s
PROGRAMME SPECIFICATION
Final
PART 1: COURSE SUMMARY INFORMATION
Course summary
Final award
BA (hons) Applied Psychology and Sociology
Intermediate award
Dip HE Applied Psychology and Sociology
Cert HE Applied Psychology and Sociology
Course status
Validated
Awarding body
University of Brighton
Faculty
Health
School
School of Applied Social Science
Location of study/ campus
Falmer
Partner institution(s)
Name of institution
Host department
Course status
1.
SELECT
2.
3.
Admissions
Admissions agency
UCAS
Entry requirements
UCAS Tariff: 300 points. Key skills will count towards the tariff score.
General Studies will count towards the tariff score.
IB: 32 points
QAA accredited Access course: acceptable
GCSE (minimum grade C): at least 3 subjects including English
language and mathematics or a science.
Foundation Degree/ HND/ HNC: dependent on award normally direct
entry to year 2 by credit accreditation transfer.
Other: Mature applicants without the above qualifications should be
able to show an ability to benefit from the course by, for example,
work or professional experience. All mature applicants are
considered on an individual basis.
Include any progression opportunities
into the course.
Requirement for applicants for whom English is not a first language:
IELTS (English proficiency): 6.0 overall, 6 in writing.
Start date (mmm-yy)
Sep-11
Normally September
Mode of study
Mode of study
Duration of study (standard)
Maximum registration period
Full-time
3 years
6 years
Part-time
Other: 8 years
Other: 8 years
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Sandwich
Select
Select
Distance
Select
Select
Course codes/categories
UCAS code
CL83
Contacts
Course Leader (or Course
Development Leader)
Orly Klein (Liz Cunningham Sep 2011-April 2012)
Admissions Tutor
Nichola Khan
Examination and Assessment
Name
Place of work
Date tenure expires
External Examiner(s)
Dr Rose Capdevila
and Julie ScottJones
OU
31/08/12
Examination Board(s)
(AEB/CEB)
SASS UG Programme AEB
SASS UG Programme CEB
Approval and review
Approval date
20041
Validation
Feb
Programme Specification
Republished Sept 10 with
module changes, for cohorts
starting Sept 09 onwards
Republished Oct 11 with no
changes3
Review date
Feb 20082
Sept 20124
5
Professional, Statutory and
Regulatory Body 1 (if
applicable):
Professional, Statutory and
Regulatory Body 2 (if
applicable):
Professional, Statutory and
Regulatory Body 3 (if
applicable):
1
Date of original validation.
Date of most recent periodic review (normally academic year of validation + 5 years).
3
Month and year this version of the programme specification was approved (normally September).
4
Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is
applicable to a particular cohort, please state here.
5
Date of most recent review by accrediting/ approving external body.
2
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PART 2: COURSE DETAILS
AIMS AND LEARNING OUTCOMES
Aims
The aims of the course are:
1. To provide a programme of study in Applied Psychology and Sociology to Honours degree level
through which students can develop their analytical and critical capacities and apply these to their
increasing knowledge and understanding of sociology and applied psychology.
2. To equip students with a knowledge of psychological perspectives and research to enable them to
engage critically in debates about individual behaviour and social phenomena especially regarding
factors such as class, race, gender and culture.
3. To enable critical awareness of sociological issues of social structure, conflict and social divisions,
and social change, in both historical and contemporary contexts.
4. To enable students to gain skills in social research and have a practical understanding of the nature
and appropriate use of research strategies and methods in gaining psychological and sociological
knowledge.
5. To enable students to acquire a firm educational foundation for subsequent employment through the
development of vocationally relevant transferable skills in fields relating especially to sociology and
psychology (e.g. social research, health services, and a wider range of contexts working with
individuals and groups such as counselling, victim support).
To enable students to develop a comprehensive multi-disciplinary understanding of the
relationship between individuals, groups, institutions and social structures by critically
evaluating the influence of individual and social factors on issues such as personality
development, health related behaviour; social and anti-social behaviour and the effectiveness
of sociological and psychological theories and interventions in a range of settings.
Learning outcomes
The outcomes of the main award provide information about how the primary aims are demonstrated by
students following the course. These are mapped to external reference points where appropriate 6.
Knowledge and theory
6

