Course Handbook
BSc (Hons) Forensic Psychology
2016-2017
Contents
Sources of Additional Information .......................................................................................................... 2
1.
Welcome ......................................................................................................................................... 3
2.
Your Course Team ........................................................................................................................... 4
3.
An Introduction to your Course ...................................................................................................... 6
4.
The Structure of your Course .......................................................................................................... 8
5.
The Staffordshire Graduate and Employability............................................................................. 10
6.
Professional Recognition............................................................................................................... 11
7.
Learning, Teaching and Assessment on your Course.................................................................... 13
8.
Extra costs ..................................................................................................................................... 25
9.
Communication ............................................................................................................................. 26
10.
Support and Guidance .............................................................................................................. 27
11.
The Student Voice ..................................................................................................................... 32
12.
Rules and Regulations ............................................................................................................... 34
Appendix A – Course Learning Outcomes............................................................................................. 42
Appendix B – Curriculum Maps............................................................................................................. 46
Appendix C – Subject Benchmarks........................................................................................................ 48
Appendix D – The Staffordshire Graduate ............................................................................................ 49
Appendix E – Assessment Types in each BPS core module for the BSc (Hons) Forensic Psychology
Course ................................................................................................................................................... 51
Appendix F – Feedback on assessments ............................................................................................... 53
Appendix G – Academic calendar 2015 -2016 ...................................................................................... 56
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Sources of Additional Information
This handbook provides useful information about your course, how it will be delivered and
how you will be assessed. It does not try to give you all the information you will need during
your time at the University. More information can be found in the following places:
On-Line Student Guide
The on-line student guide (http://www.staffs.ac.uk/student/guide) provides important
information about the University and the services available to students, including:
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Welcome Week
Student Cards
e:VisionStaffs Portal
Our Student Charter
The Staffordshire Graduate
Term Dates
Timetabling
Student accommodation
Campus and travel information
Finance, fees and support
Disclosure and Barring Service
applications
Visas
Course and module enrolment
Changing your course or modules
Withdrawing or intermitting from
your course
University rules and regulations
Disciplinary matters including
academic misconduct
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Appeals and complaints
Referencing and study skills
(including guidance on completing
assessments)
What to do if you can’t hand in
work due to circumstances beyond
your control
Examinations
Getting feedback on your work
The student voice
Employability and careers
IT services and support
Disability and dyslexia
Counselling
The Nursery
The Multi-Faith Chaplaincy
Graduation
Certificates, Transcripts and
Verification Letters
Module Handbooks
Your course is made up from a number of individual modules. Detailed information on each
module is provided in separate module handbooks. Your module tutor will tell you how to
access the handbook for their module.
The Blackboard On-Line Learning Environment
Information and learning materials for your modules will be provided on the Blackboard online Learning Environment (http://blackboard.staffs.ac.uk). Blackboard will form an
important part of your learning experience. Please let your module tutor know if you
encounter any problems accessing this material.
Faculty webpages
http://www.staffs.ac.uk/academic_depts/health/index.jsp
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a2z4u
http://www.staffs.ac.uk/a2z4u
eVision Portal
https://www.staffs.ac.uk/evision
Useful links
http://www.staffs.ac.uk/support_depts/infoservices/studentstaffinfo/
Learning Support
http://www.staffs.ac.uk/support_depts/infoservices/learning_support/
For Psychology assignments, you will need to specifically look through the APA (American
Psychological Association) style of referencing. Support for this on the University website
can be found at:
http://www.staffs.ac.uk/support_depts/infoservices/learning_support/refzone/apa.jsp
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1.
Welcome
A very warm welcome to you!
You are joining a vibrant community of staff and students across a wide range of
health science disciplines. Whatever the specific nature of your chosen programme,
you will benefit from a lively mix of people, facilities and resources.
To help you to succeed you will have access to our staff expertise and facilities, and
also to a range of student support services to help deal with your own particular
needs and circumstances. Your success is the measure of ours, so we have a very
real interest in making sure that you make the best of your time here. As well as
qualifications, we want to help you to acquire the skills, knowledge and confidence
that will carry you through to a rewarding and fulfilling professional life. Staff will be
available to advise, encourage and support you throughout your programme. They’re
dedicated to helping you be a success!
We can only support you effectively, however, if we are aware of any problems you
are encountering, so please, if you are struggling with any aspect of settling into
University life, talk to one of us about it. You can approach your personal tutor, your
course leader, our student guidance advisor, or staff in the reception team of the
Faculty office. While the first few weeks at university can seem bewildering, try not
to be put off by this and remember that we are all here to help!
Your part is to take your study seriously, to ensure that you set-aside appropriate
time for your study, to make full use of the diverse range of learning opportunities,
both in class and directed learning activities outside of classes.
You have made a good choice in coming to Staffordshire University. By engaging
fully with your course as well as the students and staff around you, together we will
help you realise your full and unique potential.
My colleagues and I look forward to working with you and wish you every success
with your studies.
Very best wishes,
Dr Nigel Thomas
Dean
Faculty of Health Sciences
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2.
Your Course Team
Personal Tutor:
You can contact your Personal Tutor if you have any
questions about your progression, you need a reference
for a job, you have worries or concerns about anything,
or you just need some advice about your course. This is
definitely someone that you must keep in regular contact
with. You will initially meet your Personal Tutor during
Welcome Week, and their role is explained more fully in
Section 9.1.1 of this handbook.
Course Leader:
Sarah Krähenbühl, R239 Science Centre, (01782)
294600, [email protected]
http://www.staffs.ac.uk/staff/profiles/sk22.jsp
As Course Leader, Sarah has overall responsibility for the
management of your degree, and is always the key
person for any information relating to your programme of
academic work at Staffordshire University.
