UNIVERSITY OF CENTRAL LANCASHIRE
PSYCHOLOGY HANDBOOK
LEVEL 2
2010 - 2011
D:\106728287.doc
CONTENTS
Page No.
FOREWORD
3
COURSE STRUCTURE
Timetable Information
Teaching Methods
Lectures
Seminars
Labs and Workshops
Attendance
Year 3, PS3720
3-7
ASSESSMENT
Pattern of Assessment on Modules
Plagiarism and Disclaimer Statement
Handing in Coursework
Turnitin
Late Submission/Extensions
Extenuating Circumstances
Getting Back Coursework
Psychology Marks and Their Meaning
9 -15
STAGE 2 MARKING CRITERIA
Stage 2 Marks
16 -20
ADVICE, SUPPORT AND HELP
Personal Tutors
Contact List
21- 23
PERSONAL DEVELOPMENT PLANNING
24
CONTRIBUTING TO YOUR COURSE
Departmental Committee
Staff/Student Liaison Committee
Module Evaluation Questionnaires
25-26
REMINDERS
Changing Modules, Assessment, Cheating,
Student Conduct, Communication
27
8
Attendance Lists
KEY DATES FOR YOUR DIARY
29
LEVEL 2, SEMESTER 1 & 2
30
All course materials, including lecture notes and other additional materials related to your course and provided to
you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and
MUST not be distributed, sold, published, made available to others or copied other than for your personal study use
2
unless you have gained written permission to do so from the Head of School. This applies to the materials in their
entirety and to any part of the materials.
FOREWORD
Welcome to Level 2 Psychology. We hope that your studies
with us will be enjoyable and rewarding.
This handbook is intended as a guide to the overall operation and
organisation of Level 2 Psychology. It should be used in
conjunction with the Psychology Handbook and Assessment
Handbook. Specific details about the individual modules will be
provided by Module Leaders.
COURSE STRUCTURE
Level 2 Psychology builds on Level 1 and enables students to extend their study of
the main areas of Psychology. The focus is on developing an understanding of the
complexity of issues within the discipline, and on developing a critical and analytical
approach. In addition, opportunities are available for students to further develop
the ‘key skills’ identified by the Dearing Committee, and to continue with their own
personal development planning (PDP).
Almost all of the modules operate on a semester basis (approximately 18 weeks),
(NB. not a year based scheme as for core Level 1 Psychology modules). Three
core modules will run in Semester 1 (PS2100, PS2200, PS2700). In Semester 2
there are two core modules (PS2400 and PS2500) and five elective modules. One
elective module (PS2900) is year based and thus runs across both semesters.
Teaching methods involve lectures, seminars, workshops and lab classes.
Generally, lectures are weekly and in two hour blocks. Modules running in the
evening for part-time students, however, are allocated a three hour block, and thus
may organise sessions differently in accordance with student preferences of
previous years.
Basic information about the timetable and staff responsible for the operation of
modules (i.e. Module Leaders) is given over the page.
3
~ Timetable Information ~
Semester 1
PS2100 Social Psychology
Barry McCarthy
Lectures: Tuesday 11.00-13.00
All of these modules share the same
lab and seminar slots
PS2200 Development Psychology
Labs:
Seminars:
Pam Qualter
Lectures: Tuesday 9.00-11.00
Fridays 15.00 - 18.00
Tuesdays 14.00 - 15.00
or
Fridays 12.00 - 13.00
PS2700 Methods in Psychology
NB. Workshops for PS2700 are on
Thursdays 12:00-18:00 or Fridays
15:00-18:00
V J Willan
Lectures: Friday 13.00-15.00
Semester 2
PS2400 Cognitive Psychology
Amanda Heath
Lectures: Friday 13.00-15.00
PS2400, PS2600, PS2800 share the
same seminar slots. PS2400 &
PS2500 share the same lab slots.
PS2500 Physiological Psychology
Andy Wickens
Lectures: Tuesday 9.00-11.00
(NB: There are no seminars on
PS2500)
Labs:
Seminars:
Fridays 15.00 - 18.00
Tuesdays 12.00 - 13.00
or
Fridays 12.00 - 13.00
PS2600 Applied Psychology
NB. PS2600 Seminars: Tuesdays
only
Cath Sullivan
Lectures: Tuesday 13.00 - 15.00
PS2800 Forensic Psychology
Paul Seager
Lectures: Monday 9.00 - 11.00
4
PS2350 Health Psychology
PS2350 Seminars:
Monday 12.00 – 13.00
Rachel Tarling
Lectures: Monday 13.00 – 15.00
PS2850 Techniques in
Biopsychology
Seminars and Labs will be
incorporated into the lecture slots
Nikola Bridges
Lectures: Thursday 14.00 – 17.00
Year Based
PS2900 Sport Psychology
PS2900 Seminars and Labs
Tuesdays 15.00 – 17.00
Paul Taylor
Lectures: Thursday 11.00-12.00
You will be given a copy of the timetable (times and rooms for each module)
at the Year 2 Briefing. Copies will be available in the Student Support Room
(DB124) and an on-line version can also be accessed. Please use the
relevant information (e.g Level 2 timetable, lab/seminar handout, noticeboard)
to construct your personalised timetable re seminars, labs and workshops.
Semester 1. Below is an example of a typical week for a student taking
PS2100, PS2200, PS2700.
Tuesday
9am-11am PS2200 Lecture
Thursday
Friday
11am-1pm PS2100 Lecture
Seminar alternative 1,4
1pm-3pm
PS2700 Lecture
Seminar alternative
1,4
3pm-6pm
Workshop
alternative 2,4
Workshop alternative 2,4
Alternative Lab 3,4
Notes
1. Seminars (1hour) for PS2100/PS2200/PS2700, Tuesdays or Fridays
2. Workshops (1hour) for PS2700, Thursdays or Fridays
3. Labs (3hours) for PS2100/PS2200
4. You will be allocated to a specific group (see the noticeboard)
5
Teaching Methods
Lectures
Lectures serve primarily to define the syllabus and outline the subject matter of
modules. Lectures start in Week 2 Semester 1 and Week 1 of Semester 2 (the
week beginning 20th September and 10th January 2011). Details of the lecture
programmes will be given in Module Handbooks. For information about where
lectures will be held, please refer to your copy of the timetable.
