Key Information

Full-time

3 years

Part-time

6 years

Typical Offer

BBB (120 UCAS Tariff points from a minimum of 3 A levels)

Campus

Brayford Pool

Validation Status

Validated

Fees

View

UCAS Code

X301

Course Code

EDMPSYUB

Key Information

Full-time

3 years

Part-time

6 years

Typical Offer

BBC (112 UCAS Tariff points from a minimum of 3 A levels)

Campus

Brayford Pool

Validation Status

Validated

Fees

View

UCAS Code

X301

Course Code

EDMPSYUB

BSc (Hons) Education and Psychology BSc (Hons) Education and Psychology

The University of Lincoln is ranked in the top 20 UK universities in the Guardian University Guide 2020.

Key Information

Full-time

3 years

Part-time

6 years

Typical Offer

BBB (120 UCAS Tariff points from a minimum of 3 A levels)

Campus

Brayford Pool

Validation Status

Validated

Fees

View

UCAS Code

X301

Course Code

EDMPSYUB

Key Information

Full-time

3 years

Part-time

6 years

Typical Offer

BBC (112 UCAS Tariff points from a minimum of 3 A levels)

Campus

Brayford Pool

Validation Status

Validated

Fees

View

UCAS Code

X301

Course Code

EDMPSYUB

Teaching and Learning During COVID-19

The current COVID-19 pandemic has meant that at Lincoln we are making changes to our teaching and learning approach and to our campus, to ensure that students and staff can enjoy a safe and positive learning experience here at Lincoln.

From autumn 2020 our aim is to provide an on-campus learning experience. Our intention is that teaching will be delivered through a mixture of face-to-face and online sessions. There will be social activities in place for students - all in line with appropriate social distancing and fully adhering to any changes in government guidance as our students' safety is our primary concern.

We want to ensure that your Lincoln experience is as positive, exciting and enjoyable as possible as you embark on the next phase of your life. COVID-19 has encouraged us to review our practices and, as a result, to take the opportunity to find new ways to enhance the Lincoln experience. It has challenged us to find innovative new approaches to supporting students' learning and social interactions. These learning experiences, which blend digital and face-to-face, will be vital in helping to prepare our students for a 21st Century workplace.

Of course at Lincoln, personal tutoring is key to our delivery, providing every student with a dedicated tutor to support them throughout their time here at the University. Smaller class sizes mean our academic staff can engage with each student as an individual, and work with them to enhance their strengths. In this environment we hope that students have more opportunities for discussion and engagement and get to know each other better.

Course learning outcomes are vital to prepare you for your future and we aim to utilise this mix of face-to-face and online teaching to deliver these. Students benefit from and enjoy fieldtrips and placements and, whilst it is currently hard to predict the availability of these, we are working hard and with partners and will aspire to offer these wherever possible - obviously in compliance with whatever government guidance is in place at the time.

We are utilising a range of different digital tools for teaching including our dedicated online managed learning environment. All lectures for larger groups will be delivered online using interactive software and a range of different formats. We aim to make every contact count and seminars and small group sessions will maximise face-to-face interaction. Practicals, workshops, studio sessions and performance-based sessions are planned to be delivered face-to-face, in a socially distanced way with appropriate PPE.

The University of Lincoln is a top 20 TEF Gold University and we have won awards for our approach to teaching and learning, our partnerships and industry links, and the opportunities these provide for our students. Our aim is that our online and socially distanced delivery during this COVID-19 pandemic is engaging and that students can interact with their tutors and each other and contribute to our academic community.

As and when restrictions start to lift, we aim to deliver an increasing amount of face-to-face teaching and external engagements, depending on each course. Safety will continue to be our primary focus and we will respond to any changing circumstances as they arise to ensure our community is supported. More information about the specific approaches for each course will be shared when teaching starts.

Of course as you start a new academic year it will be challenging but we will be working with you every step of the way. For all our students new and established, we look forward to welcoming you to our vibrant community this Autumn. If you have any questions please visit our FAQs or contact us on 01522 886644.

Dr Carol Callinan - Programme Leader

Dr Carol Callinan - Programme Leader

Dr Callinan works on the undergraduate and postgraduate programmes in the School of Education. Her expertise are related to Special Educational Needs and Disability (SEND) and Inclusion. Her research combines learning theories with approaches to supporting the learning needs of children. Furthermore her teaching aims to explore current and relevant topics that prepare students for working with a range of learners in a number of different environments.