Level Leaders:
The Level Tutors’ role includes: organising your
enrolment and induction at the beginning of each Level,
module registration, giving advice and dealing with
queries about changing modules, organising Student
Representatives, and organising and attending staffstudent liaison meetings. The undergraduate Level
Tutors are:
Level 4 Tutor:
Mel Hall, R239 Science Centre,
(01782) 294436, [email protected]
http://www.staffs.ac.uk/staff/profiles/mh24.jsp
Level 5 Tutor:
Andrew Edmonds, R247 Science Centre,
(01782) 294674, [email protected]
http://www.staffs.ac.uk/staff/profiles/ae13.jsp
Level 6 Tutor:
Louise Humphreys, R246 Science Centre,
(01782) 294899, [email protected]
http://www.staffs.ac.uk/staff/profiles/lh28.jsp
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Final Year Project Co-ordinator:
At Level 6, you will carry out a research project under the
supervision of an individual member of staff. The Project
Co-ordinator is responsible for arranging the allocation of
students to individual supervisors, and for monitoring the
progress of the projects. More information about the
final year project can be found in Section 6.1. For all of
the Psychology courses, the Project Co-ordinator is:
Anca Roberts, R247 Science Centre, (01782) 294678,
[email protected]
http://www.staffs.ac.uk/staff/profiles/ar33.jsp
Academic Group Leader:
The Academic Group Leader can be contacted if you have
serious concerns about something, or if you need advice
that your Personal Tutor, Course leader or Level Leader
has not been able to help with. For all of the Psychology
courses, the Academic Group Leader is:
Judy David, R302 Science Centre, (01782) 294544,
[email protected]
http://www.staffs.ac.uk/staff/profiles/jjd1.jsp
A full list of staff contacts can be found at:
http://www.staffs.ac.uk/academic_depts/pse/people/
We also have a Psychology-specific technical support team, who you can contact if you
would like to use some of the psychology equipment, and you can also contact them if you
would like some advice about psychology software, or if you would like access to the
Observation Suite, the Counselling Suite or the Psychology Human Sciences Suite. They can
be contacted on: [email protected]
Technical Staff List for Psychology:
Paul Gallimore, R302 Science Centre, (01782) 294503,
[email protected]
http://www.staffs.ac.uk/staff/profiles/pjg1.jsp
Sarah Higgins, R302 Science Centre, (01782) 294503,
[email protected]
http://www.staffs.ac.uk/staff/profiles/sjh2.jsp
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3.
An Introduction to your Course
What’s it all about?
At Staffordshire University the main University campus is at Stoke-on-Trent. The Psychology
department is located on the second and third floor of the Science Centre, and the Forensic
Science department (who run some of the modules you will take) is located on the first floor
of the Science Centre.
The Psychology team at Staffordshire University believes that psychology is an applied,
empirically-based discipline, one which can help us develop sets of ideas about what
humans are, and why they behave the way they do. In studying psychology, we hope you
will come to understand yourself and others better. You will experience a wide range of
topics on your degree, and you will find that as well as teaching you about the current state
of knowledge in different areas, we will try to provide you with the tools to construct and
test that knowledge for yourselves. This is so that you can reflect on how beliefs about
human psychology are influenced by the methods used to develop them, and the broader
social context in which they are developed.
For us, learning is a social activity – you learn to create your own knowledge through
discussion and collaboration between people. Through planned learning activities, your own
independent learning and reading, and through you seeking and receiving feedback from
staff and fellow students, we hope that you will learn, not just about what other people
have said in the past but also how to find out what you think for yourselves, and how to
apply your skills and beliefs to the circumstances you will encounter in the future. In short…
Our goals are to help you find out about a fascinating discipline, that is relevant to all sorts
of walks of life, and to enable you to become a resourceful and enterprising participant in
society.
The Forensic Psychology course at Staffordshire University
Alongside developing your knowledge of psychology across a wide range of topics, your
degree course also has a particular focus on understanding, analysing and evaluating a
range of theoretical and conceptual issues and approaches towards relevant issues in
Forensic Psychology. These include explanations of, and responses to, crime and criminal
behaviour, victimology, policing, punitive justice, treatment, rehabilitation and the function
of the wider contexts that these occur in, which are viewed from psychological and forensic
science perspectives. To set the scene for this, the Crime Scene Investigation module taken
in Level 4 provides the scientific framework for the further study of psychological and
forensic science research analysed in the crime and forensic focused modules at Levels 5
and 6. Alongside this, rather than studying Psychology and Forensic Science as two
separate subjects, some of our modules are complementary in that the two areas of study,
giving a multi-disciplinary learning experience and a thorough understanding of the topic.
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The BSc (Hons) Forensic Psychology course aims to:
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Provide a firm foundation in the core areas of Psychology, along with
opportunities for diversification into more specialised areas.
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Develop your skills in the scientific and ethical evaluation of theory, empirical
research and debates in Psychology.
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Enable you to develop transferable skills, including the Staffordshire Graduate
Attributes, which will enhance your employability both in the Psychology
profession and in other employment.
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Provide opportunities for you to evaluate diverse perspectives applied to a range
of contemporary issues in Psychology, and to consider realistic responses to
these issues.
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Use a range of high quality learning, teaching and assessment methods, in a
supportive and responsive environment.
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Provide opportunities for you to engage with enthusiastic and well-qualified staff
who engage in research, enterprise and/or scholarship that informs learning and
teaching at all levels.