Seminars
Seminars are an important part of each module. They provide opportunities to further
develop and practice, for example, communication skills and presentation skills.
Such transferable skills will be useful for Level 3 work and are valued by employers.
Students are expected to take an active role in seminars and be responsible for their
learning. The seminars will involve material that is examinable. Seminar attendance
will be monitored. Most modules will deliver three seminar topics throughout the
relevant semester.
In Semester 1 the seminar slots are shared between PS2100, PS2200 and PS2700.
You will be assigned to either a Tuesday or Friday seminar group. Seminars start in
week 3 for PS2200, week 4 for PS2100 and PS2700. Please see the Level 2
noticeboard for details of seminar groups and rooms.
In Semester 2 seminars for PS2400, PS2600 and PS2800 start in week 1. These
seminars will work on a rotation system with each module typically offering a
Tuesday or Friday seminar each week. Towards the end of Semester 1, lists of the
seminar groups for Semester 2 will be put on the noticeboard.
To make the seminar system work smoothly, it may require last minute changes to
prevent clashes, and flexibility and tolerance on all our parts! In either semester, if
the timing of your seminar group clashes with another module that you are taking
outside of Psychology, please contact the Year 2 Tutor who will reassign you to a
different group.
Part-time students on evening modules (i.e. PS2700, PS2400) - time will be set
aside on Thursdays 18.00 - 21.00 for seminars and labs. Requests for extensions
on coursework for PS2700, and PS2400 should go to the Part-time Tutor.
6
Labs
Each core module, except PS2700, will offer one lab with a choice of specified areas
for investigation. Labs at Level 2 are organised as small group activities that involve
teamwork and are supervised by one member of the module team. Labs will run in
cycles of 4 week blocks. Each student will be assigned to a particular lab cycle. At
the start of each lab, you will be briefed about the methods to be employed. It is
essential that you attend your allocated briefing session. You will then be
responsible with the rest of your group for designing a study. The method (e.g.
design, participants, materials, ethics forms etc.) must be cleared via the supervisor
before data are gathered, analysed and interpreted.
Although the group collaborates on the design and running of the study, the actual
write up of the lab, as with any other piece of coursework, must be the student’s own
efforts. All sections of the lab report must be the written work of the individual
student (see the warning about plagiarism, page 10). If you have any queries about
how to write up the lab you should consult your lab supervisor. Guidelines are
provided in the Psychology Assessment Handbook, and under the Stage 2 Marking
Criteria given in this handbook.
In Semester 1 there will be 2 x 4 week lab cycles for PS2100 and 2 x 4 week lab
cycles for PS2200. The first cycle for each module will start in week 3, Friday 1st
October.
Semester 2, PS2400, PS2500 labs start from week 2, Friday 21st January, and will
run as 4 week lab cycles. A rotation system will operate between the modules.
Please note: On PS2850 and PS2900 the start date and format of labs will differ
from that described above. Further details will be supplied by the Module Leader.
In each semester you will be assigned to one lab cycle for the relevant module(s).
(Please see the noticeboard for details).
Workshops
Please Note: There are no labs as such for PS2700, but some of the timetable slots
(Fridays 15.00-18.00, and additional slots on Thursdays 12.00-18.00) will be used for
workshops. These time slots may be extended to 19.00 dependent on student
numbers. Workshops enable ‘hands-on’ computer sessions, and are run on an
hourly basis. You will be put in a Thursday or Friday group for workshops. Details will
be provided by the Module Leader.
7
Attendance
You are required to attend all timetabled learning activities for modules. Notification
of illness or exceptional requests for leave of absence must be made to the Student
Experience Co-ordinator, Lynda Holyoak.
If you have not gained the required authorisation for leave of absence, do not
respond to communications from the University and if you are absent for four weeks
or more, you may be deemed to have withdrawn from the course. If this is the case,
then the date of withdrawal will be recorded as the last day of attendance.
A Note Regarding a Year 3 Module
PS3720 Placement Module
Between second and third year, you can if you wish, and can secure your own
placement, undertake a brief spell of work experience. The setting in which you work
should be such that you can relate your experience to your degree. Students on all
single honours psychology routes, those majoring in psychology and neuroscience
students can do this half module (PS3720). It is also permissible to use ongoing
work (whether voluntary or paid) as the basis for module as long as it is relevant to
Psychology.
Although the module is a level 3 module, and, as such, you would expect to do it in
your third year, you must start work on it now if you are going to find a placement,
get any necessary security clearance and get health and safety clearance before
undertaking the placement in the summer between second and third year. The
assessment itself will be early on in third year and will consist of a presentation
(worth 40% of the marks) and an essay (worth 60%). The module is part of your
third year (not second year) assessment. It does not count as your Level 2 elective.
Please be warned that it will take time to go through all the necessary processes
leading up to the stage of actually doing the placement. The main steps are:



Deciding what area of psychology you are interested in, and identifying
potential sources of placements.
Contacting possible placement providers and (if they are keen) establishing
whether they can provide you with opportunities to meet the learning
outcomes of the module.
If they can, they might require you to go through criminal background
checking, depending on the nature of their work.
If this is successful and they accept you, then the psychology department
needs to be satisfied that Health and Safety practices are sufficient in the
place that you wish to go. If this cannot be done then you will not be allowed
to go on the placement.
The process can get stuck at many stages which is why you have to start on the
preparations early. All second years will be emailed a copy of the PS3720
handbook. If you would like a hard copy, please let the Module Leader know. If you
have any queries get in touch with the Module Leader.
PS3720 Module Leader: Lynda Holyoak.
8
ASSESSMENT
Level 2 assessment is based on coursework and examinations. Semester based
modules have Semester based examinations. The year based PS2900 module has
examinations in the same period as the Semester 2 modules. You will, therefore, be
examined on PS2100 and PS2200 in week 14 of Semester 1 (13th-17th December).
Examinations for Semester 2 modules and PS2900 will be held in week 17, 18 and
19 of Semester 2 (3rd-20th May). Examples of the assessment pattern for modules
are given below.
