PROGRAMME SPECIFICATION
AWARD and COURSE TITLE
INTERMEDIATE AWARDS
BSc (Hons) Criminology & Psychology
Ordinary Degree in Criminology & Psychology
Diploma of Higher Education in Criminology &
Psychology
Certificate of Higher Education in Criminology
& Psychology
Name of the Teaching Institution Sheffield Hallam University
Faculty and Department Development and Society
Law Criminology and Community Justice
Mode(s) of Attendance
(eg. FT/PT/SW/DL)
UCAS CODE
Professional/Statutory/Regulatory
Body Recognising this
Programme
QAA Subject Benchmark
Statement or other relevant external reference point
FT/PT
MC98
Criminology Benchmarks (British Society of
Criminology, 2007)
QAA (2007) Psychology Benchmark
Statements
Date of Validation 16 MAY 2011
The design and structure of the programme has been informed by the relevant subject benchmark statements for both Criminology and Psychology, which were published by the
QAA in 2007. The QAA guidelines have been used to benchmark the programme aims and learning outcomes of the award and their intermediate awards, in order to ensure that the programme is consistent with nationally recognised frameworks.
1 PROGRAMME AIMS
The BSc (Hons) Criminology & Psychology programme aims to:
Provide a comprehensive knowledge and understanding of the core areas of criminology and psychology.
Provide students with training in the skills necessary to research and enhance the disciplines of criminology and psychology.
Provide students with knowledge and practice to enhance their own understanding of the disciplines of criminology and psychology.
Enable students to develop an understanding of the real life applications of theory to experience and behaviour in the social world.

Enable students to develop key personal and transferable skills for enhancing employability and graduate skills, through embedded academic, personal and professional development.
Provide an active and student centred approach to learning, enabling students to tailor their studies to reflect specialist interests and enhance autonomy.
Provide learning opportunities which are creative, challenging and innovative and which introduce students to a range of new developments in the field, on both a domestic and international basis.
2 PROGRAMME LEARNING OUTCOMES
2.1 Knowledge and understanding covered within the Programme. By the end of the programme you will be able to
1. Articulate the origins and developments of the criminal justice system and theoretical explanations of its history.
2. Discuss and evaluate the contemporary social and political context of criminal justice philosophies, criminal justice organisations and criminal justice processes.
3. Recognise and examine the underpinnings of psychology as a discipline, its historical origins, development and limitations.
4. Recognise the inherent variability and diversity of psychological functioning and its significance.
5. Identify meaningful patterns of behaviour and experience and evaluate their significance.
6. Describe and examine a range of key concepts and theoretical approaches within academia, and evaluate their application.
7. Examine a range of research strategies and methods, assess the appropriateness of their use and identify an appropriate strategy for specific research problems.
8. Analyse and evaluate the values and practices of, and identify and explain the relationships between, criminal justice agencies and associated organisations, groups and individuals.
9. Explain and evaluate complex social problems in terms of criminological theories of crime, victimisation, and responses to crime and deviance.
2.2 Intellectual/Subject/Professional/Key skills covered within the Programme: by the end of the programme you will be able to
1. Assess a range of perspectives and discuss and analyse the strengths of each to enhance academic knowledge and understanding.
2. Assess the values and practices of the key organisations which administer and respond to social change.
3. Identify, access and synthesise materials from a range of sources.
4. Design and use appropriate research strategies for data collection using quantitative and qualitative methods and apply basic statistical techniques and qualitative coding where appropriate.
5. Evaluate the viability of competing explanations within academia and draw logical and appropriate conclusions.
6. Critically evaluate and synthesise information/ data.
7. Evaluate the use of different research methodologies used within the social sciences.
8. Discuss and analyse academic topics with a comprehensive appreciation of theory, of policy, of evidence, and of relevance to current debates, and present the conclusions in a variety of appropriate academic formats.
9. Identify and explain the value and representation of academic work at national and international levels.
10. Identify and explain the ethical implications of research into academic questions and

provide appropriate solutions.
11. Reflect on individual academic, personal and professional development.
12. Apply problem solving strategies to key academic issues and debates.
LEARNING, TEACHING AND ASSESSMENT 3
The Department of Law, Criminology and Community Justice is committed to providing an outstanding and inspiring learning experience, which promotes high standards in all areas of learning, teaching and assessment (LTA). Informed by the Faculty of Development and
Society Learning, Teaching and Assessment Strategy 2009/10-2013/14, the Department will deliver a comprehensive curriculum of study, where innovation and enterprise are central to the learning experience of students.
As outlined in the Faculty LTA Strategy, there are four key LTA enhancement themes. These are:

Effective and efficient assessment and feedback practice;

Ensuring that students are well equipped for the world of work;

Supporting student transition, progression and achievement;

Preparing students for a global world.
These four themes demonstrate our commitment to inclusive practice and diversity in relation to curriculum design, development and delivery.
3.1 The approach to Learning and Teaching within the Programme
The success of the Programme, in its approach and delivery of learning and teaching, is the availability of highly motivated, knowledgeable and creative staff across the Department.
Collectively, they bring a breadth and depth of knowledge and skills that, not only, enables high quality learning of the core aspects of the discipline, but also, a range of specialist topics and areas of study.
Ensuring that students are well equipped for the world of work
We provide a high quality, comprehensive and supportive learning environment for all our students so that they can each achieve their full potential, both whilst they are undergraduate students and once they have graduated. We encourage deep approaches to learning that highlight the links between teaching, learning, research and employability.
Specifically, we are committed to the implementation and delivery of the Faculty of
Development and Society Education for Employability Strategy (e4e), 2010-2012. As part of that strategy we will:
Ensure that all students have the opportunity to actively engage with well structured, supported and accredited work related learning as part of their programme of study;
Embed high level employability-related transferable skills and attributes within the curriculum;
Provide all students at all levels with access to integrated and timetabled career management skills;
Provide all students at all levels with access to personal development planning (PDP) to support their transition to the world of work.
Providing these opportunities for students to enhance their employability for the future is a core aspect of our programme. As highlighted in the e4e Strategy, this is directly achieved through student engagement with some form of work related learning activity. However, the

notion of employability goes far beyond employment and also involves a series of academic, personal and professional skills, competencies, attributes and abilities integral to success in the world of work. To achieve this we provide a blended teaching approach which includes both tutor supported and peer supported activities. These can include lectures, seminars, workshops, tutorials, group work, independent study, work related learning, study abroad, elearning, etc.
Supporting student transition, progression and achievement
The teaching staff recognise and acknowledge the integral role they play in assisting students with their transition into, progression through and achievement from university life.
Therefore, the use of a robust support system at every stage through the students' university experience is integral to the students' development into confident, reflective and autonomous learners. We, therefore, embed and implement systems of induction and orientation, academic tutoring (allocation of an academic support tutor), reflective and self-directed learning, academic literacy, information literacy and student-centred learning approaches as integral elements of learning across all stages of the academic curriculum. Specifically, aspects of this learning are supported and enhanced by the LIS staff who assist with our development of academic literacy across the curriculum through collaborative working to support student writing, and promote information literacy. This learning is also supported and enhanced through use of virtual learning technology, which more specifically involves the students' development and engagement with an e-portfolio. This e-portfolio is used as the central vehicle through which academic, personal and professional development and achievement can be recorded, evidenced, and reflected upon. The aim is for students to establish high-quality and easily maintained CVs and person specifications.
Preparing students for a global world
Preparing students for a global world is a key feature of the Faculty's internationalisation agenda. The Faculty sees internationalisation as a process of integrating an international, intercultural or global dimension into the purpose, function and delivery of our portfolio of activity. As a Programme Team we are committed to this agenda and have therefore provided opportunities for our students to acquire learning which integrates international and cross-cultural perspectives that are relevant within a global context, and to engage in direct experiential learning within an international context. This process is supported by the appointment of a Mobility Support Tutor.
3.2 The approach to Assessment and Feedback within the Programme
The success of the Programme, in its approach to assessment and feedback, is the engagement with an assessment and feedback strategy which will support student learning and enhance student achievement. Specifically, we are committed to the implementation and delivery of the Faculty Feedback Policy (in conjunction with the Faculty Learning,
Teaching and Assessment Strategy, the University’s Assessment and Feedback Policy and the Quality Assurance Agency’s Codes of Practice). Collectively, these policies provide the framework for effective and efficient practice and directly adhere to all University requirements.
Effective and efficient assessment and feedback practice
We have developed the course curriculum where both formative and summative activities, assessments and feedback will be provided across all modules to support students academic, personal and professional development (which includes enhancing their subject knowledge AND the development and acquisition of skills and practices relevant for the