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Meet the requirements of the professional body (BPS), and enable you to (upon
successful completion of the course with a 2:2 or above), register with the BPS
for Graduate Basis for Chartership.
Your course has a set of written learning outcomes that describe what you should be able to
do by the end of the course. These statements are designed to help you understand what
you need to do to pass your course and receive your course. The outcomes for your course
can be found in Appendix A of this handbook.
Each module you study has separate learning outcomes which join together to enable you to
demonstrate that you have achieved the overall learning outcomes for your course. The
learning outcomes for your modules can be found in your module handbooks.
The specific learning outcomes for your course and modules have been matched to eight
University wide learning outcome statements (knowledge and understanding; learning;
enquiry; analysis; problem solving; communication; application; and reflection). These
standard statements describe the abilities and skills all Staffordshire University students
should demonstrate in order to pass their course. The statements have been designed to
meet national expectations contained within the Framework for Higher Education
Qualifications. This ensures that the learning outcomes for your course are equivalent to
similar courses at other UK universities and colleges. A table showing how your core
module learning outcomes have been aligned with the eight university learning outcome
statements can be found in Appendix B.
The design of your course has been guided by the most recent (2007) national subject
benchmark for the Quality Assurance Agency (QAA) in consultation with the British
Psychological Society (BPS). Written by national experts, the benchmark describes the
defining characteristics of the subject area and the abilities and skills you should be able to
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demonstrate by the end of the course. A table showing how the BSc (Hons) Forensic
Psychology course reflects the subject benchmarks can be found in Appendix C.
4.
The Structure of your Course
The Forensic Psychology course is structured over three levels, Level 4 (Certificate), Level 5
(Intermediate) and Level 6 (Honours). Each Level would normally correspond with one
year, unless you are part-time, or have extenuating circumstances that mean you need to
spend longer on one Level.
(The University does have rules about the maximum length of time spent at each Level –
see http://www.staffs.ac.uk/assets/academic_award_regs_1-3_tcm44-50984.pdf for further
details)
Your course is split into modules, and each module carries a number of credits which you
‘earn’ by passing that module. Each Level consists of 120 credits, so the Forensic
Psychology degree earns 360 credits in total. Most modules are in units of 30 credits, but
there are some exceptions to this, and so some modules are worth 15 credits.
Level 4 consists of 120 credits of compulsory (‘core’) modules, for which you will have
received your timetable through your University ‘eVisionStaffs’ site. Levels 5 and 6 consist
of a mixture of core modules and option modules (‘options’ are both Psychology and
Forensic Science options that you can choose from). As you move through your course, you
have more choice of specific options. You will make you option choices for Level 5 towards
the end of the Level 4 year, and choices for Level 6 towards the end of Level 5.
The academic year is split into two ‘teaching blocks’ (or ‘semesters’, as they are sometimes
called) and some modules go over both teaching blocks, whereas others exist in only one or
other teaching blocks. The academic calendar, showing the teaching and assessment weeks
for your course can be found in Appendix G of this handbook.
The specific course structure for BSc (Hons) Psychology by level of study is shown on the
following page. Module descriptors for the modules listed in the course structure (using
either the module title or module code) can be found at
http://www.staffs.ac.uk/current/student/modules/
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Course structure for BSc (Hons) Forensic Psychology by level of study:
L
E
V
E
L
4
L
E
V
E
L
Teaching
Block 1
PSYC40641
Foundations of Psychology
(30 credits)
Teaching
Block 2
PSYC40642
Perspectives in Psychology
(30 credits)
Teaching
Block 1
5
Teaching
Block 2
L
E
V
E
L
Teaching
Block 1
6
Teaching
Block 2
PSYC40643
Introduction to
Research
Methods in
Psychology
(30 credits)
PSYC50672
Cognitive and
Biological
Determinants of
Behaviour
(30 credits)
PSYC50673
Understanding
the Social World
(30 credits)
PSYC50676
Psychology of
Crime and
Criminal
Justice
(30 credits)
PSYC60649
Psychology
Project
(30 credits)
PSYC60681
Typical and
Atypical
Development
(30 credits)
PSYC60683
Forensic
Psychology
Applications
(30 credits)
FORE40255
Crime Scene
Investigation
(15 credits)
PSYC40646
People Behaving
Badly
(15 credits)
1 module (15
credits) from list
of available
Specific Options
PSYC50684
Further Research
Methods in
Psychology
(15 credits)
30 credits from
list of available
Specific Options
Illustrations of specific options for the BSc (Hons) Forensic Psychology course:
Level 5: Forensic Science: Methods of Crime Detection [FORE50303] (15), Drugs of Abuse
[FORE50305, Research Assistantship [PSYC50680] (15), Voluntary Work Experience: Applications of
Psychology [PSYC50788] (15), The Psychology of Social Perception [PSYC50790] (15)
Level 6: Advanced Research Methods [PSYC60596] (15), Health Psychology [PSYC60653] (15),
Neuropsychological Disorders [PSYC60650] (15), Behavioural Medicine [PSYC60647] (15), Practical
Methods of Crime Detection [FORE60333] (15), Analysis and Investigation of TEREFF Incidents
[FORE60320] (15), Psychological Interventions [PSYC60648] (15), Children and Pictures [PSYC60652]
(15), The Psychology of Empowerment and Oppression [PSYC60789] (15)
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5.