Semester 1
PS2700
Coursework Assessment 100%
PS2100
1 lab report 30%
1 exam (MCQ)
1 exam (essays)
30%
40%
PS2200
1 lab report 25%
1 exam (essays)
75%
PS2400
1 lab report 25%
1 exam (MCQ)
1 exam (essays)
25%
50%
PS2500
1 lab report 25%
1 exam (essays)
75%
Semester 2
Please note that all modules will be assessed. You are expected to attempt all
required assessments for each module for which you are registered, and to do so at
the times scheduled unless authorised extensions, special arrangements for
disability, or extenuating circumstances allow you to defer your assessment.
Arrangements are made for students who have a disability/learning difficulty for
which valid supporting evidence can be made available. Contact the Disability
Adviser for advice and information, disability@uclan.ac.uk.
All work submitted for assessment must comply with the Academic Regulations of
the University.
Individual modules will provide specific details of assessment and coursework
deadlines Note: Examination timetables will be put on the noticeboard to give you
due warning of the dates and times. It is your responsibility to ensure that you are
available for examinations, attendance at examinations is compulsory. Provisional
assessment results for Semester 1 modules will be made available in Semester 2.
All assessment results however, must be verified at the Psychology Course/Subject
Assessment Board in June. Overall results will be posted on the Psychology
examinations noticeboard at the end of June. Reassessment will take place for
Semester 1 modules in May, and for Semester 2 and year modules in August (see
Key Dates For Your Diary).
9
Plagiarism
The School statement on plagiarism is as follows:-
A word of warning about PLAGIARISM. 'Plagiarism' means presenting the ideas
and/or writings of others, whoever they are, as if they were your own. Plagiarism can
range from copying, word-for-word (or almost word-for-word with only superficial
changes), the odd sentence from a textbook to constructing the major part of an
essay or project with the words of others. It includes not only copying from published
sources, but also from unpublished material such as course handouts and from other
student's coursework. It also includes collaboration with one or more other students
on a piece of assessment, (e.g., a laboratory write up, or a prepared answer to a
seen examination). If the resulting written submissions are substantially the same (in
whole or in part) then such collaboration represents plagiarism because each student
will have put his or her own name to the coursework as though it were written by him
or herself alone. Collaboration in the writing of a piece of assessment is only
permissible if you are specifically requested to produce a group submission which
will have all contributor's names on the one piece of work.
If you feel that your essay can be enriched by quoting the words of others, then you
should use quotation marks and tell the reader your source; otherwise use your own
form of words. Similarly, if you are introducing ideas that are not original to you, you
should say where you got them from. Normally, this can be done quite simply: e.g.,
As Esterson (1992) notes, Freud's account of the facts relating to the seduction
theory changed significantly and without explanation between 1896 and 1898. If this
was a direct quote from Esterson, rather than a paraphrase, it would require
quotation marks (from Freud onwards) and a page number at the end. If the whole
sentence was copied from a lecture handout, then it would need quotation marks
round the whole sentence and to be preceded by a phrase such as: Maurice
McCullough's handout states that"...
Another problem with plagiarism is that it inhibits the learning process. It is often
used to disguise the fact that the student does not understand the issues under
consideration. Also, plagiarism from textbooks limits the opportunity for the student
to develop the skill of presenting information and ideas in his/her own words.
Please see page 27 of this handbook, and refer to the Psychology Assessment
Handbook for further information about plagiarism. Please note staff have
access to a range of electronic mechanisms designed to detect plagiarism.
The School of Psychology takes a very serious view of plagiarism, as does the
University, and will take action against offenders. For a first offence the
penalty is 0% for the assignment and a maximum mark of 40% for the module.
For a second offence the penalty is 0% for the module with no reassessment.
These penalties apply both within and across modules. You are required to
sign a declaration indicating that individual work submitted for an assessment
is your own.
10
All coursework coversheets include the following disclaimer statement
regarding plagiarism:-
Plagiarism is the act of passing off someone else’s ideas
or work as your own. It is a serious disciplinary offence.
‘I confirm that I have checked that the attached assignment is the intended
submission. I confirm that this assignment which I have submitted is all my
own work and the source of any information or material I have used (including
the Internet) has been fully identified and properly acknowledged as required
in the School guidelines I have received’
Signed ________________________________ Date __________________
This disclaimer must be signed and dated when submitting coursework.
If the disclaimer is not signed, the work will not be marked.
IT IS YOUR RESPONSIBILITY TO ENSURE THAT YOU COMPLETE
THE PLAGIARISM DISCLAIMER ON COURSEWORK COVERSHEETS.
11
~ Handing in Coursework ~
Coursework must be submitted via the appropriate Level 2 post-boxes located in the
Student Support Room (DB124) in the School of Psychology. Each module will have
its own separate box.
Procedure for handing in work:
1.
2.
3.
Fill out the coursework coversheet (available by the boxes) and staple it to
your assignment. Make sure you complete all the information required on the
coversheet.
Post the coursework in the box before the deadline.
Coursework in card/plastic folders will not be accepted (folders impede
marking and cost you money).
IT IS YOUR RESPONSIBILITY TO ENSURE THAT YOUR WORK IS IN THE
CORRECT BOX BY THE DEADLINE
Coursework posted in the wrong box will be treated as having been received
whenever that box is next opened. Posting in the wrong box will not be accepted
as an excuse for late coursework. Your attention is drawn to the regulations
about late submission given on page 13 (1 week late: 40% maximum).
TurnItIn: UPLOADING YOUR WORK ELECTRONICALLY FOR CHECKING
For coursework on your Level 2 modules, you will be asked to use WebCt to upload
a copy of your work to an internet database called TurnItIn, as you did in your first
year. This allows us to monitor and deal with plagiarism, a subject addressed further
in this handbook and in the Psychology Assessment Handbook.
Please note that TurnItIn submission applies to essays and lab reports in all
Year 2 modules in Psychology – this may be a change from your first year, when
only some of your work was uploaded. If you are taking any non-Psychology
modules this year, guidance re TurnItIn will be given separately for those.
