Undergraduate Programme and Module Handbook 2017-2018 (archived)
Module PSYS1021: INTRODUCTION TO SOCIAL AND DEVELOPMENTAL PSYCHOLOGY
Department: Psychology (Applied Psychology) [Queen's Campus, Stockton]
PSYS1021: INTRODUCTION TO SOCIAL AND DEVELOPMENTAL PSYCHOLOGY
| Type | Tied | Level | 1 | Credits | 20 | Availability | Available in 2017/18 | Module Cap | Location | Queen's Campus Stockton |
|---|
| Tied to | C817 |
|---|
Prerequisites
- Mathematics GCSE Grade C (or equivalent)
Corequisites
- None
Excluded Combination of Modules
- None
Aims
- The aim of this Level 1 introductory course is to allow students to acquire a broad foundation of knowledge in the core areas of developmental and social psychology
Content
- The course is divided into four main sections: social perception, social interaction, cognitive development and social development. Each section introduces and explores central issues, covering history, empirical findings and their theoretical, interpretation. Each term a 'virtual seminar' on DUO allows students to test their knowledge of the material covered. Revision lectures are provided in the summer term
Learning Outcomes
Subject-specific Knowledge:
- Acquisition of knowledge of the areas of social and developmental psychology
- Detailed understanding of some sub-areas of social and developmental psychology
Subject-specific Skills:
- Emerging understanding of the relationship between theory and data
Key Skills:
- Developing ability to organise and utilise knowledge
- Developing written communication skills
Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module
- Student acquisition of a broad range of knowledge relating to social and developmental psychology is facilitated by the material covered in lectures and seminars, and the provision of appropriate reading lists. Assessment of the breadth and depth of this knowledge is achieved via the summative essay and the summer examination
- One seminar is provided in the academic year to allow students the opportunity to develop their essay writing skills; this seminar is linked to the formative essay for the module
- Two virtual seminars are held on DUO (one in the Michaelmas term and one in the Epiphany term) which comprise a MCQ test consolidating the knowledge the students have encountered throughout that term
- Detailed understanding of some sub-areas of social and developmental psychology is supported by elements of lecture content which use examples to provide more detail about selected topics and issues
- The ability to organise and utilise knowledge is developed through students' preparation for athe formative and summative essays. The essay and examination assess students' abilities to use the knowledge acquired through reading and seminars
Teaching Methods and Learning Hours
| Activity | Number | Frequency | Duration | Total/Hours | |
|---|---|---|---|---|---|
| Lectures | 22 | 1 per week | 1 hour per lecture | 22 | |
| Seminars | 3 | 2 virtual, 1 staff-led | 1 hour | 3 | ■ |
| Student Preparation & Reading Time Associated with Formative & Summative Assessed Essays or Other Assignments | 35 | 35 | |||
| Student Preparation & Reading Time Associated with Contact Hours Listed Above; General Background Reading; Revision for Written Examinations etc. | 140 | 140 | |||
| Total | 200 |
Summative Assessment
| Component: Examination | Component Weighting: 60% | ||
|---|---|---|---|
| Element | Length / duration | Element Weighting | Resit Opportunity |
| 90 minute examination | 100% | ||
| Component: Essay | Component Weighting: 40% | ||
| Element | Length / duration | Element Weighting | Resit Opportunity |
| 1500 word essay | 100% | ||
Formative Assessment:
One 1500 word essay, one assignment for tutorial presentation
■ 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