The Staffordshire Graduate and Employability
The Staffordshire Graduate is a set of attributes that the University believes can help you in
becoming someone who is ready to meet new challenges throughout your degree course
and after Graduation, and be an applied foundation to your CV as you move towards either
employment, professional practise or further study. Through this, the Psychology &
Criminology course aims to create a learning culture for you based around your
independence, autonomy, enquiry, self-motivation and personal growth. The course
encourages you to develop the Graduate Attributes (in bold italics below) in the following
ways:
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Across all levels of the BSc (Hons) Forensic Psychology and across all Psychology
modules, we aim to provide our graduates with up-to-date discipline expertise. We
encourage a critical knowledge of cutting edge theory and research underpinned by the
expertise, research and scholarship of the academic staff, and which strives to reflect
contemporary issues within Psychology & Criminology.
As part of our commitment to ensuring that Forensic Psychology graduates demonstrate
professionalism, we aim to produce graduates who are well equipped to enter the
world of work. This is achieved through a variety of teaching and assessment methods
including, lectures, seminars, personal and academic tutorials; group discussions;
exercises; individual and group presentations. All of these are intended to encourage
and extend communication and team working skills, furthering their development
of the transferable skills that employers seek. The BSc (Hons) Forensic Psychology
course is fully accredited by the British Psychological Society, an additional indicator of
professionalism in the field.
It is our aim to produce Forensic Psychology graduates who are enterprising or
entrepreneurial. To achieve this students are continually encouraged to develop
independence of thought, reflect on application of ideas to real world examples, and
critically evaluate theoretical concepts. They are required to create innovative solutions
to problems, and think creatively (particularly evidenced through the final year Project).
We encourage students to develop global citizenship through an awareness of
cultural diversity as well as individual differences, through discussions and exercises,
cultivating cultural competence as well as developing self-awareness and acceptance.
These are essential attributes of the reflective and critical, lifelong learners that
Staffordshire Forensic Psychology graduates are expected to become. Throughout the
three years of the degree, students are encouraged to develop their understanding
through critical reflection; to question different views and perspectives and to use both
their generic and specialist skills (including psychology specialist digital technologies) to
recognise and resolve problems.
A table showing how the BSc (Hons) Forensic Psychology course will enable you to
develop the Staffordshire Graduate Attributes can be found in Appendix D, and more
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information on the Staffordshire Graduate can be found at:
http://www.staffs.ac.uk/study/staffordshiregraduate/
We hope completion of the Forensic Psychology course will lead you to a rewarding and
fulfilling career. You can progress towards a professional career in Psychology, or you
can aim for employment in industry, commerce, welfare and support professions, or
prison and probation services. Training within the Forensic Psychology course may also
lead to other career paths, such as in teaching and research.
If you do want to follow a career as a Psychologist in the future, it is important to note
that further training is acquired through postgraduate education and supervised
practice, and not just through an undergraduate degree. On completion of this
programme, you will NOT be qualified to practice as a Psychologist, without this further
training in psychology. Following a period of postgraduate and/or training though, there
are many career paths for qualified Psychologists. Psychologists can be employed to
serve educational establishments at all levels, from primary school to University; or are
employed within the NHS, including Primary Care Trusts. Some Psychologists work in
prisons, and some work in clinical settings. Further information about careers in
Psychology will be available to you as you progress through your degree. More
information about specific careers, education and training can also be found on the
British Psychological Society website (also see Section 6 below).
6.
Professional Recognition
Earning British Psychological Society (BPS) recognition
The BSc (Hons) Forensic Psychology course is accredited by the BPS. This allows you to
claim Graduate Basis for Chartership (GBC) with the BPS when you graduate, provided
that you have achieved at least 40% on your Psychology Project in Level 6, and a 2:2
classification or above on your degree overall.
GBC means you will have completed an undergraduate degree that is recognised as
being the first step towards a professional career in Psychology. However, you need to
know that training in professional areas of Psychology is acquired through postgraduate
education and supervised practice, not through the undergraduate degree alone. On
completion of your undergraduate degree, you will not be qualified to practice as a
Psychologist without further training. You also won’t be considered for postgraduate
training courses in Psychology without GBC accreditation.
Just to stress, in order to be eligible for GBC you must achieve at least a pass
(40%) in the Level 6 Psychology Project module, and a Lower Second Class
Honours degree (a 2:2 classification) on your accredited degree.
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6.1 About your final year project
Your project is an important part of your Psychology degree, and an opportunity for you
to carry out a research-based project on a topic of your choice. The project accounts for
30 credits and runs over the whole of your final academic year (Level 6). Whilst
completing the project, you will learn more about, and develop, a variety of skills, such
as literature searching, research design and planning, data collection and analysis and
reporting. You will also engage in planning and timetabling your project. These are
important transferable skills. The Psychology project is an important part of the
accreditation by the BPS, and you will not be able to enrol on the Psychology project
module unless you have passed the pre-requisite Research Methods modules in
previous levels. The modules you must pass (without compensation – please see
Section 11 for more details about this) to be able to do the Psychology project module
are:
Level 4 PSYC40643 Introduction to Research Methods in Psychology (30
credits) – This is a pre-requisite for PSYC50684 Further Research Methods in
Psychology at Level 5 and PSYC50673 Understanding the Social World at Level 5 (30
credits)
Level 5 PYCH50684 Further Research Methods in Psychology (15 credits) –
This is a pre-requisite for the Level 6 Psychology project module
Level 5 Understanding the Social World (30 credits) - This is a pre-requisite for
the Level 6 Psychology project module
There are taught project support and career sessions for the project module, which run
fortnightly across both semesters (which cover topics including ethical guidelines, ethics
form completion, statistics and analysis refreshers sessions and applying for jobs.
There are also a few deadlines that you must meet, which are outlined in timelines
provided in the module handbook, and include the completion of a required ethics form
which needs to be passed before testing can begin, and the submission of a draft of
your project to your supervisor for formative feedback before the submission deadline.
