Durham University
Programme and Module Handbook

Undergraduate Programme and Module Handbook 2005-2006 (archived)


Department: PSYCHOLOGY (APPLIED PSYCHOLOGY) [Queen's Campus, Stockton]


Type Open Level 3 Credits 20 Availability Available in 2005/06 Module Cap None. Location Queen's Campus Stockton


  • Modules to the value of 100 credits from Level 2 Applied Psychology (C810) OR Social and Developmental Psychology (PSYC2021)


  • None.

Excluded Combination of Modules

  • None.


  • To explore aspects of psychology which will have a bearing on educational theory and practice.


  • Theories of intellectual development.
  • Social and motivational factors in schooling.
  • The development of reading skills.
  • The development of academic skills.
  • The diversity of learners.
  • Difficulities in learning.
  • Professional issues.

Learning Outcomes

Subject-specific Knowledge:
  • By the completion of the module students will be able to explain the role that psychological principles play in the design and delivery of good educational practice to a diversity of learners in the classroom.
Subject-specific Skills:
  • Locate, read and review a body of research evidence.
  • Theoretical interpretation and evaluation of the significance of empirical work.
  • Ability to adopt different theoretical positions and see relationships between them.
Key Skills:
  • Critical evaluation of the quality of evidence and arguments.
  • Good communication skills as evidenced by clear well-written reports and competent oral presentations.
  • Good IT skills in word processing and bibliographic skills.
  • Ability to work independently.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

  • Knowledge and understanding is developed through the weekly 2 hour sessions involving variety of learning modes including lectures, student presentations, video-based material, and some small group work.
  • This knowledge will be assessed in the written examination. The examination is essay-based, providing students with the opportunities to demonstrate their abilities to appraise and apply empirical and theoretical in a critical manner.
  • Preparations for presentations promote students??? abilities to locate, read and evaluate a body of evidence. These abilities are assessed via the written examination.
  • All modes of teaching are designed to promote critical evaluation of evidence and arguments, to adopt different theoretical positions, and to interpret empirical work in terms of theory. Assessment of these abilities is based on the written examination.
  • Written communication skills are developed through the preparation for the essay and examinations. Assessment of the skills is based on these formative assessments.
  • Good IT skills are required for the preparation of the summative essays. Feedback is provided regarding the adequacy of these skills where necessary.

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Lecture and seminar sessions 22 1 per week 2 hours 44
Preparation and Reading 156
Total 200

Summative Assessment

Component: Examination Component Weighting: 100%
Element Length / duration Element Weighting Resit Opportunity
three-hour examination 100%

Formative Assessment:

One 1500 word report.

Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University