BSc Social Psychology


Attendance
Full Time
Award
Degree of Bachelor of Science



UCAS Course Code
C880
A-Level typical
ABB (2018/9 entry) See All Requirements
Visit Us

Article

New research has found that people with high levels of autistic traits are more likely to produce unusually creative ideas.

Read It

Video

Life as a student in the School of Psychology

Watch It
“Studying psychology has taught me a lot about myself, as well as the people around me. It was a stimulating and engaging programme and modules in child observation and development psychology have equipped me well for my career as a teacher.”

In their words

Joanna Lilley, BSc Psychology Graduate.

Accredited by the British Psychological Society, this degree combines a strong core of psychology with social and applied perspectives on human behaviour.

The BSc Social Psychology is underpinned by core psychology areas, but shaped to social aspects through optional choices which focus on how people interact and relate to their social environment.

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

Overview

The BSc Social Psychology degree is ideal for students interested in business, entrepreneurship or working with children. It is also an excellent choice if you plan to go on to postgraduate study in social psychology, forensic psychology, clinical psychology, or PGCE teacher training.

Accredited by the British Psychological Society, this degree will provide you with a rigorous approach to psychology, complemented by social and applied perspectives on human behaviour and experience. It is underpinned by core psychology areas, but shaped to social aspects through optional choices which focus on topics related to social psychology, including forensic psychology, drug use, family life, and societal prejudice.

The core areas of psychology, giving you exposure to a range of theoretical ideas and research evidence from a variety of fields, include:

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

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

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

Course Structure

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

Year 1

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

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

Year 2

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

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

Year 3

In the final year you will complete a substantial research project, reflecting your intellectual interests and career aspirations broadly related to a social psychological topic of your choosing.

Example areas of research from previous areas include: drug/alcohol use, including its effects on society; implicit cognition; intergroup contact theory; stereotyping and prejudice; perceptions of ex-offenders. You will be supported by a supervisor with expertise in your chosen area of research, helping you to use your research skills to plan and produce a research project drawing on a specific form of data gathering and analysis. This could be focused on interviewing, survey work and/or experimental design, both within the laboratory and in applied contexts.

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

Assessment

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

Where Next?

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

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

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

Course Modules 2017/8

Students must study the following modules for 120 credits:

Name Code Credits

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

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

PSY-4003Y

40

RESEARCH DESIGN AND ANALYSIS I

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

PSY-4001Y

40

SELF AND SOCIETY

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

PSY-4002Y

40

Students must study the following modules for 100 credits:

Name Code Credits

COGNITIVE AND BIOLOGICAL PSYCHOLOGY

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS. This module will cover a wide range of core psychological topics arranged into two distinct themes': Cognitive psychology and Biological Psychology. In short, you will acquire advanced knowledge about how the mind is thought to be organised and how it operates (cognitive) and the neural systems that underpin the mind (biological). Cognitive Psychology Theme: Critically evaluate theories and discuss conflicting evidence within cognitive psychology. Understand the practical implications of research in cognitive psychology. Critically discuss recent progress in cognitive psychology Biological Psychology Theme: Describe and evaluate a range of methodological techniques which underpin the study of the human brain. Demonstrate an understanding of the neurobiolocial basis of behaviour including vision, movement, language, learning, memory and emotion. Critically discuss the neurobiological basis of drug action, addictive behaviour and some psychopathologies.

PSY-5017B

20

CONCEPTUAL AND HISTORICAL ISSUES AND INDIVIDUAL DIFFERENCES

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS. This module firstly provides a guide to the main ideas, people, approaches and methods that have shaped the discipline of psychology throughout its history. It will also help you to better understand contemporary psychology, its relationship to the sciences and humanities, as well as providing a context for the other modules that make up your psychology degree. The major schools of psychology and some of the key themes and debates that characterise the discipline will also be discussed (for example, the freewill-determinism debate, reductionism and the nature and limitations of scientific enquiry in psychology). The module then moves onto the consideration of individual differences and will explore and evaluate theories and findings, in the following area of differential psychology: scientific foundations of personality and intelligence, measurement and psychometrics.

PSY-5015Y

20

RESEARCH DESIGN AND ANALYSIS II

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

PSY-5003Y

40

SOCIAL AND DEVELOPMENTAL PSYCHOLOGY

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS. The module runs across two core themes of psychology, Social Psychology and Developmental Psychology. The Social Psychology theme will consolidate and expand student knowledge of core areas of social psychological theory and research, namely; Social Perception (including person perception, attitudes, attribution), Inter-group Processes (including prejudice, inter-group conflict, social identification), Small Group Processes (including norms, leadership, decision-making, productivity), Social Influence (including conformity, obedience, majority and minority influence, the bystander effect), Close Relationships (including interpersonal attraction, relationships). The Developmental Theme will consider a range of concepts, issues and debates concerning social, emotional and cognitive development during infancy, childhood and adolescence. You will be encouraged to think critically about some key theoretical and methodological approaches. Recurrent themes include the influences of genes and environment; thought and language; typical and atypical development; social context and communication with children; and the relative roles of the individual and culture in development.

