UNIVERSITY OF KENT
Annex C: Programme Specifications Template
Please note: This specification provides a concise summary of the main features of the
programme and the learning outcomes that a typical student might reasonably be expected to
achieve and demonstrate if he/she passes the programme. More detailed information on the
learning outcomes, content and teaching, learning and assessment methods of each module
can be found [either by following the links provided or in the programme handbook delete as
applicable]. The accuracy of the information contained in this specification is reviewed by the
University and may be checked by the Quality Assurance Agency for Higher Education.
Degree and Programme Title – MSc in Developmental Psychology
1. Awarding Institution/Body
University of Kent
2. Teaching Institution
University of Kent, Canterbury
3. Teaching Site
Canterbury
4. Programme accredited by
‘Not applicable’
5. Final Award
MSc/PGDip Fallback Award
6. Programme
Developmental Psychology
7. UCAS Code (or other code)
8. Relevant QAA subject benchmarking
Psychology
group(s)
9. Date of production/revision
November 2011
10. Applicable cohort(s)
Autumn 2012 onwards
11. Educational Aims of the Programme
The programme aims to: This is a new programme that aims eventually to be accredited by the
British Psychological Society
1. Foster the intellectual development of postgraduate students by providing them with
2.
3.
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5.
6.
specialised knowledge of a range of theoretical approaches to Developmental Psychology
and statistical and methodological expertise in order that they should be well equipped to
make their own original contribution to psychological knowledge.
Provide teaching that is informed by current research and scholarship and that requires
students to engage with aspects of work at the frontiers of knowledge.
Help students develop research skills and transferable skills in preparation for entering
academic or other careers as practicing professional psychologists.
Satisfy the academic requirements of the knowledge base specified by the British
Psychological Society.
Enable students to manage their own learning and to carry out independent research.
Help students develop general critical, analytic and problem solving skills that can be
applied in a wide range of settings.
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12. Programme Outcomes
The programme provides opportunities for students to develop and demonstrate knowledge
and understanding, qualities, skills and other attributes in the following areas. The programme
outcomes have references to the subject benchmarking statement for
(SB).
Knowledge and Understanding
Teaching/learning and assessment
methods and strategies used to enable
outcomes to be achieved and
demonstrated
A. Knowledge and Understanding of:
1. A sound knowledge of a range of general,
historical, theoretical and philosophical
issues underlying the discipline of
Developmental Psychology.
2. Specialist knowledge and systematic
understanding of the key issues in
Developmental Psychology.
3. A sound understanding of the major
analytic techniques and research
methodologies employed by
Developmental Psychologists
Acquisition of Outcomes 1-3 is through a
combination of lecture-seminars, workshops
and individual supervision providing the
opportunity to develop a critical engagement
with psychological knowledge. Assessment is
through a combination of coursework essays,
critical reviews, literature searches, unseen
tests and examinations, oral presentations and
extended essays.
Skills and Other Attributes
B. Intellectual Skills:
1. Intellectual skills are developed through
the teaching and learning programme
outlined below. Each module involves
critical reflection on key themes, oral
discussion, and written analysis and
interpretation of relevant material. The
lecture-seminars and workshops
encourage critical awareness of
developmental psychology approaches to
the nature of mind, body and behaviour.
Essays allow students to demonstrate
ability and sustained work.
Intellectual skills are assessed through
coursework, extended essays, and unseen
statistical examinations.
C. Subject-specific Skills:
All students are given guidance on how to
identify, locate and use material available
in the library and online resources, and
comprehensive reading lists are provided
for each module. Discussion of theoretical
and conceptual issues are integrated into
all modules. The following skills are
acquired:
1. The skills to use the major analytic
techniques employed by developmental
psychologists.
2. The skills to evaluate and select
Teaching and learning: lecture-workshops in
Developmental Psychology and in statistics
and methodology; and drop in computing
surgeries.
Assessment: coursework essays
Developmental Psychology; coursework
statistical tests and methodology essays;
unseen computing and statistics examinations.
UNIVERSITY OF KENT
appropriate methods for researching
questions in Developmental
Psychology.