School Staff List

Welcome to BSc (Hons) Education and Psychology

The way that children and young people learn can shape their entire lives. Those who are passionate about the future of learning can deepen their understanding of education by applying psychology to understand the connection between the brain and behaviour.

The BSc (Hons) Education and Psychology degree looks at the way in which children and young people develop and learn. It uses the application of psychology to support a broader understanding of education.

At Lincoln students have the opportunity to gain an insight into the ways in which learning is shaped and delivered. The course explores how psychological theory can be related to a variety of educational environments, as well as considering a range of psychological issues.

Learning and teaching are explored through four areas: philosophy, sociology, history, and psychology – with a strong focus on how psychology can support a broad understanding of education. Education systems in compulsory schools and other learning environments can also be examined throughout the degree.

The programme considers the different ways in which education is implemented and understood throughout the UK, and globally. The course aims to support students to understand and question current and historical education systems, and to consider how these systems align with policy, practice and social expectations. The psychology aspects of the programme aim to support students to understand how brain processes can support function, and approaches to measuring abilities such as intelligence. Students can also explore contemporary theories in relation to personality development, and social psychology.

Research based learning is an important part of this course and students will be encouraged to use enquiry and investigative approaches to learn more about education and psychology throughout their three-year study.

Welcome to BSc (Hons) Education and Psychology

Education professionals make a difference to the lives of children and young people, inspiring them to learn and developing their knowledge and skills to prepare them for their future.

The way that children and young people learn can shape their entire lives. Those who are passionate about the future of learning can deepen their understanding of education by applying psychology to understand the connection between the brain and behaviour.

The BSc (Hons) Education and Psychology degree looks at the way in which children and young people develop and learn. It uses the application of psychology to support a broader understanding of education, enabling students to gain an insight into the ways in which learning is shaped and delivered.

At Lincoln students have the opportunity to gain an insight into the ways in which learning is shaped and delivered. The course explores how psychological theory can be related to a variety of educational environments, as well as considering a range of psychological issues.

Learning and teaching are explored through four areas: philosophy, sociology, history, and psychology – with a strong focus on how psychology can support a broad understanding of education. Education systems in compulsory schools and other learning environments can also be examined throughout the degree.

The programme considers the different ways in which education is implemented and understood throughout the UK, and globally. The course aims to support students to understand and question current and historical education systems, and to consider how these systems align with policy, practice and social expectations. The psychology aspects of the programme aim to support students to understand how brain processes can support function, and approaches to measuring abilities such as intelligence. Students can also explore contemporary theories in relation to personality development, and social psychology.

Research based learning is an important part of this course and students will be encouraged to use enquiry and investigative approaches to learn more about education and psychology throughout their three-year study.

How You Study

During the first year, students are introduced to core education topics which focus on learning, brain, behaviour and cognition, the developing individual in society, and research skills. Students can reflect on the global and local influences on policy and practice, and consider how this has shaped the ways children and young people are enabled to learn. Students can also investigate cognitive capacity, and how the brain develops in order to support learning.

A tutorial system operates throughout the three-year course. The first year aims to provide a sound basis for students to develop their own personal and academic skills, and also aims to facilitate a sound basis for transition to second year. The course also includes a series of scheduled meetings with a personal tutor.

In the second year, students have the opportunity to develop and refine their research skills, and can begin to tailor their course to their interests by choosing two optional modules to examine topics in greater depth. Students can take part in core modules focusing on: developmental psychology; psychometric testing; and diversity, inclusion and alternate approaches to education.

In the final year students have to opportunity to complete two further core modules, one which reflects on contemporary issues in education, and one which involves the completion of an extended research-based project. This extended research based module, along with further elective modules aims to provide opportunities for students to build on their own interests, and may be determined by their career aspirations.

Teaching takes place in lectures, seminars and workshops, and in small groups, depending on the level and the topic of study. In addition, staff use the intranet to provide materials to support teaching; course materials are posted to an online virtual learning environment to supplement face to face teaching, and support onsite and remote study.

What You Need to Know

We want you to have all the information you need to make an informed decision on where and what you want to study. To help you choose the course that’s right for you, we aim to bring to your attention all the important information you may need. Our What You Need to Know page offers detailed information on key areas including contact hours, assessment, optional modules, and additional costs.

