University of Kent at Canterbury

MODULE SPECIFICATION COVER SHEET

MODULE SPECIFICATION

1. Title of the module

SP302 Introduction to Social and Developmental Psychology

2. School or partner institution which will be responsible for management of the module

School of Psychology

3. The level of the module (e.g. Level 4, Level 5, Level 6 or Level 7)

Level 4

4. The number of credits and the ECTS value which the module represents

30 (15 ECTS)

5. Which term(s) the module is to be taught in (or other teaching pattern)

Both terms

6. Prerequisite and co-requisite modules

None

7. The programmes of study to which the module contributes

BSc in Applied Psychology

BSc in Applied Psychology with Clinical Psychology

BSc in Psychology

BSc in Psychology with Clinical Psychology

BSc in Psychology with Forensic Psychology

BSc in Psychology (with Studies in Europe)

BSc in Social Psychology

BSc in Social Psychology with Clinical Psychology

BSc in Psychology and Law

BSc in Psychology and Social Anthropology

8. The intended subject specific learning outcomes.On successfully completing the module students will be able to:

1. Demonstrate understanding of the scientific underpinnings of psychology as a discipline, its historical origins, development and limitations

2. Demonstrate knowledge and understanding of main phenomena, methods and theorising in social psychology

3. Demonstrate knowledge and understanding of main phenomena, methods, and theorising in developmental psychology

4. Demonstrate subject-specific skills, including evaluating and selecting appropriate frameworks and methodologies for exploring psychological issues

9. The intended generic learning outcomes.On successfully completing the module students will be able to:

1. Demonstrate communication skills in written assignments

2. Demonstrate skills in critical reflection and analysis of relevant literature

3. Demonstrate computer literacy skills to retrieve, analyse and present information

10. A synopsis of the curriculum

This module, along with other Stage 1 psychology modules provides a foundation for Stages 2 and 3. It will provide students with an introduction to the methods, techniques and issues involved in the study of social psychology and developmental psychology. The emphasis of the module is on theory as the foundation of an empirical discipline and the importance of scientific methodology. It highlights the interplay between theory, research, and application in both social psychology and developmental psychology. In one part of the module, focus is placed on core theories and research in, as well as applications of, social psychology. In the other part of the module, focus is placed on core theories and research in, as well as applications of, developmental psychology. Each part begins with an overview of the historical development of the subject before introducing students to current theories and methods.

11. Reading List (Indicative list, current at time of publication. Reading lists will be published annually)

Core reading:

Sutton, R.M., & Douglas, K.M. (2013). Social psychology. Basingstoke, UK: Palgrave MacMillan.

Gillibrand, R., Lam, V. & ODonnell, V.L. (2011). Developmental psychology. London: Prentice Hall.

Supplementary reading:

Ashton, M.C. (2013). Individual differences and personality. London: Academic Press.

Berk, L.E.(2013). Child Development. London: Pearson.

Santrock, J.W.(2014). Child Development. London: McGraw Hill.

12. Learning and Teaching methods

The module is taught by one two-hour weekly content-based lecture (22 lectures in total), eight one-hour study skills lectures, and three one-hour seminars. The study skills lectures are integrated with the other Stage 1 module (SP301) so this represents four contact hours for SP302. See 14. for hours allocated to each component.

13. Assessment methods

Students will be assessed by two elements of coursework and one examination. The first element of coursework is a 1500 word essay (worth 20% of the final mark). The other is a 1000 word assignment based on the study skills component of the module (worth 20% of the final mark). The end-of year examination is a one-hour multiple choice examination (worth 60% of the final mark). The assessments will test each of the intended learning outcomes (see 8. and 9.). Specifically, the SP302 essay is designed to assess subject-specific knowledge (i.e., social psychology). Feedback is given to students so that they may develop their knowledge, but also their presentation, analysis, reflection, problem-solving and written communication skills. Students are expected to manage their time to meet the deadline, thus also learning the important skill of time-management. Computer literacy skills are learned through coursework and are developed through individual learning. Students are expected to word-process their essays. The study skills assignment is designed to examine students achievements of their study skills. These important skills, such as essay-writing skills and examination skills, are important for students learning in psychology and also their personal development. The assignment will also give students the opportunity to apply their study skills to subject-specific content (i.e., developmental psychology) within the module. Again, feedback is given so that students may develop and enhance their skills throughout the year. The examination is designed to test subject-specific knowledge, but also intellectual skills such as reading skills, critical reflection, problem-solving and analysis.

14. Map of Module Learning Outcomes (sections 8 & 9) to Learning and Teaching Methods (section12) and methods of Assessment (section 13)

Module learning outcome

8.1

8.2

8.3

8.4

9.1

9.2

9.3

Learning/ teaching method

Hours allocated

Lectures

44hrs

x

x

x

x

x

x

x

Lectures study skills

4hrs

x

x

x

x

x

x

x

Seminars

3hrs

x

x

x

x

x

x

x

Private study

249hrs

x

x

x

x

x

x

x

Assessment method

Essay

20%

x

x

x

x

x

x

Study skills assignment

20%

x

x

x

x

x

x

Exam

60%

x

x

x

x

x

14. The School recognises and has embedded the expectations of current disability equality legislation, and supports students with a declared disability or special educational need in its teaching. Within this module we will make reasonable adjustments wherever necessary, including additional or substitute materials, teaching modes or assessment methods for students who have declared and discussed their learning support needs. Arrangements for students with declared disabilities will be made on an individual basis, in consultation with the Universitys disability/dyslexiastudent support service, and specialist support will be provided where needed.

15. Campus(es) or Centre(s) where module will be delivered:

Canterbury

FACULTIES SUPPORT OFFICE USE ONLY

Revision record all revisions must be recorded in the grid and full details of the change retained in the appropriate committee records.

Date approved

Major/minor revision

Start date of the delivery of revised version

Section revised

Impacts PLOs( Q6&7 cover sheet)

24/05/16

Major

September 2016

1,7,8,9,10,11,12,13

No

3

Module Specification Template (September 2015)