D. Transferable Skills:
1. Numeracy: develop the skills to analyse
data and make sense of statistical
materials; integrate numerical and nonnumerical information; understand the
limits and potentialities of arguments
based on quantitative information.
2. Communication: develop the skills to
organise information clearly, write
coherently and concisely about the
chosen research area and other areas of
Developmental Psychology, and give oral
presentations about the work.
3. Working with others: review the work of
others; work cooperatively in groups;
understand ethical principles and the
procedures for gaining ethics approval for
research.
Teaching and learning: lecture workshops on
computing; drop in computing surgeries;
training in making oral presentations of
research material; lecture- seminars on writing
critical reviews of literature, carrying out
literature searches; drafting
application to School Ethics Committee for
research proposal approval; lectureworkshops on career development; media
training and training in dissemination of
research findings.
Assessment: computing tests and unseen
examinations; coursework essays; project
dissertation.
4. Improving own learning: explore personal
strengths and weaknesses; develop the
skills of time management; review the
student-staff relationship; develop
specialist learning skills; develop
autonomy in learning.
5. Information Technology: use computers
for data analysis, word processing,
graphical display of data for analysis and
presentation, and bibliographical research
and documentation; email.
6. Problem solving: identify and define
problems; explore alternative solutions
and discriminate between them
7. Teaching and learning: lecture workshops
on computing; drop in computing
surgeries; training in making oral
presentations of research material;
lecture- seminars on writing critical
reviews of literature, carrying out literature
searches; lecture-workshops on career
development; media training and training
in dissemination of research findings.
8. Assessment: computing tests and unseen
examinations; coursework essays.
For more information on which modules provide which skills, see the module mapping
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13. Programme Structures and Requirements, Levels, Modules, Credits and Awards
Full-time students complete the PDip or MSc in Developmental Psychology programme in one
year and part-time students normally in two years. Study on the programme is divided into a
number of blocks called modules. Each module carries 20 credits (10 ECTS), except SP801
which is 40 and SP998 which is 60 credits. One credit corresponds to approximately 10 hours
of "learning time". This includes all taught and supervised classes and all private study and
research. The dissertation is worth 60 credits (30 ECTS).
The PDip version of the programme is made up of a total of 120 University of Kent credits (60
ECTS credits) and is comprised of modules but not a dissertation. The MSc version of the
programme comprises a total of 180 University of Kent credits (90 ECTS credits). Thus, for a
full-time PDip student the programme of study involves approximately 1200 hours of learning
time; for a full-time MSc student the programme of study involves approximately 1800 hours of
learning time. To be eligible for the award of a PDip, students normally have to obtain a
minimum of 120 University of Kent credits (60 ECTS), at least 90 of which must be at level M.
At its discretion, the University allows for narrow failure in a small proportion of modules to be
compensated by good performance in other modules or, in cases of documented illness or
other mitigating circumstances, condoned. Failure in certain modules, however, may not be
compensated and/or condoned, as indicated by the symbol * below.
The structure of the programme and the modules which make it up, their levels, credits and the
terms in which they are taught, are shown below.
Please note that the programme as laid out in term of available modules is subject to change.
Code
Title
Level
Credits
Term(s)
Year 1
Required Modules
SP801*
Advanced Statistics and
Methodology
M
40
Autumn and
Spring
SP842
Advanced Developmental
Social Psychology
M
20
Spring
SP851
Advanced Topics in Cognitive
Development
M
20
Autumn
SP998*
Dissertation
M
60
Autumn,
Spring &
Summer
Optional Modules
Students must choose two of the modules below – preferably one in the Autumn and one in the
Spring, although a different pattern may be at the discretion of the Director of Graduate Studies
SP850
Advanced Cognitive
(Neuroscience) Methods in
Practice
M
20
Autumn
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SP852
Developmental Psychology in
Professional Practice
M
20
Spring
SP813
Advanced Topics in Intergroup
Relations
M
20
Autumn
SP802
Current Issues in Social and
Applied Psychology: Part I
Theory
M
20
Autumn
SP817
Current Issues in Social and
Applied Psychology: Part II
Applications. NB: Students can
take this module without the
prerequisite of SP802
M
20
Spring
14. Work-Based Learning
Disability Statement: Where disabled students are due to undertake a work placement as part
of this programme of study, a representative of the University will meet with the work placement
provider in advance to ensure the provision of anticipatory and reasonable adjustments in line
with legal requirements.
