora and technological transformation on British youth - but will also examine young people's media use and subcultures in other national and transnational contexts. The emphasis will be on analysing the extent to which cultural power is negotiated and resisted through shared media consumption and subculture formation. THIS IS A 20 CREDIT VERSION OF THE MODULE FOR VISITING STUDENTS ONLY.

AMAM6077A

20

Disclaimer

Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. Where this is the case, the University will endeavour to inform students.

Further Reading

  • Forget me not

    UEA Psychology researchers have been investigating a new type of memory that could help early diagnoses of dementia.

    Read it Forget me not
  • psychology facilities

    The UEA School of Psychology has state-of-the-art research facilities and specialist equipment to facilitate cutting-edge research in various disciplines of psychology.

    Read it psychology facilities
  • UNDERGRADUATE SCHOLARSHIPS

    UEA has an awesome range of scholarships to support your undergraduate degree – make sure you check them out!

    Read it UNDERGRADUATE SCHOLARSHIPS

Entry Requirements

  • A Level ABB
  • International Baccalaureate 32 points
  • Scottish Advanced Highers ABB
  • Irish Leaving Certificate AABBBB or 2 subjects at H1 and 4 subjects at H2
  • Access Course An ARTS/Humanities/Social Science pathway preferred. Pass with Distinction in 30 credits at Level 3 and Merit in 15 credits at Level 3
  • BTEC DDM
  • European Baccalaureate 75%

Entry Requirement

You are required to have Mathematics and English Language at a minimum of Grade C or Grade 4 or above at GCSE Level.

Students for whom English is a Foreign language

Applications from students whose first language is not English are welcome. We require evidence of proficiency in English (including writing, speaking, listening and reading):

  • IELTS: 6.5 overall (minimum 6.0 in all components)

We also accept a number of other English language tests. Please click here to see our full list.

INTO University of East Anglia

If you do not meet the academic and or English requirements for direct entry our partner, INTO University of East Anglia offers guaranteed progression on to this undergraduate degree upon successful completion of a preparation programme. Depending on your interests, and your qualifications you can take a variety of routes to this degree:

Any International Foundation Course (for first year entry)

International Year One in Psychology (for second year entry)

Interviews

The majority of candidates will not be called for an interview and a decision will be made via UCAS Track. However, for some students an interview will be requested. You may be called for an interview to help the School of Study, and you, understand if the course is the right choice for you.  The interview will cover topics such as your current studies, reasons for choosing the course and your personal interests and extra-curricular activities.  Where an interview is required the Admissions Service will contact you directly to arrange a convenient time.

Gap Year

We welcome applications from students who have already taken or intend to take a gap year.  We believe that a year between school and university can be of substantial benefit. You are advised to indicate your reason for wishing to defer entry and to contact admissions@uea.ac.uk directly to discuss this further.

Intakes

The School's annual intake is in September of each year.

  • A Level ABB
  • International Baccalaureate 32
  • Scottish Highers AABBB one Advanced Higher preferred
  • Scottish Advanced Highers ABB (acceptable on its own or in combination with other qualifications)
  • Irish Leaving Certificate AABBBB
  • Access Course Humanities/Social Science pathway preferred. Pass with Distinction in 30 credits at Level 3 and Merit in 15 credits at Level 3
  • BTEC DDM
  • European Baccalaureate 75%

Students for whom English is a Foreign language

Applications from students whose first language is not English are welcome. We require evidence of proficiency in English (including writing, speaking, listening and reading):

  • IELTS (SELT): 6.5 overall (minimum 6.0 in all components)

We also accept a number of other English language tests. Please click here to see our full list.

INTO University of East Anglia

If you do not meet the academic and or English requirements for direct entry our partner, INTO University of East Anglia offers guaranteed progression on to this undergraduate degree upon successful completion of a preparation programme. Depending on your interests, and your qualifications you can take a variety of routes to this degree:

International Foundation in General Science

International Foundation in Pharmacy, Biomedicine and Health

International Foundation in Physical Sciences and Mathematics

Intakes

The School’s annual intake is in September each year.

Alternative Qualifications

Candidates with equivalent qualifications are encouraged to apply, or contact the Admissions Office for further information.

International candidates are also actively encouraged to access the University's International Students webpage.

GCSE Offer

Students are required to have Mathematics and English Language GCSEs at grade C or above.

Assessment

Key factors used to assess an application include:

  • Past and future achievement in examinations
  • Academic interest in the subject
  • Personal interests and extra-curricular activities
  • The reference

All applications are considered on their own individual merits.

Fees and Funding

Undergraduate University Fees and Financial Support: Home and EU Students

Tuition Fees

Please see our webpage for further information on the current amount of tuition fees payable for Home and EU students and for details of the support available.

Scholarships and Bursaries

We are committed to ensuring that costs do not act as a barrier to those aspiring to come to a world leading university and have developed a funding package to reward those with excellent qualifications and assist those from lower income backgrounds. 

Home/EU - The University of East Anglia offers a range of Bursaries and Scholarships.  To check if you are eligible please visit the website.

 

Undergraduate University Fees and Financial Support: International Students

Tuition Fees

Please see our webpage for further information on the current amount of tuition fees payable for International Students.

Scholarships

We offer a range of Scholarships for International Students – please see our website for further information.

How to Apply

Applications need to be made via the Universities Colleges and Admissions Services (UCAS), using the UCAS Apply option.

UCAS Apply is a secure online application system that allows you to apply for full-time Undergraduate courses at universities and colleges in the United Kingdom. It is made up of different sections that you need to complete. Your application does not have to be completed all at once. The system allows you to leave a section partially completed so you can return to it later and add to or edit any information you have entered. Once your application is complete, it must be sent to UCAS so that they can process it and send it to your chosen universities and colleges.

The UCAS code name and number for the University of East Anglia is EANGL E14.

Further Information

If you would like to discuss your individual circumstances with the Admissions Office prior to applying please contact us:

Undergraduate Admissions Office (Social Work and Psychology)
Tel: +44 (0)1603 591515
Email: admissions@uea.ac.uk

Please click here to register your details via our Online Enquiry Form.

International candidates are also actively encouraged to access the University's International section of our website.

    Next Steps

    We already know that your university experience will be life-changing, wherever you decide to go. At UEA, we also want to make that experience brilliant, in every way. Explore these pages to see exactly how we do this…

    We can’t wait to hear from you. Just pop any questions about this course into the form below and our enquiries team will answer as soon as they can.

    Admissions enquiries:
    admissions@uea.ac.uk or
    telephone +44 (0)1603 591515

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