have knowledge of traditional and contemporary psychological
and sociological theories, concepts and methods as they have
developed within the context of general social science; have
knowledge of the role of cultural processes in psychological and
sociological analysis (SS113, SS107, SS130, SS123, SS122,
SS103, SS252, SS217, SS253, SS238, SS245, SS246, SS344,
SS365, SS302, SS348, SS378, SS329);

have critical understanding of the impact of contemporary social
change on individuals, groups, institutions and understand the
relationship between the individual and the social world from both
psychological and sociological perspectives (SS113, SS107,
SS130, SS123, SS122, SS103, SS252, SS217, SS253, SS238,
SS245, SS246, SS344, SS365, SS302, SS348, SS378, SS329)

have knowledge of social conflict, divisions and inequalities,
such as ‘race’, ethnicity, gender, sexuality, class, health, with
particular reference to contemporary issues in sociology and
psychology (SS113, SS107, SS130, SS123, SS122, SS103,
Please refer to Course Development and Review Handbook or QAA website for details.
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SS252, SS217, SS253, SS238, SS245, SS246, SS344, SS365,
SS302, SS348, SS378, SS329);
Skills

have knowledge of social science methodology, key sources of data and
research methods for collecting and analysing quantitative and qualitative
data (SS103, SS113, SS238, SS344, SS329).

of the scientific underpinnings of psychology as a discipline, its historical
origins, development and limitations (SS113, SS123, SS252, SS302,
SS348, SS246, SS378)

of sociological concepts, theories, and methodologies in explaining social
structure, and social and cultural change (SS107, SS122, SS130,
SS217, SS253, SS344, SS365);

of intellectual traditions, and key theoretical perspectives such as
functionalism, conflict theories, feminism, anti-racism and post-modern
perspectives (SS113, SS107, SS130, SS123, SS122, SS103, SS252,
SS217, SS253, SS238, SS245, SS246, SS344, SS365, SS302, SS348,
SS378, SS329)

of theoretical perspectives and contemporary debates in sociology and
applied psychology and their application to a range of contemporary
social issues and problems (SS113, SS107, SS130, SS123, SS122,
SS103, SS252, SS217, SS253, SS238, SS245, SS246, SS344, SS365,
SS302, SS348, SS378, SS329, SS395)

of the range of individual and social processes underpinning social
divisions, cultural diversity, social inequalities and power
relationships and how they can be used in sociological and
psychological research (SS113, SS107, SS130, SS123, SS122,
SS103, SS252, SS217, SS253, SS238, SS245, SS246, SS344,
SS365, SS302, SS348, SS378, SS329).

be able to critically engage in debates about concepts, theories, social
problems and issues by reference to contrasting perspectives and
paradigms from within both psychology and sociology (SS113, SS107,
SS130, SS123, SS122, SS103, SS252, SS217, SS253, SS238, SS245,
SS246, SS344, SS365, SS302, SS348, SS378, SS329)

be able to critically assess the strengths and weaknesses of a range of
psychological and sociological theories (SS113, SS107, SS123, SS122,
SS252, SS217, SS253, SS245, SS246, SS344, SS365, SS302, SS348,
SS378, SS329)

be able to integrate ideas and findings from across the two disciplines
and recognise the appropriateness of distinctive approaches to explain
relevant issues (SS130, SS238, SS245, SS365, SS378, SS329);
Includes intellectual skills (i.e.
generic skills relating to
academic study, problem
solving, evaluation, research
etc.) and professional/
practical skills.
 be able to formulate theoretically-informed questions and investigate
these by seeking out and using relevant data, research publications and
other sources, show clear presentation of the findings, and use reasoned
argument to draw comprehensive conclusions (SS103, SS238, SS329);

be able to show awareness of ethical principles in relation to personal
study, particularly the dissertation (SS329).
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Professional / practical skills
QAA subject benchmark
statement (where
applicable)7

be able to read and interpret complex texts closely, critically and
creatively (all modules, but especially SS113 and SS246)

be able to communicate ideas and arguments effectively, both verbally
and in writing (all modules but especially SS302, SS329).