The choice of your research question is an important decision. In making it, you will
need to balance your interests with those of the staff members who might supervise
you, alongside the practicalities of actually doing the research. A project talk is held in
February/March of your Level 5, which will cover the main issues with completing a
project. After this meeting, you can consider and discuss with potential supervisors,
possible areas of research. You will also need to think about which research question
you would like to pose. There are a number of factors which are important in deciding
on the research question. Here are a few of them in no particular order:

What interests you? Your project will last for most of your time in Level 6 and that’s a
long time to be unmotivated! A good strategy for identifying a topic that will maintain
your interest is to think about what you have covered in your course so far. Focus on
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the topics that you have found most intellectually stimulating. A bad strategy
(arguably) is to try to motivate yourself by trying to develop your research around your
favourite hobby or political ideology. Another one would be to pick something because
you think it’s going to be easy.

Practicalities. Your project will need to be possible within the timeframe and constraints
of an undergraduate degree programme. You will need to think about access to
participants (for example, prisoners in high security jails are not suitable participants
within the scope of the project at this level). You will also need to think about whether
your research is going to be ethically acceptable (an ethics form must be submitted and
passed by the Department ethics committee and research needs to follow the British
Psychological Society’s Code of Research Ethics).

Supervisor. Your choice of supervisor will depend on your choice of research area and
your judgement on whether you could work together with your supervisor. If your
research interests and those of your supervisor are similar this is probably easier to
achieve.
Examples of past final year projects are also available from the Learning Resource
Centre (LRC) on the third floor of the Science Centre. These are useful to see examples
of topics and research that have previously been covered, and the level and structure of
content required.
When you graduate, you will need to send the BPS a transcript of your modules and
results (the University will provide you with this), along with a completed BPS
application form (you can download this from http://www.bps.org.uk), and they will
endorse your claim for GBC status.
Please see section 12, ‘Rules and Regulations’, for more important details about this.
7.
Learning, Teaching and Assessment on your Course
7.1
Learning and Teaching
You will find that your tutors adopt a wide range of methods in their face-to-face
contact time with you. Large whole group classes are often one-hour lectures,
although in some cases you may find these take the form of a two-hour block, and
involve a mixture of lectures and more interactive activities. Research Methods
lectures are accompanied by practical workshops, where the skills of data
collection, statistical analysis and reporting are applied. Other modules may
supplement lectures with seminars where a range of activities may occur -
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discussions, practical exercises, videos, case study analyses, group work, student
presentations etc.
7.1.1 How are the classes organised into a timetable?
All lectures for all subjects are timetabled centrally by the University, and neither
we, nor you, have any control over those times. Where a seminar is attached to a
module, your timetable will be organised by the programme area which runs the
module. As student numbers are often large on some degrees, and yet numbers in
seminars are intended to be relatively small, we have fixed numbers of students
that are allocated to each seminar session.
Attendance – when do I have to attend?
Your attendance is required at all teaching sessions for the modules for which you
have enrolled. Sessions include all tutor-led activities such as lectures, seminars,
tutorials and presentations. “Sessions” should not be interpreted as “weeks”. For
small group sessions (sessions which involve a sub-set of the whole module cohort)
you must attend the sessions to which you have been assigned.
7.1.2 Absence – what happens if I miss classes?
If you are absent from a module(s) or programme of study on four consecutive
occasions in a teaching block, including lectures, tutorials, seminars, laboratory
based classes and scheduled distance learning activities for reason other than
personal illness (which must be certified) you may be excluded from further
teaching, denied access to examinations and refused the opportunity to submit
assessment for the module or course.
If you are unable to attend or participate for up to five working days through
illness you must complete a self-certification form and submit this to the
Psychology Administrators. If you are unable to attend or participate for longer
than five working days through illness then you must obtain a medical note from
your doctor and hand/send that in. If your absence/illness affects any aspect of
your assessment you may be eligible to submit a claim for extenuating
circumstances. For further details of this you should read the Procedures for
Making a Claim for Extenuating Circumstances, which can be found on the
form online at:
http://www.staffs.ac.uk/assets/extenuating_circumstances_procedure_tcm4425749.pdf
which can be submitted online through your University ‘eVisionStaffs’ site. The
University takes assessment deadlines very seriously indeed. You should submit
all your work on time, first time. However, if you have medical or family
emergency circumstances that mean you can’t submit some coursework on time or
attend an exam, or you can submit work but you know your performance has been
affected by something serious, it is sensible if you can to tell your personal tutor
about what has happened. For your claim to be considered, you must also supply
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evidence of the circumstances that have affected your ability to submit the
assessment at the right time. This might mean a doctor’s or counsellor’s note, or
an order of service from a funeral for example. There are very important deadlines
for extenuating circumstances claims. These are advertised on the University
website, and it is very important that you meet these deadlines. You cannot submit
an extenuating circumstances claim after these deadlines.
NB. It is important that you know that some things are unlikely to be
considered as extenuating circumstances - delayed trains, car
breakdowns, or computer malfunctions are not considered as
extenuating circumstances.
This claim will then be considered by a panel which meets at regular times
throughout the year. Rest assured that the information which you supply is
regarded as confidential by the Chair of the panel. If your claim is upheld by the
panel, assessment and award boards will take decisions on the affected pieces of
assessment which ensure that you are not penalised - for example, you will be
offered 'sit as if for the first time' rather than 'resit' if you failed a module. It is not
up to any individual member of staff to decide whether or not you should have an
extension for assessed work; in each case, the panel assesses your claim. You will
be told about the outcome of your claim by e-mail - check it regularly to make sure
you don’t miss this important information.