Please note that as with the paper version, all uploads of your work should be
made by the coursework deadline - failure to do this may lead to your coursework
being marked as though it were late or missing. Please remember to allow time for
uploading your work, as any delays will be treated in the same way as a late paper
submission. Please note that on those occasions when you are asked to upload an
electronic copy of your work, you are still required to submit a paper copy of the
coursework as usual.
Further instructions/reminders about uploading electronic copies of your work may
be spent to you via your University email account - please keep this information safe.
Please note that you are responsible for making sure you understand the
process of uploading before your coursework submission deadlines.
If you have any problems with, or questions about TurnItIn, (especially if you are a
direct entrant to Year 2) please see or email Chris Atherton (details below). Note
that Chris will not always be available around submission deadlines; therefore,
leaving Turnitin uploads until the last minute is inadvisable, especially if you are
attempting this for the first time.
TurnItIn Officer: Chris Atherton
Telephone (01772) 894469.
CJAtherton@uclan.ac.uk;
12
Darwin
223,
~ Late Submission of Coursework/Extensions ~
Deadlines have been organised to spread work over the relevant semesters and
allow time for feedback. Deadlines will be strictly enforced. You may, of course,
submit work before the deadlines, and indeed you are encouraged to set yourself
deadlines in advance of those given by Module Leaders.
Unauthorised Late Submission of Work
Penalties will be imposed if, without approval, coursework is submitted after the
deadline, or it is ‘discovered’ in the wrong box.

Students who submit work between 1 and 5 working days after the deadline
date without an authorised extension will obtain a maximum mark of 40% for
that element of assessment.

All work submitted later than 5 working days after the deadline date will be
awarded a mark of 0%.
Authorised Extensions
Authorisation of the late submission of work requires written permission. If there are
special circumstances (e.g. illness normally certified by a medical note, or
unforeseeable circumstances beyond your control which have prevented you from
working for a few days) as to why you cannot meet a deadline, you may seek an
extension. Extensions will normally only be granted prior to the deadline date. The
Year 2 Tutor is authorised to give permission for one extension period of between 1
and 10 working days where evidence of circumstances has been accepted and
where submission within this timescale would be reasonable taking into account
those circumstances.
If you believe you have grounds for a deadline extension, you should go and see the
Year 2 Tutor (Val Service, Darwin Building Room 221) as soon as possible. You will
be required to complete a coursework extension form. Times when Val is available to
see Year 2 students will be posted on her office door every week. A copy of the
extension application will be retained for the records.
Students who are unable to submit work within 10 working days after the submission
date due to verifiable extenuating circumstances which are serious and exceptional,
may submit a case for consideration in accordance with the University’s Extenuating
Circumstances procedure. Please note: you must apply for Extenuating
Circumstances prior to the assessment deadline date. If your Extenuating
Circumstances are approved (i.e. you are given a grade I) a new assessment would
be set. Please see over the page for further details.
13
Extenuating Circumstances
"Extenuating Circumstances" is a phrase which refers to exceptional factors outside
of your control which have adversely affected your performance within your course.
These factors may prevent you from attending examinations or other timed
assessments or caused you to miss assessment submission dates. Examples are
illness, accidents or serious family problems.
Normally extenuating circumstances will relate to a change in your circumstances
since you commenced your course, which have had a significant, adverse effect on
your studies. Everyday occurrences such as colds or known conditions such as hayfever will not qualify unless the effects are unusually severe and this is corroborated
by a medical note. The University does not look sympathetically on absences or
delays caused by holiday commitments or by work commitments in the case of fulltime students. The normal work commitments of part-time students would not
constitute an extenuating circumstance. A disability or learning difficulty does not
constitute an extenuating circumstance (Academic Regulations: G8.1 - G8.3).
You must apply for extenuating circumstances online via myUCLan (this can be
accessed as a Useful Tool link on the Student Portal home page of the UCLan
website). You must submit claims within specified deadlines and submit
corroborating evidence to the School office.
You will be expected to re-submit claims for extenuating circumstances for each
assessment period.
In determining assessment recommendations, Assessment Boards will consider
properly submitted claims from students who believe their performance has been
adversely affected by extenuating circumstances. N.B. Assessment Boards are not
permitted to alter individual assessment marks to take account of extenuating
circumstances (Academic Regulations: G12 and Appendix 8).
~ Getting Back Coursework ~
14
Coursework will be marked and given written feedback in accordance with the
School of Psychology’s moderation policy. Marked coursework will be available 15
working days after the deadline. Work will be available either via the marker or
placed in the student’s pigeonhole in the Student Support Room (DB124).
PSYCHOLOGY MARKS AND THEIR MEANING
It is standard practice in Higher Education to give marks on a
scale that is related to standards of (honours) degree performance
- First Class, Upper Second, Lower Second and Third Class.
The relation between percentage marks in Psychology and degree
performance is shown below:-
DEGREE LEVEL
MEANING
First Class
Excellent
Upper Second Class
A 'good' degree (1st or Upper 2nd
needed for some Post-Grad study)
Average
Lower Second Class
Third Class
Borderline
S Satisfactory (enough for an
honours degree)
Maximum mark possible for a
reassessment
Fail
%
RANGE
70+
60 - 69
50 - 59
41 - 49
40
< 40
15
Marking Criteria Guidelines for Stage 2 (Second and Third Year) Students
The guidelines give a description of what is expected in a range of categories for first, upper second, and lower second markers. Note the
category themselves and that there are a variety of other factors beyond the knowledge displayed or the content included.
In general, a first class answer approaches an ideal (of what could be expected following two or three years of degree level study), whereas an
upper second displays the same type of skills and understanding but with some defects. A lower second is a competent piece of work but lacks
those ingredients that make a first. As the table below indicates, it is mainly differentiable from an upper second in terms of relevance and
structure and coherence of argument.
1st
General (Applies to all work)
Relevance: All material included is
relevant. In addition, there is a very good
understanding of the relative importance
of this and that part of the material
Specific Relevance to Essays/Exams
Attention is focused throughout on the
question, and only material relevant to
the question is included. More crucial
material is considered in more depth.