be able to learn and study independently, to self-manage work with
minimal supervision, and to reflect on academic work (all modules but
especially SS238, SS329).

be able to work effectively in organisations, including: self-motivation;
integrity; interpersonal and group working skills (all modules, but
especially SS251, SS238, SS302, SS392 ).

be able to use information technology to word-process, display data in
graphs and diagrams, analyse quantitative and/or qualitative data,
communicate via email, obtain information from the internet and conduct
searches of electronic databases (all modules but especially SS124,
SS103, SS238)
QAA Developmental Engagement, 2003
External Examiners’ Reports. The learning outcomes of the course have
been formulated with reference to Psychology and Sociology benchmark
statements.
PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)
Where a course is accredited by a PSRB, full details of how the course meets external requirements,
and what students are required to undertake, are included.
LEARNING AND TEACHING
Learning and teaching methods
This section sets out the primary learning and teaching methods, including total learning hours and any
specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and
teaching methods includes information on the proportion of the course delivered by each method and
details where a particular method relates to a particular element of the course.
Each 20 credit module is designed to encompass 200 hours of student learning activity. The
programme is designed to create independent learners who will use the opportunities afforded
by the degree to analyse their own learning needs.
At level 4 the creation of independent learners is fostered by coordinated academic skills development
programme merged into Level 4 modules. The development of different skills in different modules are
specified in the relevant module outlines. An Academic Skills Coordinator will coordinate this academic
skills development effort across Level 4 modules. Thereafter, skills development and the development of
independent learners continues as a normal part of Level 5 and 6 modules.
IT skills are verified and developed in a zero–credit module giving an induction into the University’s
systems, and a test of IT competences
7
Please refer to the QAA website for details.
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The personal tutoring system supports students in their learning at Level 4, semester 1 through
a programme of regular, purposeful small group meetings with personal tutors. This will be
coordinated by a Personal Tutoring Coordinator.
The typical pattern of learning and teaching on each module is a weekly lecture plus one or two
additional hours of contact time each week.
At Level 4 all modules have a total of three hours contact. At levels 5 and 6 this contact
typically involves two or three hours per module. Certain modules (e.g. SS245 and SS251)
have contact every two or three weeks, rather than weekly. The Dissertation at Level 6 begins
with regular contact during the first semester, but, during the second semester, reduces to a
total of two hours of individual tutorials per student. The general intention is to develop
independence in learning by working of students’ skills during Level 4, and thereafter,
encouraging them to manage their time effectively by reducing contact in a variety of ways.
The types of non-lecture contact vary between modules. Some modules have weekly seminar
or workshop groups of 20-25 students in which students undertake activities such as small
group work or individual or group presentations. Other modules have one large workshop
attended by all students taking the module in which students participate in small group
activities, usually with several members of staff present. To ensure that all students experience
small group teaching throughout their degree, at level 5 and 6 there are compulsory modules in
which students are taught in groups of between 10 and 15 students.
In addition, in semester 1 at Level 4 students are given membership of ‘Learning Groups’.
These are small self-selected groups of students (up to five) who are encouraged to work
together outside formal contact time. Each semester 1 Level 4 module gives Learning groups
weekly, non–assessed assignments to complete. The Groups report back on these
assignments, usually at their weekly seminars / workshops.
Learning and teaching is accorded a high priority within the School. A learning and teaching co-ordinator
supports the work of staff in this area and the School has an Educational Development Research Group
that initiates and manages research into learning, teaching and related issues within the School to feed