If your extenuating circumstances are continuing from one assessment period to
the next (e.g., from semester 1 to semester 2 assessments, or from semester 2
assessments to the resit period), you must submit a new claim form for each period
of assessment which has been affected.
If you have a chronic and/or declared disability, speak to the Student
Enabling Services in the University to find out how the University can
support you. See Section 9 for further information.
Extenuating Circumstances for group work
If during assessed group work, some members of the group have been affected by
illness or other extenuating circumstances then all members of the group would
need to make a claim for the assessments which have been affected (should they
wish to do so). If two out of three members of a group have had extenuating
circumstances upheld, this decision will not automatically be extended to the other
member of the group without them submitting their own claim. They will not be
offered a further assessment opportunity (or referral as if for the first time) without
their own extenuating circumstances claim being upheld.
7.1.3
Disruptive behaviour
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Any student who displays disruptive behaviour such as talking within the class
setting will be asked to stop, and given the option of leaving the class. If the
behaviour continues, the student(s) name(s) will be taken and given to the Head of
School, who will then contact the student in order for them to explain their
behaviour, or any issues which may have resulted in it. Staff will consider the
University’s Student Behaviour Policy in their dealing with disruptive behaviour.
This policy outlines the behaviours considered unacceptable by the University.
These include any forms of bullying or harassment, or anything that disturbs the
learning experience for other students, including turning up late for meetings and
classes, talking in classes (unless as part of a staff instigated discussion!), using
mobiles and MP3 players in class. Breaches of the University’s Student Behaviour
Policy may mean you are asked to leave a class, and ultimately can mean
disciplinary action being taken against you. You can see the full policy, and
associated disciplinary procedures, on the University website at:
http://www.staffs.ac.uk/assets/student_behaviour_policy_tcm44-26968.pdf
7.1.4 Our contract with you
To help you achieve your best, and to enable you to achieve the aims and
outcomes discussed in sections 4 and 5, our commitment to you is that we will
always:
Provide you with full information about each module you are taking (aims
and objectives, reading lists, lecture and seminar programmes, and teaching,
learning and assessment strategies) during the first two teaching weeks of each
semester.
Ensure that the library has appropriate levels of resources for your course.
Provide you with well prepared and relevant classes.
Provide you with regular opportunities to meet on a one-to-one basis to
discuss academic issues.
Provide you with feedback on your summative assessments within 20
working days* following the assessment submission date (*apart from
unanticipated emergencies, such as staff illness or absence, when a little longer
may be required), and advertise return dates on BlackBoard.
Give, whenever possible, maximum notice of any changes to rooms or
postponed or cancelled classes.
Represent your interests at assessment and award boards.
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Provide you with clear and regular opportunities to provide feedback to us,
and to respond to that feedback clearly and promptly.
Communicate regularly with you about all important issues relating to your
course.
7.1.5 Your contract with us
In return, staff will expect a commitment from you. You should always:
Attend all classes, arrive on time and do not disturb others in classes.
Attending all classes is a University requirement, and you should inform your tutors
if you are unable to attend for any reason. You should not talk unnecessarily, or
eat and drink in class (unless you have been given permission by the tutor), as it
disturbs other classmates.
Take responsibility for informing your personal tutor about any
circumstances affecting your attendance or academic performance, and apply to
have extenuating circumstances considered for your assessments where
appropriate.
Keep in regular contact with your Personal Tutor, and attend invitations to
meetings.
Submit all your assessments on time, first time, unless you have extenuating
circumstances, or a negotiated study agreement.
Devote sufficient study time to ensure that you develop the skills
required on your course, read around the topics covered, and prepare for class
sessions as indicated on modules. Be prepared to contribute your preparation,
ideas and thoughts including class-based activities and discussions.
Regularly check your e-mail, BlackBoard and noticeboards for messages
from staff.
Provide us with feedback about your experience of your course, so that we can
continually improve.
7.1.6 Independent study
The rest is up to you.
In case you are thinking that 12 hours a week sound pretty relaxed, it is important
to remember the importance of private study. You should work on the assumption
that for every hour of class contact, you should do about two and one half hours of
study on your own (that's about 30 hours per week). Probably the most important
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thing to learn at University is the ability to work effectively on your own. In
particular, it means being able to organise your time efficiently (you don't want to
spend all your time studying), and to use it effectively by developing your reading,
note taking and other research and study skills.
You may find that some tutors will construct programmes of directed private study
for you as part of the diet of activities for the module concerned (with some or all
seminars being replaced, for example, by material or exercises for you to work
through electronically).
But you will also be expected to work on your own initiative - to take
control of the nature and direction of your own learning. As already
indicated, you should expect to do more and more of your work in this
way as the University pursues its goal of creating a learning environment
rather than a tutor/teacher centred environment.
This is certainly likely to be where some of your best learning will take place. So:Read as much as you can.
Write as often as possible.
Think about what you have read whenever you have the chance.
Discuss issues with your friends whenever you can.
7.2 Assessment
The variety in learning and teaching strategies covered in Section 7.1 above is also
reflected in the variety of methods used to assess your work. Assessment methods
are linked explicitly to methods of teaching and learning, and to a module's aims
and learning outcomes. These links are made clear in the module descriptors that
summarise each module and in the individual module handbooks that you receive
at the start of each semester. The forms of assessment you are likely to meet most
often are essay, unseen examination, critical review, practical report, individual and
group presentations, posters and class tests. Depending on your option choice you
may also be required to do case-study analyses, short-answer study packs or
submit material over the Web. These are based on enquiry-based learning, based
on the investigation of questions, scenarios or problems, which you will be guided
through by tutors, where issues are identified and researched to develop
knowledge and solutions.