Where relevant to the programme of study, provide details of any work-based learning element,
inclusive of employer details, delivery, assessment and support for students.
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N/A
15. Support for Students and their Learning
 Induction programme.
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Programme handbook.
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Psychology website.
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Learning resources: staff; dedicated postgraduate computer network room; new
building with 20+ research laboratories; central university library plus departmental
resource rooms.
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School academic and personal support system; advice on programme structure,
personal problems, progression routes, individual progress, and career
development.
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Central support services: Unit for Enhancement of Learning and Teaching; medical
centre; students’ union (including advice and information service); careers advisory
service; counselling service; disability support unit.
UNIVERSITY OF KENT
16. Entry Profile
The minimum age to study a degree programme at the university is normally at least 17 years
old by 20 September in the year the course begins. There is no upper age limit.
Entry Route
For fuller information, please refer to the University prospectus
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Normally, a first degree in Psychology with Graduate Basis for Registration from the
British Psychological Society, normally with at least upper second class honours.
Possibly a first degree in a related discipline (e.g., education, social sciences,
linguistics, computer science, biology). For fuller information, please refer to the
University prospectus.
What does this programme have to offer?
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Provides training and the opportunity to develop and apply psychological principles,
knowledge, models and methods in a scientific and ethical way in Developmental
Psychology.
Provides a lively and stimulating environment where there is an active research
culture in a School that has achieved a top 20 ranking for ‘world’ class research in
the RAE 2008. The School of Psychology at Kent established in 2010 the Child
Development Unit (CDU). This brings together 6 members of academic staff, and a
number of research staff, interested in studying developmental psychology amongst
children and adolescence, with a focus on social, cognitive and emotional
development. The CDU forms the basis of the School’s planned submission of a
developmental psychology research grouping to the REF 2014.
Personal Profile
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Probable expectation of further research training in Developmental Psychology.
Possible expectation of a career in Developmental Psychology.
17. Methods for Evaluating and Enhancing the Quality and Standards of Teaching and
Learning
Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum
and outcome standards
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Student evaluations
Annual School reports to Faculty
External examiners’ reports
Internal Periodic Programme Review
External accreditation: Quality Assurance Agency Subject Review; British
Psychological Society accreditation; Economic and Social Research Council
accreditation.
Staff Development: annual appraisal and peer observation.
Mentoring of new and Associate Lecturers
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Personal Academic Support System
Continuous monitoring of student progress and attendance
Vetting of examination questions by module team, Quality Assurance Committee
and external examiners.
Committees with responsibility for monitoring and evaluating quality and standards
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School Student-Staff Liaison Committee
Graduate School Board
School Learning and Teaching Committee
School Graduate Studies Committee
Full School Committee
Faculty Learning and Teaching Committee
University Learning and Teaching Board
School Ethics Committee
Mechanisms for gaining student feedback on the quality of teaching and their learning
experience
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Student evaluations
Student-Staff Liaison Committee (Postgraduate)
Student representation on School Graduate Studies Committee
Student-Staff MSc meetings
Postgraduate Student Surveys
Staff Development priorities include:
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Research led teaching
PGCHE requirements
Staff appraisal
Staff commitment to research, research training, and PhD supervision.
University staff development programme
Programme team meetings
Research group meetings
Conferences: attendance and presentation of research findings
Study leave
Professional body guidelines
Membership of relevant professional/academic bodies
18. Indicators of Quality and Standards
 Results of Research Assessment Exercise
 British Psychological Society accreditation
 Economic and Social Research Council accreditation within South-East DTC
UNIVERSITY OF KENT
The following reference points were used in creating these specifications:
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Requirements of ESRC and BPS
University Learning and Teaching Plan
School Learning and Teaching Plan
National benchmarking statement for Psychology (Undergraduate programmes only
1st December 2011 – Adam Rutland
Programme Specification Template
Last updated June 2010