Find out More

How You Study

During the first year, students are introduced to core education topics which focus on learning, brain, behaviour and cognition, the developing individual in society, and research skills. Students can reflect on the global and local influences on policy and practice, and consider how this has shaped the ways children and young people are enabled to learn. Students can also investigate cognitive capacity, and how the brain develops in order to support learning.

A tutorial system operates throughout the three-year course. The first year aims to provide a sound basis for students to develop their own personal and academic skills, and also aims to facilitate a sound basis for transition to second year. The course also includes a series of scheduled meetings with a personal tutor.

In the second year, students have the opportunity to develop and refine their research skills, and can begin to tailor their course to their interests by choosing two optional modules to examine topics in greater depth. Students can take part in core modules focusing on: developmental psychology; psychometric testing; and diversity, inclusion and alternate approaches to education.

In the final year students have to opportunity to complete two further core modules, one which reflects on contemporary issues in education, and one which involves the completion of an extended research-based project. This extended research based module, along with further elective modules aims to provide opportunities for students to build on their own interests, and may be determined by their career aspirations.

Teaching takes place in lectures, seminars and workshops, and in small groups, depending on the level and the topic of study. In addition, staff use the intranet to provide materials to support teaching; course materials are posted to an online virtual learning environment to supplement face to face teaching, and support onsite and remote study.

What You Need to Know

We want you to have all the information you need to make an informed decision on where and what you want to study. To help you choose the course that’s right for you, we aim to bring to your attention all the important information you may need. Our What You Need to Know page offers detailed information on key areas including contact hours, assessment, optional modules, and additional costs.

Find out More

An Introduction to Your Modules

Module Overview

This module aims to introduce students to a wide range of topics outlining the structure and functions of the brain and nervous system, and the relationship between these brain structures and the behaviours, both covert and overt, resulting from them. The module serves as the foundation for the second year core module in cognition, and a number of elective modules expand on ideas introduced here.

Module Overview

This module provides an introduction to three major areas of psychological theory and research, Developmental, Social and Individual psychology. The topics are covered in Semesters A and B respectively and grouped thematically. Content across all topics is embedded in the context of major, relevant general, developmental, social and individual differences theories.

Module Overview

This module is designed to introduce students to research methods including quantitative and qualitative research methods used in education research, and aims to help students to develop the understanding of what qualitative and quantitative research projects are like. It will provide an overview of the purpose and different approaches that can be used within research in education.

Module Overview

This module is designed to provide students with an insight into what learning is, how this takes place and what strategies or approaches can be used to support learning. It is anticipated that the module will draw on learning across the lifetime, e.g. in early childhood through to adulthood. However, it will also provide focused examples of learning in early years, primary and secondary learning environments in order to support students who are aiming for careers in teaching, other educational roles, psychology or educational research. Students can gain a broad overview of learning theory and considerations.

Module Overview

This module focuses on curricula for learning in education. It considers the purpose, breadth and design of curriculum structures and models and how these can differ in relation to context and culture. Students can gain an understanding of how the curriculum in England has changed and developed, and can describe the subject specific elements within current education provision. This module aims to help students to know, understand and contextualise the core components that make up curricula.

Module Overview

This module aims to examine the concepts, theories, research methods and influencing factors in child development relevant to the period from birth to pre-adolescence.

Module Overview

This module is designed to provide students with insight into the diversity that can be observed between learning, concepts of inclusion and approaches to alternative education. The module focuses on teaching and learning in a range of educational environments and through educational research. The module provides the opportunity for students to engage with contemporary research and ideas linked to these key concepts and to explore how policy impacts on provision for different groups of learners.

Module Overview

This optional module is designed to provide students with a deepening understanding of education studies. The module will focus on how education impacts on and is viewed by society. It will consider how social justice, educational policy and representations of education in society can impact on knowledge, understanding and attitudes.

Module Overview

The module aims to provide an introduction into psychological assessments using psychometrics, including questionnaires and scales. Based on the established theoretical and research context, this module will consider a range of assessment tools used in psychology to assess an individual’s behaviour or behavioural disposition, and provide an introduction into psychometric test development. The modules also aims to provide students with the opportunity to administer, score, and interpret psychological tests.