In Level 4, you will be given some specific guidance on how to reference sources of
material you have referred to in your written assignments. Psychology has a
particular style of referencing, based on the American Psychological Association’s
(APA) style of referencing. You will be given a full written guide about this, as well
as class based guidance in your core modules in Level 4. This is a different style to
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the rest of the University, which follows the Harvard Style of referencing. You will
need to keep ‘on your toes’ here - follow the APA style for all Psychology courses,
but be sure to check which style is needed for any modules you may do for any
modules taken outside of Psychology. You can get a quick guide to the APA style
of referencing from the Level 4, 5 and 6 Blackboard sites.
In Appendix E, you can see how the assessment types for each of the core
Psychology modules you will take on your course.
7.3 How to Submit Assessments
The main way that you will normally be required to hand in and submit courseworktype assignments which are non-exam based (as this will vary across modules, you
find specific further information in each module handbook is as an electronic
submission via the BlackBoard VLE. Instructions relevant for the submission of
assignments for each module will be included in the relevant module handbooks.
It is your responsibility to ensure that you submit assignments on time
and at the appropriate place.
ASSIGNMENTS WILL ONLY BE ACCEPTED BEFORE THE STATED DEADLINE
- DEADLINES FINISH AT 4PM ON THE FINAL DEADLINE DATE FOR
SUBMISSION TO ALLOW FOR ASSIGNMENT PROCESSING.
Submitting Assignments Online
Online assignments will be submitted through BlackBoard, using one of a number of
methods. In each case, the module handbook and BlackBoard site for that module
will make it clear how and when you are required to submit your work. All
assignments should be submitted through the module space in BlackBoard, and not
through the Forensic Psychology course space. All assignments are marked
anonymously unless this is not possible or undesirable. In some cases, you may be
asked to submit your work via e-mail or another online process. In each case, this
will be made clear in your module handbook.
All electronic submissions via BlackBoard should have an e-version of the
coversheet cut-and-pasted into the front of your assignment document. You must
ensure that, for assignments submitted electronically, the file is uploaded in
advance of the deadline (the system can get very busy so please plan to submit
well in advance).
You will also receive an electronic receipt for any assignments submitted online – it
is also very important that you retain these receipts and keep them safe
as it is proof that you have submitted your assignment.
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Anonymous Submission
Note that most assignments are marked anonymously.
For assignments submitted online, it is important that you only include your student
number within electronically submitted assignments and that you do not include
your name. Your student number should also be included in the name of the
assignment file being uploaded
Anonymous submissions are an important tool in helping to safeguard the integrity
of the assessment process and to ensure that all students are treated in exactly the
same way, and must therefore result in fairer judgements of the quality of work
produced. Anonymous marking, however, is usually confined to conventional
essay-type assessments, as with other kinds of assessment (for example, an
artefact or presentation report or dissertation project) the tutor would normally be
aware of the author’s identity. In practice, the main thing to remember is that you
should identify yourself by your student number (the registration number on your
student card). You will receive instructions on the appropriate forms.
Learning Support Agreements
If you have a learning support agreement which recognises dyslexia as a disability
make sure that you note this by ticking the box on the cover sheet for electronic
submissions. This signals to the tutor that the assignment needs to be marked on
content and understanding and not penalised for grammar, spelling or punctuation
errors. You can also be advised in the module handbook/on the module BlackBoard
site on how to signal this to your tutor.
Similarly, if your learning support statement specifies that you can negotiate the
submission dates of your assessments then please ensure that you have agreed
new submission dates with your tutor in advance of the original deadline. This
agreed negotiated deadline, and who it was agreed with, must also be included as
a statement within electronically submitted assignments, through the inclusion of
the e-mail negotiating the extension being included at the end of the assignment.
If you hand work in after a negotiated deadline, it will be treated as ‘late’,
and will be marked at zero. So, if having once negotiated a deadline you find
that, as it approaches, you are going to need a further extension, you will need to
go back to your Course Leader / personal tutor to authorise this. Your Course
Leader / personal tutor will use the test of ‘reasonableness’ in agreeing to any
further extension. If you need to adjust the assignment schedule agreed with your
Course Leader / personal tutor for reasons that are unrelated to your disability,
then you will need to use the normal Extenuating Circumstances procedure.
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Keeping a Backup
Finally, of course, it is good practice to keep a hard or (backed-up) electronic copy
of any assignment you submit (be it a handed in paper submission or an electronic
submission). Should the assignment you submit get lost, then you will have the
receipt to prove that you handed it in, and a copy to replace what has been lost.
Extenuating Circumstances
You must submit all pieces of assessment required for each module on or before
the submission date for each piece of assessment. Failure to do so is likely to result
in failure of the module overall. There may be occasions when you are unable to
submit or undertake a piece of assessment due to circumstances beyond your
control. The University has put in place a procedure for dealing with such
extenuating circumstances. The University defines extenuating circumstances as
‘circumstances which are beyond the control of the student, which could not
reasonably have been foreseen or prevented by the student and which would
substantially impact on a student’s performance in assessment’. You are strongly
encouraged to discuss your extenuating circumstances with your Personal Tutor,
Faculty Student Guidance Advisor or other appropriate member of staff. You can
find more information on the University’s extenuating circumstances procedure at:
http://www.staffs.ac.uk/extenuating/
7.3.1 How will my work be marked?
Work is marked in percentages. You must achieve over 40% overall to pass a
module, and at least 20% in every element of the module. 40% or over represents
a pass at third class level, 50% or over is a pass at 2:2 level, 60% or over is a pass
at 2:1 level, and 70% or over is a first class pass.