world of work). The success of this approach is through improved opportunities for interaction and dialogue amongst tutors and students throughout the learning process.
Participation in continuous interaction and dialogue, not only enables students to acquire information and support but it also enables staff to assess student engagement, understanding and progress.
More specifically, formative feedback is an essential part of learning and is therefore an integral part of every module during the initial weeks of contact with students. This provides support to students as they orient themselves to the module and begin to work towards their assessment. In the transition to higher education, and the exploration of a range of areas within their area of study, the need for students to become familiar with the specialist language of their discipline and the demands placed upon them as undergraduate scholars is essential. Formative feedback, therefore, can take a variety of forms to support the student learning process: from direct comment and discussion relating to a piece of work being produced to structured teaching practices where opportunity for dialogue and reflection are provided at the end of every teaching session.
Whilst recognising the key importance of formative feedback, summative feedback following assessment is also an essential part of learning. The feedback not only reflects back on the production of work provided to clarify the students achievements but it is also forward-facing, identify strategies that students can take with them into subsequent assessments and modules. Feedback, therefore, is supportive and geared towards consolidation and continuous improvement.
4 PROGRAMME DESIGN AND STRUCTURE
The course design and structure has been developed with an emphasis on 4 key design principles:
Provision which provides strong, foundational knowledge and understanding of the discipline of study,
Flexibility within the degree programme acknowledging the range of student experiences and interests, and providing student opportunity and choice,
Support and guidance through all stages of the degree, from transition, progression, and exit out of the course,
Continuous academic, personal and professional development planning aimed at enabling students to identify, acquire and enhance skills and practices essential for successful progression through the degree and transition into future employment and/or further study.
Of specific importance to the course design is the embedding of these principles within three key modules: Study Skills and Academic Support at level 4, Critical Thinking and Career Management at level 5 and the Dissertation at level 6. These modules, although each with its own structure and purpose, have at their core an emphasis on assisting and supporting the student through each stage of university life - from transition into university, to developing and acknowledging their own academic, personal and professional development, to a focus on personal areas of interest and study linked to employment opportunities. The academic support tutor is directly linked to each of these modules and is a key aspect to the success of the student fully understanding and engaging with the opportunities and challenges they will experience.
In addition, a core aspect of student success is supporting students development of their information literacy skills. Again, at level 4 students are supported via the Study

Skills and Academic Support module; at level 5 via the Critical Thinking and Career
Management module; and at level 6 via the Dissertation module. These skills include
(differentiated by level of study), access to information databases and the ability to utilise them; development of keyword searches; and the ability to critique a range of materials to understand new areas of knowledge. Furthermore, continued development of information literacy is embedded within many of our core modules.
For example, Researching Criminology at level 5 asks the students to engage in literature reviewing as part of the process of designing criminological research.
Finally, the content of the course design is developed with an emphasise on the acquisition, exploration and creation of disciplinary knowledge and understanding, while also providing a range of opportunities, skills and practices essential for their own academic personal, and professional development. This is integrated across and between levels of study to ensure students make connections between ALL modules and recognise a clear progression of skills and ideas between years of study. Again, the three key modules previous discussed help reinforce that development.
Level 4
The first year of study emphasises the need to support and guide students through the transition into higher education and to establish key skills and practices necessary to succeed within this environment. A solid grounding of key disciplinary knowledge and understanding is also essential to prepare students for progression into more in-depth exploration of key themes and specialist ideas and interests.
Semester 1 Semester 2
Cognitive Processes and Individual Differences (20 credits)
The Psychology of Development and Social Behaviour (20 credits)
Study Skills and Academic Support (20 credits)
Researching Society (20 credits)
Criminological Foundations (20 credits)
Criminal Justice (20 credits)
Level 5
The second year of study reinforces and enhances academic, personal and professional development of student knowledge, skills and practices through greater emphasis on critical thinking and personal reflection. Academic Support Tutors continue to support and guide students through this transition and reinforce academic learning and career management, through the Critical Thinking and Career Management module occurring across the entire academic year. The module aims to support students with the transition to more critical thinking around the discipline, and the acquisition of career management skills by using activities and opportunities occurring within the first semester and/or across other learning experiences throughout the year of study. The second semester focuses on supporting students with preparation for their reflective assessment and transition to Level 6 (ie. module choice and dissertation topic selection).
Key themes of study are considered with greater depth and critique, with an emphasis on providing students with a range of opportunities and choices relevant to their own personal experiences and interests. Of specific significance are: the participation in work-related learning; the selection of a range of elective modules of study, and the opportunity to study abroad.