Module Overview

This module is designed to provide students with an insight into the psychology of education and how psychology can be used to support practice in a range of learning environments. The module provides students with an opportunity to engage with cutting edge research and how this impacts on practice. Students can gain an insight into some of the key ideas in psychology and how these influence educational practice.

Module Overview

The aim of this module is to support students in preparing for their dissertation in year three. Students have the opportunity to develop their knowledge, understanding and skills in relation to the complex nature, and processes of research in education. Students can plan and develop a realistic project proposal which should enable them to address a research question of their choice within a specific educational context.

Module Overview

This optional module focuses on childhood by comparing the theories and perceptions of children. It reflects on developmental aspects including social, cognitive, emotional, environmental, physical and language. It considers the ways in which children are portrayed in the media and the impact this may have on cultural representations of children. The module draws on classical and contemporary texts, academic studies and media such as television programmes and films.

Module Overview

This module is designed to provide students with an advanced insight into the psychology of education and how psychology can be used to support practice in a range of learning environments. The module is particularly aimed at those considering a career in teaching and provides students with an opportunity to engage with cutting-edge research and how this impacts on practice. Students will be able to gain an insight into the specifics of psychology and how these influence educational practice.

Module Overview

This optional module is designed to provide students with an insight into the different categories of needs that learners may have in the learning environment. The module focuses on learning, teaching, education related work and educational research, and provides students with an opportunity to engage with cutting-edge research and how this impacts on practice. Students will be able to gain an insight into some of the key ideas in the pedagogy associated with supporting children with Special Educational Needs and Disability.

Module Overview

This module aims to examine the developmental disability of Autism (and Autistic Spectrum Disorders). It aims to cover a range of approaches to understanding Autism, from diagnosis and etiology.

Module Overview

This module is designed to introduce students to major issues shaping education today, and to the conceptual tools needed to understand these in an informed way. Students can gain an understanding of key sites of debate in compulsory and alternative education, and critically examine a range of current debates in areas such as educational systems, policies, and reform within the UK and in global context, through multidisciplinary perspectives. This module aims to help students understand and confidently engage with the discursive, social and political contexts of education today.

Module Overview

This module aims to provide students with the opportunity to discuss concepts, theories and research methods in cross-cultural psychology, including analysis of psychological definitions of culture and cultural variables. Specific topics in social and developmental psychology are considered from a cross-cultural perspective, for example, cultural values, social roles and relationships, family organisation, and selected topics in child development.

Module Overview

This module aims to emphasise the importance of a developmental framework for understanding how children come to exhibit adaptive and maladaptive behaviour. The module will seek to address the changing nature of problems, influences and risk factors over the course of development.

Module Overview

This module aims to develop students' knowledge of the development, theory and applications of the Discourse approach, which is a growing field within psychology. The module aims to introduce the Discourse perspective, in which language is seen as a means for people to do social actions: from blamings and invitations, to the establishment and maintenance of social relationships.

Module Overview

The dissertation module builds on previous education research modules and facilitates independent research into an area of interest that is central to a student's programme of study. Typically the module will involve a small-scale investigation into a topic agreed between the student and personal tutor, and with the agreement of the personal tutor, students may undertake more theoretical studies as long as they offer an original framing or interpretation of the research problem.

It is designed to develop students understanding of, and skills in applying research methods while building and synthesising knowledge gained in previous modules. Students will be asked to complete a research proposal, and if collecting empirical data, an ethical approval form in the first term.

Module Overview

This module focuses on the development of state-funded education, primarily in the UK, but with reference to systems of education in other countries. It provides a social history of education and situates it within a broader social history of the public sector. The module draws on archival documents, the media, public policy, academic theory and applied research, and pays particular attention to the role of educators, students and parents in shaping debates around public education.

Module Overview

The module aims to introduce some of the key areas in Forensic Psychology that occur during the pre-conviction stage of a criminal investigation. Specifically, the module will focus on the police investigation and courtroom stage of the criminal process. It will explore a variety of established theoretical work and research within these domains and consider how this knowledge can be used to inform several key areas of the criminal investigation. The module will highlight the applied importance of Psychology to significant issues in the real-world.