Structure, General Understanding,
Coherence,
and
Logic
of
Argument/Analysis: The piece of work
follows a logical sequence throughout,
all sections being linked with valid
argument to produce a seamless
coherent narrative. The work tells a story
to the reader.
Every argument is valid and addresses
one or more issues that the writer has
already made clear. Taken together, the
arguments fit into a coherent narrative,
different
arguments
being
given
different
weightings/emphases
as
appropriate. Where the question
permits, the answer is rich in argument.
Originality: There is clear evidence of
good independent thought.
The student has created a (sensible)
narrative, at least parts of which were
not suggested in the teaching.
The answer displays a thorough
knowledge of question relevant material
which goes well beyond the contents of
the
lectures/seminars
(and
thus
indicates wide reading)
Knowledge/Content: There is very
good coverage of all relevant material
16
Specific Relevance to Projects/Practical Reports
The Introduction introduces the study without including any irrelevant
or redundant material. The Discussion is focused on the implications
of the results obtained. The Results section contains no irrelevant
details, and the Method section contains only details essential for full
understanding and replicability.
The Introduction clearly explains the rationale for the study. This is
picked up in the Discussion, where the results are considered in
relation to the research questions, and conclusions drawn as to
whether or not hypotheses have been supported and what the
implications of the findings might be for further research. A First
Class Discussion will avoid idle speculation as to why hypotheses
were not supported; it will also eschew any claims about intervening
variables not measured in the study, although these might be
discussed in the context of suggestions for future investigation. The
Abstract provides a near-perfect synopsis of the whole business,
including the main purpose of the study, key aspects of the method,
main results and the conclusions drawn from them
Some aspect of the design of the study, its rationale, and/or the
interpretation of the results indicates a high level of original thought.
The Introduction gives the reader enough theoretical and empirical
background so that he/she can appreciate why the student wished to
investigate the particular question chosen, and why the hypotheses
are as they are.
Explanation of Empirical Details:
The appropriate amount of
experimental details are given.
Just sufficient details are given about empirical work
referred to so that the reader can see the logical relation
between the study and the conclusion for which the study
is cited.
Style: The writing is elegant and economical with at worst only minor grammatical errors.
Technical terms are invariably used appropriately.
On the whole the question is addressed, but there is some
2 Relevance: As for a 1st, there is
material that, although related, is not well focused on the
generally
good
understanding
of
the
.
question.
relative
importance
of
this
and
that
1
part of the material. However, some
material is not strictly relevant to the
topic.
Structure, General Understanding This is similar to a 1st, except that the answer is less rich
in argument; there is a flaw in one of the arguments or it
and Logic of Argument/Analysis:
does not seem to address the issue it was supposed to, or
This is similar to a 1st in that the
the arguments are not as well linked/organised as they
work provides a coherent argued
might be.
sequence, but there are some flaws
in the organisation of the narrative or
validity of arguments.
Something only implicitly suggested in the teaching has
Originality: There is evidence of
been identified and elaborated.
some (valid) independent thought.
Knowledge/Content: There is good As for a 1st, there is a thorough knowledge of question
relevant material, but this does not go beyond the range
coverage of the relevant material.
explored in lectures/seminars.
Details given about empirical work referred to are similar
Explanation of Empirical Details:
to a 1st, but one fairly important detail might be omitted or
The explanation is similar to a 1st,
some unnecessary details included.
with minor omissions or
commissions.
Style: The prose is a little less elegant and well-presented than a 1st, but is overall well-written
and clear. As a general rule there is adherence to the conventions of spelling and grammar,
although there may be several exceptions. The writer is reasonably comfortable with technical
terms.
17
The Method provides a complete, in places exhaustive, account of
what was done, with what materials/apparatus, and to whom (although
note relevance section). The Results provides a clear, well -structured
and concise account of the statistical tests applied to the data and their
results, with relevant tables (e.g. means, ANOVA summaries etc.) but
without raw data, irrelevant graphs and the like. Clear signposts to
Tables and Appendices are included. The latter present the raw data
and printouts of statistical tests in clear and usable manner, so that the
author’s conclusions can be checked and any desired re-analysis can
be done. A full reference- list is included.
Layout and presentation of tables, etc. is excellent.
Similar to a 1st, but some material included in the Introduction, or
possibly Method and Discussion sections, is irrelevant or
unnecessary.
The Introduction may have a little unclearness in the rationale. The
Discussion does the basic job of relating findings to the questions
asked, but is less concise than a 1st, perhaps over-speculative, or a
bit rambling in places. The Abstract is good, but perhaps a little too
long, or lacking mention of some key aspect of the results.
As for a 1st, but on a more modest scale.
As for a 1st, the Introduction is generally good, but there are possibly
some limitations in coverage of the background to the study.
In the same way as a 1st, all necessary information is included
in the Method and Results sections. The only difference is that
these sections might include a small amount of unnecessary
information.
As for a 1st.
2.2
The answer is not focused on the question. Note that
Relevance: Irrelevant information
such an answer may contain a lot of potentially relevant
is included and there is a limited
information, and may be a good answer to an obvious
understanding of the relative
variant of the question set (e.g. a similar question with a
importance of this and that part of
different emphasis that appeared on a previous year's
the material.
paper).
(This is most often encountered in
exam conditions where a student
writes everything from a particular
lecture block in response to a
question that only requires some of
that material).
The approach is primarily descriptive with little
Structure, General
argumentation; or the argumentation is mostly
Understanding and Logic of
Argument/Analysis: There is little superficial.
argument, and the work is not well
structured in terms of a coherent
‘story’.
Originality: There is little or no evidence of (valid) independent thought.
Essentially the same as a 2.1 (or more limited
Knowledge/Coverage: Similar to
knowledge coupled with 2.1 level understanding,
a 2.1
relevance, etc.).
Details are given about empirical work referred to, often
Explanation of Empirical
at some length, but there is no focus on the logical
Details: There are important
relation between the study and the conclusion for which
omissions, or a large amount of
the study is cited.
detail is given that is not relevant
to the conclusion of the study or
the issue addressed.