PSY-5016A

20

Students will select 20 credits from the following modules:

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

Name Code Credits

APPLIED PSYCHOLOGY

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

PSY-5007Y

20

CREATIVE WRITING: INTRODUCTION (SPR)

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

LDCC5004B

20

EDUCATIONAL PSYCHOLOGY

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

EDUB5012A

20

GENDER AND DEVELOPMENT

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

DEV-5001A

20

PHILOSOPHICAL PROBLEMS

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

PPLP4062A

20

PROGRAMMING FOR NON-SPECIALISTS

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

CMP-5020B

20

WITCHCRAFT, MAGIC AND BELIEF IN EARLY MODERN EUROPE

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

HIS-4004B

20

Students must study the following modules for 60 credits:

Name Code Credits

RESEARCH PROJECT

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

PSY-6002Y

40

SOCIAL COGNITION AND SOCIAL IDENTITY

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS. The module aims to enable students to comprehend, evaluate and compare the core topics and major perspectives in social psychological theory and research. The module will: Introduce you to topic areas related to social cognition and social identity and highlight how these topics relate to everyday behaviour Assist you in formulating an appreciation of the strengths and limitations of key theoretical approaches discussed in this class Encourage you to adopt a constructively critical and creative approach. Nurture intellectual enthusiasm for the subject matter within a supportive learning environment.

PSY-6014A

20

Students will select 40 - 60 credits from the following modules:

Name Code Credits

BRAIN AND COGNITION

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

PSY-6009A

20

BRAINS, MINDS AND MACHINES

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS. This module is about how artificial intelligence, neuroscience, philosophy and psychology inform one another in understanding human cognition and building intelligent systems. You will understand key ideas in the philosophy of mind, computational neuroscience and artificial intelligence and how these different disciplines have informed one another. You will explore key ethical and societal issues relating to artificial intelligence. You will also develop your skills at condensing and presenting information in an appealing and intuitive way.

PSY-6021B

20

COGNITIVE DEVELOPMENT

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS. This module will develop students' understanding of how children's thinking changes from infancy through adolescence using examples from, for instance, perceptual development, language development, and higher-level cognitive development. A central goal is to teach students how to think like a developmental scientist. This requires an understanding of theories of development, the research tools used, and how to study change over time. We will also focus on mechanisms of development#the neural and behavioural processes that drive changes in thinking.

PSY-6003A

20

DECODING THE REAL-WORLD: from Light to Neurons to Experience

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS. The world we live and act in is a creation of our mind. Our brain takes small samples of light and sound and cobbles together the rich world we experience. This module develops students' understanding of how we make sense of our visual and auditory world, how we put information together, and what we often miss. It will focus on how various regions of the brain interact, the type of information passed along different neural pathways, as well as the methods we use for investigations (fMRI, clinical populations, eye tracking, etc.) Students will be encouraged to critically evaluate current perspectives and design a study to help reveal how we understand our visual and auditory world.

PSY-6018A

20

FORENSIC PSYCHOLOGY

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS. In this module we will explore areas of current interest and debate in the psychology of criminality, and in the relationship between psychology and the criminal justice system. We will consider the roles that psychologists play in understanding, detecting and treating criminal behaviour, and we will discuss the issues, methods, findings and implications of research in areas such as crime statistics, psychopathy, sex offending, serial murder, terrorism, offender profiling, eyewitness testimony, and the assessment and rehabilitation of offenders.

PSY-6023B

20

NEURODEVELOPMENTAL DISORDERS

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS. This module will develop students understanding of both typical and atypical development through a detailed introduction to theory and empirical research related to neurodevelopmental disorders. It will highlight how genetic, environmental, biological and cognitive factors interact to shape development and behaviour over time. Students will be encouraged to critically evaluate classical and contemporary perspectives on the subject and invited to consider practical issues related to the identification of, and provision for, children demonstrating an atypical developmental trajectory.

PSY-6022B

20

PSYCHOLOGICAL HEALTH AND WELLBEING THROUGH THE LIFESPAN

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS. This module explores psychological health and wellbeing throughout the lifespan. It considers a number of psychological perspectives, including critical and positive psychology approaches, to take a broad look at what we mean by psychological health and wellbeing, in its cultural and historical context. We will discuss the different theories and components of psychological wellbeing, and link them to functioning and application at different life stages, for example psychological health programmes in schools, the workplace, therapeutic interventions, and positive approaches to ageing and later life.