Module Overview

This module is designed to introduce students to the concept of learning through reflection, where reflection is deliberate, purposeful, and structured. Reflective skills will be linked to theory and practice and will encompass learning, change and development. The module is designed to build on students' critical thinking and critical reflection skills through the close study of educational theory, practice and through the exploration of the educational philosophers, their relevance to modern educational thought and through the development of critical writing skills.

Module Overview

This optional module is designed to provide students with an insight into education from a philosophical perspective. It considers how curricula, teaching and learning are influenced and shaped by the broader views, values and beliefs of what education is and what it is for. Students can engage critically with the fundamental, and enduring questions about education.

Module Overview

This is a module designed to help students to develop their knowledge of human interactions and responses to music.
Over the course of the module, students will consider the ways in which we engage with, listen to, perform, and learn about music. This course will aim to provide a better understanding on the role of music in attachment, emotion regulation, social affiliation, the neurological overlap between music and language processing, and the development of humans as a species who enjoy music. Through explaining the research underlying the Psychology of Music we also aim to provide an understanding of how this field builds on and connects with other areas in psychology.

Module Overview

This module is designed to help students ‘see education sociologically’ by exploring the relationship between education, individuals and social life, and between learning and power. How do schools and other educational institutions influence people’s life chances? How do the state, religion, family and economic systems shape educational values and practices? Who decides how people should be educated, about what, and why? How are social inequalities of class, race, dis/ability, gender and sexuality produced and challenged through educational theory, policy and practice? What is the relationship between educational and social change?

Drawing on historical and contemporary examples in national and international perspective, this module aims to help students ‘map’ theoretical perspectives and research methods in the sociology of education and apply these in their own thinking and practice.

† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.

An Introduction to Your Modules

Module Overview

This module aims to introduce students to a wide range of topics outlining the structure and functions of the brain and nervous system, and the relationship between these brain structures and the behaviours, both covert and overt, resulting from them. The module serves as the foundation for the second year core module in cognition, and a number of elective modules expand on ideas introduced here.

Module Overview

This module provides an introduction to three major areas of psychological theory and research, Developmental, Social and Individual psychology. The topics are covered in Semesters A and B respectively and grouped thematically. Content across all topics is embedded in the context of major, relevant general, developmental, social and individual differences theories.

Module Overview

This module is designed to introduce students to research methods including quantitative and qualitative research methods used in education research, and aims to help students to develop the understanding of what qualitative and quantitative research projects are like. It will provide an overview of the purpose and different approaches that can be used within research in education.

Module Overview

This module is designed to provide students with an insight into what learning is, how this takes place and what strategies or approaches can be used to support learning. It is anticipated that the module will draw on learning across the lifetime, e.g. in early childhood through to adulthood. However, it will also provide focused examples of learning in early years, primary and secondary learning environments in order to support students who are aiming for careers in teaching, other educational roles, psychology or educational research. Students can gain a broad overview of learning theory and considerations.

Module Overview

This module focuses on curricula for learning in education. It considers the purpose, breadth and design of curriculum structures and models and how these can differ in relation to context and culture. Students can gain an understanding of how the curriculum in England has changed and developed, and can describe the subject specific elements within current education provision. This module aims to help students to know, understand and contextualise the core components that make up curricula.

Module Overview

This module aims to examine the concepts, theories, research methods and influencing factors in child development relevant to the period from birth to pre-adolescence.

Module Overview

This module is designed to provide students with insight into the diversity that can be observed between learning, concepts of inclusion and approaches to alternative education. The module focuses on teaching and learning in a range of educational environments and through educational research. The module provides the opportunity for students to engage with contemporary research and ideas linked to these key concepts and to explore how policy impacts on provision for different groups of learners.

Module Overview

This optional module is designed to provide students with a deepening understanding of education studies. The module will focus on how education impacts on and is viewed by society. It will consider how social justice, educational policy and representations of education in society can impact on knowledge, understanding and attitudes.

Module Overview

The module aims to provide an introduction into psychological assessments using psychometrics, including questionnaires and scales. Based on the established theoretical and research context, this module will consider a range of assessment tools used in psychology to assess an individual’s behaviour or behavioural disposition, and provide an introduction into psychometric test development. The modules also aims to provide students with the opportunity to administer, score, and interpret psychological tests.

Module Overview

This module is designed to provide students with an insight into the psychology of education and how psychology can be used to support practice in a range of learning environments. The module provides students with an opportunity to engage with cutting edge research and how this impacts on practice. Students can gain an insight into some of the key ideas in psychology and how these influence educational practice.