back to SASS tutors, the rest of the University, and the wider educational community. Regular
undergraduate teachers meetings facilitate the discussion of learning and teaching issues. Links have
been established with the Subject Centres for Social Policy and Social Work and for Sociology,
Anthropology, Criminology, Psychology and Politics.
The primary teaching and learning methods, other than guided independent study, include lectures,
seminars, workshops and group tutorials.
ASSESSMENT
Assessment methods
This section sets out the summative assessment methods on the course and includes details on where
to find further information on the criteria used in assessing coursework. It also provides an assessment
matrix which reflects the variety of modes of assessment, and the volume of assessment in the course.
Coursework essays: demonstration of analytical ability and written communication skills.
Examinations (including seen, open book and unseen examinations): demonstration of knowledge,
understanding and ability to apply knowledge.
Reports and Projects: demonstration of evaluation skills, project management and written
communication skills.
Literature Reviews (books and articles): the ability to summarise, contextualise and criticise scholarship
and research findings.
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Dissertation: demonstration of ability to develop a sustained argument and to manage work
independently.
Take-away examinations: demonstration of ability to apply knowledge when working to a deadline.
Seminar presentations: demonstration of knowledge, understanding and verbal communication and
presentation skills.
Other methods (including portfolios, group exercises, presentation notes).
A number of transferable skills, such as IT, problem-solving and self-motivation, are embedded within
the primary modes of delivery of learning and are not necessarily separately assessed. However,
satisfactory achievement of the learning outcomes requires that such skills are developed to an
appropriate level.
Assessment criteria
Below 40% (equivalent to a fail):
Does not address the question posed. Misses the point of the question. Lack of structure/organisation.
Significant factual errors.
Reliance on too narrow a range of sources. Poor or non-existent referencing and bibliography.
40%-49% (equivalent to Third Class Honours)
Records and presents at acceptable levels of accuracy and clarity material which addresses the question
posed; some reference to relevant reading; an ability to identify issues pertinent to the question.
50%-59% (equivalent to Lower Second Class Honours)
In addition to the above, work which shows: evidence that the student can draw selectively from
literature to support arguments with authority; an ability to present a coherent and developing discussion;
evidence of an understanding of conceptual and theoretical material being employed; a well presented
and adequately referenced assignment.
60%-69% (equivalent to Upper Second Class Honours)
As above, but with clear evidence of perception and insight in the identification and analysis of
issues; an ability to handle evidence and literature with relevance and imagination; thorough
referencing of material drawn upon; a clear independence of view in presentation, stance and
analysis; a sound understanding of theoretical material and its relevance to matters under
discussion.
70%-84% (equivalent to First Class Honours)
As above, but with perceptive analysis of identified issues, and a systematic and imaginative use of
literature; an ability to develop cogent arguments and to site those arguments within a clearly understood
theoretical framework. Evidence of originality in terms of content, presentation and use of sources.
85-100% (equivalent to First Class Honours)
In addition to the above, an ability to provide detailed analysis of complex issues and synthesise wideranging literature; an ability to present arguments with elegance and perception and locate them within a
sophisticated theoretical framework. A high level of originality in content, presentation and argument.
SUPPORT AND INFORMATION
Institutional/ University
All students benefit from:
University induction week
Student Handbook: the University and you
Course Handbook
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Extensive library facilities
Computer pool rooms (indicate number of workstations by site)
E-mail address
Welfare service
Personal tutor for advice and guidance
Course-specific
Additional support, specifically
where courses have nontraditional patterns of delivery
(e.g. distance learning and
work-based learning) include:
In addition, students on this course benefit from:
Please refer to information held in studentcentral.
Course induction
Course handbook