Style: The writing is sometimes clumsy and ungrammatical, but reasonably literate. There is
some indication that the writer finds it difficult to express things economically and that they are
rather uneasy using technical terms.
18
The Introduction may go into detail about previous studies not
relevant to the current study. The Method and Results may contain
unnecessary details.
The Introduction may fail to make the rationale clear. The
Discussion is weak in places, as in not making quite clear to what
extent predictions were upheld by results, or including
inappropriate post hoc speculation. The Abstract is somewhat
flawed, though with the gist of the study fairly well described; a
typical example would be too brief or too long.
Some relevant, possibly even essential, literature is omitted from
the Introduction.
The Method, Results, and/or Appendices may contain minor errors
or omissions, or include unnecessary details.
The Table layouts are possibly untidy or unclear.
If the piece of work does not achieve the above descriptions for a lower second, then it is slipping well below the average standard to be expected to honours
degree level. This will lead to a third class mark or a fail, depending on the seriousness of the problem. Some ways in which work may be deficient are given in
the table below. Work that meets the comments in several of these categories would fail. Work deficient in only one or two categories would probably get a
third unless the deficiency was particularly marked (for instance an empirical report that failed to explain empirical details so that it was impossible for the
reader to detect what was done and/or what was found would fail). The relevance category is particularly important for examinations - an answer that is not
relevant to the question would normally obtain zero.
Relevance: There is very limited, or no The answer has some focus on the
discrimination between relevance and question, but contains only a small
amount of proportion of relevant
irrelevance.
information.
Structure, General Understanding, The approach is primarily descriptive
Coherence,
and
Logic
of with little organisation. The essay has
Argument/Analysis: The structure is no argumentation or contains only
very poor, and any argumentation only superficial arguments.
superficial.
Knowledge/Content: There are serious The essay displays a limited knowledge
of the relevant material - either only the
deficiencies in the material included.
very basic, or an account of a wider
amount of material that has substantial
errors.
There is little or no apparent
Explanation of Empirical Details:
understanding of the logic underlying
conclusions for which studies are cited.
Style: The work is poorly written throughout, showing little regard for
conventions of grammar and spelling. The writer uses technical terms very naively
or inappropriately.
19
There is a large amount of irrelevant material in the Introduction, or
a large amount of unnecessary details in the Method and/or Results.
There are serious errors in the report of the logic of the experiment
that demonstrate more confusion than the description for a 2.2
above.
For instance, the Discussion may misinterpret or
misunderstand the results.
Essential literature is omitted from the Introduction.
The Method is seriously flawed, making it a struggle to establish
exactly what was done. The Results are similar - it is a big job to
make sense of findings/analysis. Alternatively, the reader can
understand what was found, but the author has made substantial
mistakes/misinterpretations in the analysis.
Table layouts of graphs are very untidy and difficult to interpret.
Stage 2 Marks
In the School of Psychology we use the following marking scheme to grade all
individual pieces of work, except on PS2700 Methods in Psychology.
First Class
Mark
Upper Second
Class Mark
Lower Second
Class Mark
Third Class
Mark
Fail
Outstanding First
Mark %
90
Good First
85
Average First
80
Low First
75
Good Upper Second
68
Average Upper Second
65
Low Upper Second
62
Good Lower Second
58
Average Lower Second
55
Low Lower Second
52
Good Third
48
Average Third
45
Low Third
42
Borderline Fail
35
Serious Fail with Some
Merit
25
Serious Fail with Little Merit
15
Answer with No Merit
0 or 5
20
ADVICE, SUPPORT AND HELP
There are a variety of sources of advice, support and help available within the School
of Psychology and University. The ‘rough guide’ to who to contact about what is
given below, but for a more comprehensive review please refer to the section on
‘Getting Help’ and ‘Staff Contacts’ in The Psychology Handbook. The main point is
that whatever your concern or problem (academic/personal/both) and however
seemingly insignificant/significant, it is important that you do something about it by
seeking the appropriate help. If you are unsure about exactly who to contact, please
initially approach the Year Tutor or Course Leader/Programme Coordinator.
Personal Tutor

Your Personal Tutor will provide academic advice and talk with you
about your module marks. S/he will also help with, for example, your
study profile and progression, personal development planning,
general support, personal difficulties.

Most students will already have been allocated a Personal Tutor. If
you have not got a Personal Tutor, or wish to transfer, please contact
the Programme Coordinator.
ADVICE, SUPPORT & HELP
Specific Academic
Overall Operational
Module/Level/Course
Personal
Methods Support Sessions
(i.e. Stats Surgeries)
Staff Member teaching the
class/lab/workshop/seminar
Module Leader
Year Tutor
Course Leader
Special Needs Section
Student Services
P
e
r
s
o
n
a
l
21
T
University
Counselling
Service
Student Services
u
t
o
r
Special Educational Needs and Disability
If you have a disability that may affect your studies, please let Noreen Caswell
know as soon as possible. We will make reasonable adjustments to
accommodate your needs and to provide appropriate support for you to
complete your study successfully. Where necessary, you will be asked for
evidence to help identify appropriate adjustments.
Contact List
Name
Room
Tel. Ext.