Module Overview

The aim of this module is to support students in preparing for their dissertation in year three. Students have the opportunity to develop their knowledge, understanding and skills in relation to the complex nature, and processes of research in education. Students can plan and develop a realistic project proposal which should enable them to address a research question of their choice within a specific educational context.

Module Overview

This optional module focuses on childhood by comparing the theories and perceptions of children. It reflects on developmental aspects including social, cognitive, emotional, environmental, physical and language. It considers the ways in which children are portrayed in the media and the impact this may have on cultural representations of children. The module draws on classical and contemporary texts, academic studies and media such as television programmes and films.

Module Overview

This module is designed to provide students with an advanced insight into the psychology of education and how psychology can be used to support practice in a range of learning environments. The module is particularly aimed at those considering a career in teaching and provides students with an opportunity to engage with cutting-edge research and how this impacts on practice. Students will be able to gain an insight into the specifics of psychology and how these influence educational practice.

Module Overview

This optional module is designed to provide students with an insight into the different categories of needs that learners may have in the learning environment. The module focuses on learning, teaching, education related work and educational research, and provides students with an opportunity to engage with cutting-edge research and how this impacts on practice. Students will be able to gain an insight into some of the key ideas in the pedagogy associated with supporting children with Special Educational Needs and Disability.

Module Overview

This module aims to examine the developmental disability of Autism (and Autistic Spectrum Disorders). It aims to cover a range of approaches to understanding Autism, from diagnosis and etiology.

Module Overview

This module is designed to introduce students to major issues shaping education today, and to the conceptual tools needed to understand these in an informed way. Students can gain an understanding of key sites of debate in compulsory and alternative education, and critically examine a range of current debates in areas such as educational systems, policies, and reform within the UK and in global context, through multidisciplinary perspectives. This module aims to help students understand and confidently engage with the discursive, social and political contexts of education today.

Module Overview

This module aims to provide students with the opportunity to discuss concepts, theories and research methods in cross-cultural psychology, including analysis of psychological definitions of culture and cultural variables. Specific topics in social and developmental psychology are considered from a cross-cultural perspective, for example, cultural values, social roles and relationships, family organisation, and selected topics in child development.

Module Overview

This module aims to emphasise the importance of a developmental framework for understanding how children come to exhibit adaptive and maladaptive behaviour. The module will seek to address the changing nature of problems, influences and risk factors over the course of development.

Module Overview

This module aims to develop students' knowledge of the development, theory and applications of the Discourse approach, which is a growing field within psychology. The module aims to introduce the Discourse perspective, in which language is seen as a means for people to do social actions: from blamings and invitations, to the establishment and maintenance of social relationships.

Module Overview

The dissertation module builds on previous education research modules and facilitates independent research into an area of interest that is central to a student's programme of study. Typically the module will involve a small-scale investigation into a topic agreed between the student and personal tutor, and with the agreement of the personal tutor, students may undertake more theoretical studies as long as they offer an original framing or interpretation of the research problem.

It is designed to develop students understanding of, and skills in applying research methods while building and synthesising knowledge gained in previous modules. Students will be asked to complete a research proposal, and if collecting empirical data, an ethical approval form in the first term.

Module Overview

This module focuses on the development of state-funded education, primarily in the UK, but with reference to systems of education in other countries. It provides a social history of education and situates it within a broader social history of the public sector. The module draws on archival documents, the media, public policy, academic theory and applied research, and pays particular attention to the role of educators, students and parents in shaping debates around public education.

Module Overview

The module aims to introduce some of the key areas in Forensic Psychology that occur during the pre-conviction stage of a criminal investigation. Specifically, the module will focus on the police investigation and courtroom stage of the criminal process. It will explore a variety of established theoretical work and research within these domains and consider how this knowledge can be used to inform several key areas of the criminal investigation. The module will highlight the applied importance of Psychology to significant issues in the real-world.

Module Overview

This module is designed to introduce students to the concept of learning through reflection, where reflection is deliberate, purposeful, and structured. Reflective skills will be linked to theory and practice and will encompass learning, change and development. The module is designed to build on students' critical thinking and critical reflection skills through the close study of educational theory, practice and through the exploration of the educational philosophers, their relevance to modern educational thought and through the development of critical writing skills.