Personal tutor for advice and guidance
Page 8 of 11
PART 3: COURSE SPECIFIC REGULATIONS
COURSE STRUCTURE
This section includes an outline of the structure of the programme, including stages of study and
progression points. Course Leaders may choose to include a structure diagram here.
Modules
Status:
M = Mandatory (modules which must be taken and passed to be eligible for the award)
C = Compulsory (modules which must be taken to be eligible for the award)
O = Optional (optional modules)
A = Additional (modules which must be taken to be eligible for an award accredited by a professional,
statutory or regulatory body, including any non-credit bearing modules)
Level8
Module
code
Status
Module title
Credit
4
SS103
C
Social Science Research Methods
20
4
SS107
C
Introduction to Sociology
20
4
SS130
C
Contemporary Social Inequalities
20
4
SS113
C
Introduction to Applied Psychology
20
4
SS123
C
Developmental Psychology
20
4
SS122
C
Foundations of Sociology
20
4
SS124
C
ICT for the Social Sciences
00
4
SS217
C
Theorising the Social World
20
5
SS238
C
Research Project
20
5
SS229
O
Research Project (for SOCRATES students)
10
5
SS215
O
Analysis and Review
20
5
SS242
O
Analysis and Review (for SOCRATES students)
10
5
SS246
C
Critical Psychology: theory and methods
20
5
SS251
O
Community Participation and Development
20
5
SS252
C
Social Psychology
20
5
SS253
C
Sociology and the Life Course
20
6
SS329
C
Dissertation
40
6
SS365
C
Sociological Analysis: Concepts & Theories
20
6
SS395
O
Ecopsychology
20
6
SS344
C
Sociological Analysis: Critical Methodologies
20
6
SS392
O
Community Participation and Development
20
6
SS302
O
Psychology and Social Change
20
6
SS348
O
Developing a Therapeutic Relationship
20
6
SS378
O
Critical Addiction Studies
20
6
SS606
O
Cyberpsychology
20
8
All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which
corresponds with the learning outcomes of each module.
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AWARD AND CLASSIFICATION
Award type
Final
Award* Title
Level
Eligibility for award
Classification of award
Total credits9
Minimum credits10
Ratio of marks11:
Class of award
BA
(Hons)
Applied Psychology &
Sociology
6
Total credit 360
Minimum credit at level
of award Other: 360
Levels 5 and 6 (25:75)
Honours degree
Intermediate Dip HE
Applied Psychology &
Sociology
5
Total credit 240
Minimum credit at level
of award Other: 240
Level 5 marks
Not applicable
Intermediate Cert HE Applied Pscyhology &
Sociology
4
Total credit 120
Minimum credit at level
of award 120
Level 4 marks
Not applicable
Select
Select
Total credit Select
Minimum credit at level
of award Select
Select
Select
Select
Select
Total credit Select
Minimum credit at level
of award Select
Select
Select
*Foundation degrees only
Progression routes from award:
Award classifications
Mark/ band %
Foundation degree
Honours degree
Postgraduate12 degree (excludes
PGCE and BM BS)
70% - 100%
Distinction
First (1)
Distinction
60% - 69.99%
Merit
Upper second (2:1)
Merit
Lower second (2:2)
Pass
50% - 59.99%
40% - 49.99%
Pass
Third (3)
9
Total number of credits required to be eligible for the award.
Minimum number of credits required, at level of award, to be eligible for the award.
11
Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding
class of award.
12
Refers to taught provision: PG Cert, PG Dip, Masters.
10
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EXAMINATION AND ASSESSMENT REGULATIONS
Please refer to the Course Approval and Review Handbook when completing this section.
The examination and assessment regulations for the course should be in accordance with the
University’s General Examination and Assessment Regulations for Taught Courses (available
from staffcentral or studentcentral).
Specific regulations
which materially affect
assessment,
progression and award
on the course
e.g. Where referrals or repeat
of modules are not permitted
in line with the University’s
General Examination and
Assessment Regulations for
Taught Courses.
The pass mark for each module is 40%.
To qualify for an award the student must achieve the full credit for that award.
Students will not be awarded interim awards if they are progressing to the
next level (i.e. at the conclusion of study the student will receive the highest
award for which they qualify, but not the interim awards).
Classification of the degree is based on 25:75 weighting of marks achieved at
levels 5 and 6 respectively.
All modules within a level are weighted according to their credit value (i.e. the
mark for a 20 credit module carries twice the weight of that of a 10 credit
module).
Exceptions required by
PSRB
These require the approval of
the Chair of the Academic
Board
Document template revised: 2010
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