For those students who DO NOT take up the opportunity to study abroad, their year of study will consist of the following:

in regard to WRL and elective modules, participation in work-related learning occurs during the second semester at Level 5. All students will select, from a list of available electives, a work-related learning experience module (WRL). Currently, two modules are being offered – ‘experiencing practice’ and ‘preparing for the world of work’ – and every student will choose to do at least one of these two modules. These modules are stated below, within the list of all available electives.
Semester 1 Semester 2
Thinking, Learning and Cognition (10 credits) Applied Social Psychology
(10 credits)
Psychology of Development (10 credits) Elective (Criminology or Psychology)
10 credits
Individual Differences, Personality and
Intelligence (10 credits)
Criminological Theory in a Contemporary
World (10 credits)
Elective (Criminology)
10 credits
Elective (WRL)
10 credits
Crime and Punishment (10 credits)
Researching Criminology (20 credits)
Critical Thinking and Career Management (10 credits)
Level 5 Criminology Electives (all 10 credits):
Cybercrime
Deviant Youth?
Drugs, Crime and Justice
Governing Crime in the Community
Joining up Justice - Multiagency Approaches to Crime
Legitimacy
Mentally Disordered Offenders
Race, Ethnicity, Culture and Crime
Risk Debates: Danger v Pleasure
Student Lives in Criminology
Standpoint Criminology
The 'Image' of Crime
Violent Crime
Women, Men and Crime
Level 5 WRL Electives (all 10 credits):
Experiencing Practice (WRL)
Preparing for the World of Work (WRL)
Level 5 Psychology Electives (all 10 credits):
Animal psychology
Cognition in Action: From Theory to Practice
Developmental Disorders of Reading and Language
Holistic Perception
Introduction to Counselling and Psychotherapy
Witnesses and Victims: Forensic Psychology in Practice

For those students who DO take up the opportunity to study abroad, their year of study will be supported by the Mobility Support Tutor and will consist of the following:

in regard to WRL, their international experience will be recognised as a WRL experience and meet the criteria outlined in the e4e strategy documentation.
However, opportunity for additional WRL is available for all students in Level 6.

in regard to module choice and selection, these students will be required to do an alternative module relating to ‘researching criminology’ in semester one, which is briefly highlighted below and explained in more detail in Section C. In addition to the need to match a key methodological skills and practice module at the partner institution for semester two, the Applied Social Psychology module will also need to be matched.
Semester 2 Semester 1
Thinking, Learning and Cognition (10 credits)
Psychology of Development (10 credits)
Individual Differences, Personality and
Intelligence (10 credits)
Criminological Theory in a Contemporary
World (10 credits)
Study Abroad
(50 credits) 
Crime and Punishment (10 credits)
Researching Criminology (Mobility) (10 credits)
Critical Thinking and Career Management (10 credits) *
 Mobility students – part of their study in the partner institution will include learning relevant to key methodological skills and practices within the social sciences and to applied social psychology.
* The Critical Thinking and Career Management module can be conducted online for the second semester.
Level 6
The third year of study, again, reinforces and enhances academic, personal and professional development of student knowledge, skills and practices by supporting students through selfdirected learning activities (specifically their dissertation) to ensure that learner autonomy is practiced and achieved. Students will build on the previous knowledge and experiences already acquired during their first two years of study to help inform their selection of and engagement with a breadth of elective modules directly relevant to their personal interest and future employability. Within the range of elective modules being offered, three modules are available which provide additional opportunities for WRL activities.
Semester 1 Semester 2
Dissertation (APPD embedded) 40 credits
Elective (criminology) 20 credits
Elective (criminology) 20 credits
Elective (psychology) 20 credits
Elective (psychology) 20 credits
Level 6 criminology electives (all 20 credits):
Advanced Research Methods

Alternative Responses to Conflict: Restorative Approaches
Conflict, Human Rights and Transitional Justice
Crime and the Media
Crime Prevention Criminal Justice Realities (WRL)
Digital Worlds of Crime
Drug Use in Context.
Evaluating Criminal Justice Policy (WRL)
Hate Crime and Extremist Ideology
High Risk and Serious Offenders
Origins and Developments in Victimology
Policing
Rehabilitation and Punishment
Researching Lived Experience
Sex, Violence and Crime
Social Harm
Supported Practice Initiative (WRL)
The Prison Experience
Youth Justice Systems in an International Context
Level 6 psychology electives (all 20 credits):
Atypical Child Development
Counselling and Psychotherapy (Theoretical Perspectives)
Death, Dying and Bereavement
Forensic Psychology
Individual Differences and Mental Health
Organisations, Work and Psychology
Sexual Identities and Practices
Social and Psychological Perspectives on the Environment
Sports and Exercise Psychology
5 PROGRESSION/CAREER ROUTES
Possible progression or career routes after you have completed this programme include
The course aims to successfully enhance their academic, personal and professional development, and equip students with the necessary experiences and confidences directly relevant to the employment sector within criminal justice, as well as the wider range of services within the public, private and third sector. This is achieved through four key aspects: the robust exploration of key issues and debates within their discipline of study, the opportunity to pursue areas of personal interest, the development of a broad range of employability skills, and the opportunity to experience a range of work-related and career management modules that provide developed and co-ordinated support in employability and careers.
By established a wide range of transferable skills, this enables students to be effective in various areas of employment, which could include:
Agencies working to prevent offending and re-offending by adults, children and young people including: the National Probation Service for England and Wales, the National
Offender Management Service (NOMS) in England and Wales, the Youth Justice
Board and Youth Offending Teams, and voluntary sector partners
Agencies working in the secure detention of adults, children and young people (including remanded, sentenced and immigration detainees) including: HM Prison Service in
England and Wales, private sector agencies, local authorities;