Module Overview

This optional module is designed to provide students with an insight into education from a philosophical perspective. It considers how curricula, teaching and learning are influenced and shaped by the broader views, values and beliefs of what education is and what it is for. Students can engage critically with the fundamental, and enduring questions about education.

Module Overview

This is a module designed to help students to develop their knowledge of human interactions and responses to music.
Over the course of the module, students will consider the ways in which we engage with, listen to, perform, and learn about music. This course will aim to provide a better understanding on the role of music in attachment, emotion regulation, social affiliation, the neurological overlap between music and language processing, and the development of humans as a species who enjoy music. Through explaining the research underlying the Psychology of Music we also aim to provide an understanding of how this field builds on and connects with other areas in psychology.

Module Overview

This module is designed to help students ‘see education sociologically’ by exploring the relationship between education, individuals and social life, and between learning and power. How do schools and other educational institutions influence people’s life chances? How do the state, religion, family and economic systems shape educational values and practices? Who decides how people should be educated, about what, and why? How are social inequalities of class, race, dis/ability, gender and sexuality produced and challenged through educational theory, policy and practice? What is the relationship between educational and social change?

Drawing on historical and contemporary examples in national and international perspective, this module aims to help students ‘map’ theoretical perspectives and research methods in the sociology of education and apply these in their own thinking and practice.

† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.

How you are assessed

The aim of module assessments are to provide a measure of the development and attainment of course outcomes, including the attainment of high-level intellectual skills such as critical analysis and evaluation.

Accordingly, the nature of assessment varies across the three levels of the course. Assessments at levels one and two focus on the acquisition and understanding of knowledge and skills. In contrast, the level three assessments place far greater emphasis on the ability to apply, analyse, and evaluate knowledge.

Assessment Feedback

The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to students promptly – usually within 15 working days after the submission date.

Methods of Assessment

The way students are assessed on this course may vary for each module. Examples of assessment methods that are used include coursework, such as written assignments, reports or dissertations; practical exams, such as presentations, performances or observations; and written exams, such as formal examinations or in-class tests. The weighting given to each assessment method may vary across each academic year. The University of Lincoln aims to ensure that staff return in-course assessments to students promptly.

The aim of module assessments are to provide a measure of the development and attainment of course outcomes, including the attainment of high-level intellectual skills such as critical analysis and evaluation.

Accordingly, the nature of assessment varies across the three levels of the course. Assessments at levels one and two focus on the acquisition and understanding of knowledge and skills. In contrast, the level three assessments place far greater emphasis on the ability to apply, analyse, and evaluate knowledge.

Assessment Feedback

The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to students promptly – usually within 15 working days after the submission date.

Methods of Assessment

The way students are assessed on this course may vary for each module. Examples of assessment methods that are used include coursework, such as written assignments, reports or dissertations; practical exams, such as presentations, performances or observations; and written exams, such as formal examinations or in-class tests. The weighting given to each assessment method may vary across each academic year. The University of Lincoln aims to ensure that staff return in-course assessments to students promptly.

Fees and Scholarships

Going to university is a life-changing step and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.

Course Fees

For eligible undergraduate students going to university for the first time, scholarships and bursaries are available to help cover costs. The University of Lincoln offers a variety of merit-based and subject-specific bursaries and scholarships. For full details and information about eligibility, visit our scholarships and bursaries pages.

Postgraduate study is an investment in yourself and your future, and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.

Course Fees

There are more ways than ever before to fund your postgraduate study, whether you want to do a taught or research course. For those wishing to undertake a Master's course, you can apply for a loan as a contribution towards the course and living costs. Loans are also available to those who wish to undertake doctoral study. The University offers a number of scholarships and funded studentships for those interested in postgraduate study. Learn how Master's and PhD loans, scholarships, and studentships can help you fund your studies on our Postgraduate Fees and Funding pages.

Going to university is a life-changing step and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.

Course Fees

For eligible undergraduate students going to university for the first time, scholarships and bursaries are available to help cover costs. The University of Lincoln offers a variety of merit-based and subject-specific bursaries and scholarships. For full details and information about eligibility, visit our scholarships and bursaries pages.

Postgraduate study is an investment in yourself and your future, and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.