E Mail address
Dr. Christine Atherton Course Leader for
Neuropsychology, Turnitin Officer
Dr. Chris Anderson
Head of School
DB223
4469
cjatherton
DB105
3421
mcanderson
Dr. Gayle Brewer
DB108
5173
gbrewer
Dr. Nikola Bridges Module Leader PS2850, DB220
Course Leader for Neuroscience
3879
njbridges
Dr Jo Bryce
DB208
3437
jbryce
School Disability DB201
4457
Ncaswell
Dr Simon Chu
DB215
5178
schu
Dr. Andrew Churchill – Programme
Coordinator, Course Leader for Psychology,
Sport Psychology
DB201
3427
achurchill
Dr. Michelle Davies
DB116
3728
mdavies3
Dr. Mike Eslea
DB214
3424
mjeslea
Professor. John Fisk
DB204
4465
jfisk
Dr. Charlie Frowd
DB203
3439
cfrowd
Dr. Kathryn Gardner
DB206
4463
kjgardner
Dr. Nicola Graham-Kevan
DB111
3727
ngrahamkevan
Dr. Derek Heim
DB114
3432
sdheim
Amanda Heath Module Leader PS2400
DB115
3448
ajheath
Lynda Holyoak Course Leader for Applied DB102
Psychology, Student Experience Co-ordinator
3429
lholyoak
Dr. Jane Hutchinson Combined Honours DB107
Subject Leader
3876
jmhutchinson
Dr. Noreen Caswell
Contact
22
Dr. Jeannie Judge
DB210
5170
jjudge
Dr. Roxanne Khan
DB114
5175
rkhan2
Dr. Sandi Mann
DB209
3441
smann
Dr. Barry McCarthy Module Leader PS2100
DB118
3431
bmccarthy
Dr. Andy Morley
DB212
3449
ammorley
Dr. Luna Munoz
DB213
3443
lmunoz
Dr. Pam Qualter Module Leader PS2200
DB207
3877
pqualter
Dr. Sarita Robinson
DB210
4494
sjrobinson1
Dr. Paul Rogers
DB116
4473
progers
Dr. Mark Roy
DB113
3752
mproy
Dr. Paul Seager Year 3 Tutor, Module
Leader PS2800
DB104
3426
pbseager
Dr. Val Service Year 2 Tutor
DB221
3434
vservice
Dave Shaw
DB109
3435
dfshaw
Dr. Faye Skelton
DB217
5171
fcskelton
Dr. Alice Spooner
DB215
4472
aspooner
Dr. Cath Sullivan Module Leader PS2600
DB216
3428
csullivan
Dr. Rachel Tarling Module Leader PS2350
DB223
3880
rtarling
Dr. Jamie Taylor
DB219
3438
jataylor2
Dr. Paul Taylor Module Leader PS2900
DB217
4474
pjtaylor
Dr. VanLal Thanzami
DB203
3433
vthanzami
Dr. Andy Wickens Module Leader PS2500
DB218
3444
awickens
Dr. VJ Willan Module Leader PS2700,
Course Leader for Forensic Psychology
DB211
3727
vjwillan1
School Office
University of Central Lancashire
School of Psychology
Preston
PR1 2HE
DB120
3420
Tel. 01772 201201
Tel: 01772 893420
Fax: 01772 892925
23
PERSONAL DEVELOPMENT PLANNING
In the first year you were introduced to the School’s approach to personal
development planning (PDP). You will have undertaken many activities in first year
that will have helped you in these development processes, which are a requirement
in all HE courses in the UK. Although some of the mechanisms/sources of support
that were available in year 1 will not be present in year 2, the majority are and are
briefly outlined below. There is also a slight shift in focus as you now need to
seriously consider what will happen after you graduate and work on your
employability.
The folder – you should still have this and you can continue to use it to file evidence,
reflection etc.
Personal Tutor – in most cases the Personal Tutor you had last year will remain the
same. Where this is not the case you will be notified. You should continue to see
your Personal Tutor to discuss issues which affect your progress.
Peer Support group – if you joined one of these there is no reason why it should not
continue.
University PDP website – you can still log on to this site and use the resources for
work on your own or with others.
Key Skills – these are embedded in all psychology modules and you should try to
ensure you take all active part in all your modules to gain the most in your skills
development.
Reflection – you should still take the opportunity to reflect on your learning to help
you identify quickly what you need to work on. Modules run over a semester rather
than a year at stage 2 so you cannot afford to waste time. You should particularly
take stock of your semester 1 exam performance with your personal tutor.
Careers Information – you should continue to make use of the careers service and to
attend events in the School of Psychology which might help you to plan your career.
Work Placement
See previous information on PS3720. Undertaking a work placement can greatly
enhance your employability by getting you contacts in the workplace, developing
your job search skills and gaining experience relevant to future career choices.
Remember, the onus is still on you to do as much with respect to your development
as you can.
PDP Coordinator: Lynda Holyoak
24
CONTRIBUTING TO YOUR COURSE
The School of Psychology has been offering modules at degree level since 1974.
Consequently, we have considerable experience in the teaching, delivery and
assessment of modules. Changes have occurred over the years. These have been
in response to, for example, different accreditation systems, government issues,
funding and student feedback.
Student feedback is particularly important in effecting change with regard to our
provision and delivery of Psychology. For instance, by operating the University
timetable of 9.00-21.00, we now provide part-time degree courses. This has enabled
access to degree courses for a significant number of students. At a more specific
level, in response to student feedback, we now provide ‘Methods Support Sessions’
which offer extra help to students about statistics. Student feedback, therefore,
plays an important role in influencing what we do and how we do it. Your
contribution is a valued one.
How can you contribute?
Student Representatives
Students are invited to nominate and elect Student Representatives for each course
at each level (normally three each for Combined Honours and Single Honours).
Basically, the role of Student Representatives is to represent the views of the student
body at various School Meetings. (Training may be provided by the Student Union.)
School of Psychology Committee
Student Representatives (at least one per course) are invited to attend School of
Psychology Committee Meetings (approximately two per semester). While these
meetings are fairly formal affairs they provide an opportunity to raise Psychology and
University wide issues.
25
Staff - Student Liaison Committee
This meets on a more regular basis than School Committee. The aim of this panel,
is to discuss specific module issues, and as far as is possible, resolve such matters
as they arise on modules in each semester. The panel is made up of the Student
Representatives for each year of the course and relevant staff.
Further information about Student Representatives will be provided by the Chair of
SSLC. Nominations will be asked for early in Semester 1.
Module Evaluation Questionnaires (MEQ)
At a more individual level, towards the end of each semester you will be asked to
complete a MEQ for each module in that semester. Student participation in module
feedback is encouraged in order to obtain your views about modules. Please take
the time to complete the MEQ since your opinions play an important part in ensuring
the quality of the student experience on modules.
In addition to the above, please feel free to approach relevant staff with
queries/concerns or positive comments about the course (e.g. Module
Leader, Year Tutor, Course Leader, or the Programme Coordinator
(Chair of SSLC).
26
~ REMINDERS ~
Changing Modules
Most modules operate on a semester basis. It is strongly recommended that
students choose their modules with care and stick to these choices.