Policing, including police forces in England and Wales, and specialist forces including
British Transport Police, MOD Police, National Crime Agency.
Court management and administration including: HM Courts Services for England and
Wales
Prosecution Services, such as the Crown Prosecution Service (CPS) in England and
Wales
Agencies supporting victims and witnesses, inclusive of mediation or other related activities
Community Safety – in partnerships across the statutory, voluntary and commercial sectors
Engagement with other professional qualification options, such as Teacher Training
Courses, or other equivalent courses
Agencies supporting rehabilitation, such as drug training programmes and activities.
Students who want to continue to pursue a career specifically within psychology can enrol directly onto the MSc Psychology or MSc Developmental Psychology degrees at Sheffield
Hallam University, which both confer British Psychological Society (BPS) accreditation.
The strong research focus within the degree also provides students with a firm foundation for careers in social research or further academic study (within Sheffield Hallam University or elsewhere). SHU offer a number of postgraduate awards for our graduates that include, but are not limited to, the MA in International Criminal Justice, the MSc in Forensic Criminology, the MRes in Research Methods, the MSc Investigative Forensic Psychology and the MSc
Organisational Psychology .
Students completing Level 4 BA (Hons) Criminology and Psychology may progress, if desired, to the Level 5 BA (Hons) Criminology award.
6 ENTRY REQUIREMENTS AND ENTRY PROFILE
6.1 Specific Entry Requirements for entry to the initial stage of this programme are
Academic Qualifications including GCE A / AS level grades and subjects, where applicable
280 points from at least two
GCE/VCE A levels or BTEC National qualifications. We accept General
Studies. AS qualifications may count towards these points. We do not consider Key Skills.
OR
Pre-2003 BTEC/SCOTVEC – National
Certificate/Diploma in relevant subjects with distinctions in five modules in the final year.
OR
Access: at least 54 credits at level 3 from a relevant Open College
Network accredited course.
Level of English language capability
Any other specific, formally certified qualifications (eg.
GCSE English Language grade C or above.
For students whose first language is not English, IELTS 6.5 is required.
GCSE Mathematics grade C or above.

BTEC HNs)
Previous relevant work or work-related experience
Any specific articulation arrangements recognised for this programme
Professional qualifications
N/A
N/A
N/A
Any other specific entry requirements
N/A
6.2 APPLICANT ENTRY PROFILE: the knowledge, skills and qualities etc. required to enable you to benefit from, and succeed on the programme of study are
Students will benefit from this course if they have an interest in the following:
Pursuing academic study in criminology and psychology and an interest in understanding people from a variety of perspectives.
A desire to follow a career directly associated with the disciplines of criminology and psychology; police; probation; youth justice; voluntary and community justice sector;
Developing personal and academic skills in preparation for employment or further study.
Competence in writing and numeracy skills. clinical, educational, health, occupational or forensic psychology; teaching; human resources; social work; speech therapy.
6.3 The University will select non-standard entrants to the programme in the following ways
We welcome applications from applicants with alternative qualifications or a combination of qualifications and work experience. Applications are welcomed from people of any age.
This must show that the applicant would benefit from, and has the potential to, complete the course successfully.
6.4 Use of Prior Credit (APCL/APEL): prior certificated credit or prior experiential credit may be used within the Programme in the following ways
With prior certificated learning, applicants may gain exemption from certain features of the course, subject to standard University approval procedures. For example, students wishing to transfer from another degree course, at Sheffield Hallam University, or elsewhere, may gain exemption from specific Level 4 modules, or may apply for direct entry to Level 5 or
Level 6 of the course. In both cases, equivalence would need to be established between the learning outcomes previously achieved and those of the modules or levels for which exemptions were sought. Full policy details can be accessed at https://staff.shu.ac.uk/fds/workStudents/quality/Forms.asp