Course Fees

There are more ways than ever before to fund your postgraduate study, whether you want to do a taught or research course. For those wishing to undertake a Master's course, you can apply for a loan as a contribution towards the course and living costs. Loans are also available to those who wish to undertake doctoral study. The University offers a number of scholarships and funded studentships for those interested in postgraduate study. Learn how Master's and PhD loans, scholarships, and studentships can help you fund your studies on our Postgraduate Fees and Funding pages.

Entry Requirements 2020-21

United Kingdom

GCE Advanced Levels: BBB

International Baccalaureate: 30 points overall

BTEC Extended Diploma: Distinction, Distinction, Merit

Access to Higher Education Diploma: 45 Level 3 credits with a minimum of 120 UCAS Tariff points

Applicants will also need at least three GCSEs at grade 4 (C) or above, which must include English and Maths. Equivalent Level 2 qualifications may also be considered.

International

Non UK Qualifications:

If you have studied outside of the UK, and are unsure whether your qualification meets the above requirements, please visit our country pages https://www.lincoln.ac.uk/home/studywithus/internationalstudents/entryrequirementsandyourcountry/ for information on equivalent qualifications.

EU and Overseas students will be required to demonstrate English language proficiency equivalent to IELTS 6.0 overall, with a minimum of 5.5 in each element. For information regarding other English language qualifications we accept, please visit the English Requirements page https://www.lincoln.ac.uk/home/studywithus/internationalstudents/englishlanguagerequirementsandsupport/englishlanguagerequirements/

If you do not meet the above IELTS requirements, you may be able to take part in one of our Pre-sessional English and Academic Study Skills courses.

If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk

Entry Requirements 2021-22

United Kingdom

GCE Advanced Levels: BBC

International Baccalaureate: 29 points overall

BTEC Extended Diploma: Distinction, Merit, Merit

Access to Higher Education Diploma: 45 Level 3 credits with a minimum of 112 UCAS Tariff points

Applicants will also need at least three GCSEs at grade 4 (C) or above, which must include English and Maths. Equivalent Level 2 qualifications may also be considered.

International

Non UK Qualifications:

If you have studied outside of the UK, and are unsure whether your qualification meets the above requirements, please visit our country pages https://www.lincoln.ac.uk/home/studywithus/internationalstudents/entryrequirementsandyourcountry/ for information on equivalent qualifications.

EU and Overseas students will be required to demonstrate English language proficiency equivalent to IELTS 6.0 overall, with a minimum of 5.5 in each element. For information regarding other English language qualifications we accept, please visit the English Requirements page https://www.lincoln.ac.uk/home/studywithus/internationalstudents/englishlanguagerequirementsandsupport/englishlanguagerequirements/

If you do not meet the above IELTS requirements, you may be able to take part in one of our Pre-sessional English and Academic Study Skills courses.

If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk

What We Look For In Your Application

Applicants should demonstrate an interest in education and psychology in general. We would like to hear about your own thoughts about the education system and psychology and why you are interested in studying this subject at undergraduate level.

Features

This course draws key aspects of education and psychology together in one undergraduate programme. The programme aims to incorporate research-based opportunities and as a result, students can gain the knowledge and skills required for studying aspects of education or psychology of specific interest. The course has been designed to provide a strong base for postgraduate study and beyond.

The four pillars of knowledge; psychology, history, sociology, and philosophy, can support a broad understanding of education and psychology, and this in conjunction with the study of local and global issues as well as contemporary psychological theories, aims to enable students to gain depth and breadth in their knowledge.

Study may also include self-funded trips abroad to experience education in other countries. There are currently plans for study abroad visits to Finland and Ireland to observe other global education systems, although these have not been finalised. Students will be responsible for their own travel, accommodation and living expenses when undertaking such trips.

Research

Students will be encouraged, through the study of various modules, to consider education from a global perspective. Whilst formal placements are not currently included in the BSc (Hons) Education and Psychology course, students are encouraged to consider the possibility of taking part in the Lincoln Award.

 

"Whether you are interested in education in schools, other settings, or more generally, this programme will give you the opportunity to reflect on the philosophy, history, sociology and psychology of learning and teaching."

Dr Helen Childerhouse, Programme Leader

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Related Courses

The University intends to provide its courses as outlined in these pages, although the University may make changes in accordance with the Student Admissions Terms and Conditions.
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