Deciding to switch from one module to another may mean you miss a good chunk of
a module (particularly when lectures are in two hour blocks).
If you want to change modules, this must be done as early as possible.
It is your responsibility to inform the School, your Personal Tutor and Academic
Records of any changes. You must ensure that i) you withdraw from your old choice,
and ii) register your new choice on the appropriate form. If you do change modules
and do not ‘de-enrol’, the old module will show up on your transcript as a FAIL.
Assessment
Coursework and examinations: unless the rubric of an assessment/examination
specifies otherwise, work submitted for assessment must be the student’s own
efforts and must not be copied from the work of another person. Plagiarism is not
acceptable, it is a serious offence which will lead to disciplinary action and severe
penalties (see the section on Plagiarism in this handbook). Brief quotations from the
published or unpublished works of another person, suitably attributed, are
acceptable.
Cheating, plagiarism or collusion
You are required to sign a declaration indicating that individual work submitted for an
assessment is your own.
If you attempt to influence the standard of the award you obtain through cheating,
plagiarism or collusion, it will be considered as a serious academic and disciplinary
offence as described within the Academic Regulations: G10 and Appendix 9 Unfair Means to Enhance Performance:



Cheating is any deliberate attempt to deceive and covers a range of offences
described in Appendix 9.
Plagiarism describes copying from the works of another person without suitably
attributing the published or unpublished works of others. This means that all
quotes, ideas, opinions, music and images should be acknowledged and
referenced within your assignments.
Collusion is an attempt to deceive the examiners by disguising the true
authorship of an assignment by copying, or imitating in close detail another
student’s work - this includes with the other student’s consent and also when 2 or
more students divide the elements of an assignment amongst themselves and
copy one another’s answers. It does not include the normal situation in which you
learn from your peers and share ideas, as this generates the knowledge and
understanding necessary for each individual to independently undertake an
assignment; nor should it be confused with group work on an assignment which
is specifically authorised in the assignment brief.
27
The process of investigation and penalties which will be applied can be reviewed in
the Academic Regulations: Appendix 9. If an allegation is found to be proven then
the appropriate penalty will be implemented:
In the case of a single offence of cheating, plagiarism or collusion:
 The penalty will be 0% for the element of assessment, and an overall fail for the
module.
 The plagiarised element of assessment must be resubmitted to the required
standard
 And the mark for the module following resubmission will be restricted to a
maximum of 40%.
 When it is detected for the first time on a resubmission for an already failed
module, no further resubmission for the module will be permitted, and the
appropriate fail grade will be awarded.
In the event of a repeat offence of cheating, plagiarism or collusion (irrespective of
whether the repeat offence involves the same form of unfair means) on the same or
any other module within the course:
 The appropriate penalty will be 0% for the module with no opportunity for reassessment. This penalty does not preclude you being able to retake the module
in a subsequent year.
The penalties will apply if you transfer from one UCLan course to another during your
period of study and module credits gained on the former course are transferred to
the current course.
Student Conduct
You will be expected to abide by the Regulations for the Conduct of Students in the
University Student Guide to Regulations. UCLan expects you to behave in a
respectful manner demonstrated by using appropriate language in class, and
switching mobile phones / other devices off prior to attending classes.
If your behaviour is considered to be unacceptable, any member of academic staff is
able to issue an informal oral warning and the University will support staff by invoking
formal procedures where necessary. You can read more about UCLan expectations
in the regulations for the Conduct of Students.
Communication
The University expects you to use your UCLan email address and check regularly for
messages from staff. If you send us email messages from other addresses they risk
being filtered out as potential spam and discarded unread. Staff will respond to email
as promptly as possible.
PLEASE CHECK
THE LEVEL 2 PSYCHOLOGY NOTICEBOARDS
REGULARLY
FOR NEW INFORMATION/CHANGES
Attendance Lists
28
You will be required to sign in at lectures, labs, seminars and workshops. Local
Education Authorities/Grant/Loan Providers require information of student absence.
The information in this handbook is correct as far as is possible at this point in time.
However, changes may occur and so it is essential that you ensure that you obtain
all course information and regularly check the Level 2 noticeboards. If you have any
questions about the information in this handbook, please contact Val Service, Year 2
Tutor.
SCHOOL OF PSYCHOLOGY
KEY DATES FOR YOUR DIARY
Psychology Examinations
Semester 1 examined modules
13th – 17th December
Semester 2 and Year examined modules
and Semester 1 reassessment
3rd – 20th May
Assessment results available
and posted on noticeboards
4th February
24th June
Appeals deadline regarding June results
27th June- 1st July
Reassessment: Semester 2 and Year modules
22nd – 26th August
Reassessment results available
and posted on noticeboards
9th September
Progression
21st February -11th March
For advice about the selection of level 3 modules
and progression form completion, see the
Psychology Handbook and your Personal Tutor.
Progression briefings will take place during this period.
29
PSYCHOLOGY
LEVEL 2
2010-11
Semester 1
Week 6
18 Oct
Week 1
Week 2
Week 3
Week 4
Week 5
13 Sept
INDUCTION
WEEK
20 Sept
27 Sept
4 Oct
11 Oct
TEACHING
BEGINS
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
25 Oct
1 Nov
8 Nov
15 Nov
22 Nov
29 Nov
Week 13
Week 14
13-17 Dec
Psychology
EXAMS
Weeks 15,16,17
20 Dec-7 Jan
Xmas
Vacation
6 Dec
Semester 2
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
10 Jan
17 Jan
24 Jan
31 Jan
7 Feb
14 Feb
Week 8
28 Feb
Week 9
7 Mar
Week 10
14 Mar
Week 11
21 Mar
Week 12
Week 18
9 May
Psychology
Exams
Week 19
16 May
Psychology
Exams
TEACHING
BEGINS
Week 7
21 Feb
Week 13
4 Apr
Week 14
11 Apr
Revision
Week 15,16 *Week 17
18 - 29 Apr Tues 3 May
Easter
Psychology
Vacation
Exams
28 Mar
The weeks are numbered in accordance with the University Academic Calendar.
* Please note Monday 2nd May is a Bank Holiday
30