PSY-6020A

20

PSYCHOLOGY OF GOOD AND EVIL

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS. The module will consider the psychological aspects of destructive and benevolent behaviour. Classic and contemporary research will inform the understanding of the psychological processes that underpin extreme detrimental and beneficial behaviours. This course will examine empathy, altruism, anti-social and criminal behaviour on both the individual and group level, integrating social psychological theory with historical examples. 'Evil' elements such as cults, killing, power and control will be balanced by the second strand of the module concerning virtuous behaviour, compassion, empathy, solidarity and social change. Situational and personal factors that drive these behaviours will be considered.

PSY-6019B

20

PSYCHOLOGY OF LANGUAGE

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

PSY-6015B

20

PSYCHOLOGY OF MENTAL HEALTH

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS. This module is about the study of mental health from a biopsychosocial perspective. By the end of the module you will learn about: Historical approaches to defining abnormality The biological, psychological and social treatments for psychiatric disorders. The methods to assess and diagnosis abnormality and psychiatric disorders. The research strategies used to gain knowlege of abnormality and psychiatric disorders.

PSY-6024A

20

PSYCHOLOGY OF RISK

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

PSY-6004A

20

PSYCHOSOCIAL PERSPECTIVES ON RELATIONSHIPS AND FAMILY LIFE

THIS MODULE IS RESERVED FOR PSYCHOLOGY STUDENTS. The module aims to consider the science of relationships and identify some of the critical factors that make and shape 'family' life. The module starts off by deconstructing the concepts of 'relationships' and 'family' within their historical and cultural contexts. It considers the different theoretical approaches utilised to understand and research relationships and family life. The module then explores specific topics such as relationships, parenting, marriage and divorce, before concluding with a consideration and evaluation of family and relationship research and policy.

PSY-6001A

20

SOCIAL AND AFFECTIVE NEUROSCIENCE

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

PSY-6010B

20

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

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

Name Code Credits

CREATIVE WRITING: INTRODUCTION (SPR)

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

LDCC5004B

20

EDUCATIONAL PSYCHOLOGY

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

EDUB5012A

20

GENDER AND DEVELOPMENT

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

DEV-5001A

20

MEDIA, CULTURE AND LEARNING

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

EDUB6002B

20

Disclaimer

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

Further Reading

  • Forget-me-not

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

    Read it Forget-me-not
  • PsychX

    PsychX is a range of extracurricular activities which we coordinate to enhance opportunities for learning, create greater interaction between students, and provide a focus for career conversations.

    Read it PsychX

Entry Requirements

  • A Level ABB
  • International Baccalaureate 32 If no GCSE equivalent is held, offer will include Mathematics and English requirements.
  • Scottish Advanced Highers BCC
  • Irish Leaving Certificate 3 subjects at H2, 3 subjects at H3
  • Access Course Pass the Access to HE Diploma with Distinction in 30 credits at Level 3 and Merit in 15 credits at Level 3
  • BTEC DDM BTEC Public Services is not accepted.
  • European Baccalaureate 75%

Entry Requirement

GCSE Requirements:  GCSE English Language grade 4 and GCSE Mathematics grade 4 or GCSE English Language grade C and GCSE Mathematics grade C.

UEA recognises that some students take a mixture of International Baccalaureate IB or International Baccalaureate Career-related Programme IBCP study rather than the full diploma, taking Higher levels in addition to A levels and/or BTEC qualifications. At UEA we do consider a combination of qualifications for entry, provided a minimum of three qualifications are taken at a higher Level. In addition some degree programmes require specific subjects at a higher level.

Students for whom English is a Foreign language

We welcome applications from students from all academic backgrounds. We require evidence of proficiency in English (including speaking, listening, reading and writing) at the following level:

  • IELTS: 6.5 overall (minimum 6.0 in any component)

We will also accept a number of other English language qualifications. Please click here for further information.

INTO University of East Anglia 

If you do not meet the academic and/or English language requirements for this course, our partner INTO UEA offers guaranteed progression on to this undergraduate degree upon successful completion of an International Foundation or an International Year One programme. Depending on your interests and your qualifications you can take a variety of routes to this degree:

INTO UEA also offer a variety of English language programmes which are designed to help you develop the English skills necessary for successful undergraduate study:

Interviews

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

Gap Year

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

Intakes

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

Alternative Qualifications

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

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

Fees and Funding

Undergraduate University Fees and Financial Support

Tuition Fees

Information on tuition fees can be found here:

UK students

EU Students

Overseas Students

Scholarships and Bursaries

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

The University of East Anglia offers a range of Scholarships; please click the link for eligibility, details of how to apply and closing dates.

How to Apply

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

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

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

Further Information

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

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

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

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

    Next Steps

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

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