Draft Assessments
At University, you are expected to be able to demonstrate your ability to produce
work independently. We are therefore unable to comment on full drafts of
assessed coursework in advance of a deadline date. The only exception to
this is in the third year Project module, where we read and provide feedback on a
full draft of your project. However, all modules provide opportunities for formative
learning and often you will be invited to submit plans or outlines of coursework for
comment. The vast majority of modules will also allocate class time specifically to
discuss the assessments and assessment criteria. Although we can’t read full drafts
of your work, we will, wherever possible, be happy to discuss your assignment with
you in advance of the deadline.
Disagreements about marks for assessed work
The mark you receive for your assessed work comes at the end of a rigorous
marking and moderation system. Some of you, but not all of you, will notice that
your work has been marked by more than one person. This is because, in
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accordance with University policy, we double mark a proportion of all assessments
to ensure that the standard is consistent across the module. We also compare
marks across modules to make sure that no one module is seriously out of line in
terms of marks with others. Samples of all marked work from Level 5 and Level 6
are also sent to a team of external examiners (academics in other Universities) who
will confirm that marking and standards are appropriate and comparable to those in
other Universities.
If you are not happy with the mark you receive for assessed work, you should first
ensure that you read the feedback for that work. If you then want to talk more
about it, you should contact the module tutor and request an appointment.
Because of the rigorous system we have in place to ensure standards,
unfortunately it is not possible for you to appeal against the academic
judgement that has led to you being awarded a particular mark. If
however, you believe a genuine error has been made with your mark, you should
contact the module leader in the first instance.
7.3.2
University committees involved in making decision about academic progress and
performance
You will also not know the number or nature of any re-assessment requirements
until after the Award Board has met. The functions of the Assessment Boards and
Award Boards are given below:
Assessment Board: These are committee meetings made up of staff from the
relevant field, who consider results by subject area (programme area or 'field').
The primary function of assessment boards is to determine the appropriate grade
point for each student for each module, to note any extenuating circumstances and
to make recommendations concerning the compensation or the reassessment of
failed components. The external examiners always attend the assessment boards
for each field, except at Level 4.
Award Boards: These meet after the summer assessment boards. Award boards
consider the results of all the modules which you have taken during the academic
year. The award board which considers your case is determined by the Faculty
which 'owns' your course. In your case, the award board will be held within the
Faculty of Health Sciences. The primary function of award boards is to confirm your
eligibility to proceed to the next year of your degree; to leave the University with
intermediate certification if that's what you want (i.e. a Certificate or a Diploma); to
determine your degree classification if you are a final year student; to confirm
recommendations from assessment boards regarding extenuating circumstances
and reassessment requirements; and to exercise its right within the University
regulations to compensate failed modules if appropriate.
On a particular date (this can vary from year to year) after the Award Board has
met, you should be able to access your results profile online, to confirm the number
of credits you have (this may include grades where possible and appropriate),
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whether you may progress to the next level, and what you have to do to retrieve
any failed modules.
7.4 Feedback on your Work
For further information, please see the Staffordshire University’s Assessment,
Policies and Procedures.
Assessment is not just about getting marks or credits to show that you have
completed the modules required on your course. It also makes an important
contribution to your learning as you progress through the course. It is important to
reflect on what you achieve in your assessments, to understand how they have
been assessed, and to draw out the implications for future learning and
assessment. To help you do this, we provide a variety of feedback about each of
your assessments, and individual tutors are always willing to elaborate on this
feedback in individual consultations.

Formative feedback: This refers to feedback you receive while you are
carrying out an assessment and before it has been submitted. It occurs in a variety
of ways at all levels of the course. It includes mock tests, feedback on essay plans,
and group discussions of set work. For example, in core modules at Level 4, you
will discuss your plans for carrying out assessment tasks and will receive advice
about assessment criteria in group personal tutorials. The interactive nature of
seminars in these modules, mean that you have a wealth of opportunities to consult
with your seminar tutors about your plans for assignments. At Level 6, all project
students are able to submit a draft of their project report for comments by their
supervisor.

Summative feedback: This refers to the feedback that you will receive when
assessments have been marked and are returned to you. Every piece of
coursework that you do will have a standard feedback sheet, which will include a
written summary of the marker’s comments set out to explain strengths,
weaknesses and areas for improvement enabling you to identify your strengths and
weaknesses against the assessment criteria. Marking rubrics, set out along a scale
for specific criteria may also be used. There will also be written comments on the
work itself, varying in form and extent depending on the type of assignment. You
may also make an appointment to discuss the work in more detail with individual
members of staff if you want to. See Section 7.4.1 on the next page for more
information.

Personal tutorials and personal development planning: Over and above the
feedback that you will receive about individual pieces of work, you will also carry
out regular reviews of your progress as a whole during personal tutorials. A crucial
feature of these personal tutorials will be the process of personal development
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planning which will involve: (i) identifying explicit goals that you want to achieve (in
both academic and personal terms, and over the short and long term); (ii)
evaluating the extent to which your performance satisfies these goals; and (iii)
formulating explicit plans with your personal tutor to help you achieve your goals
more effectively in the future.
A couple of general tips about using feedback… First, make sure that you do take
notice of the feedback that is available: there is nothing more frustrating for the
staff than finding that work they have sent for return to students has not been
collected, and that their comments have been wasted. Second, make sure that you
respect staff office hours. You will get a more detailed response if you make a
proper appointment to discuss your feedback.
7.4.1 Coursework and other assessments
You will normally receive feedback on all your assessments, other than
examinations, within 20 working days (excluding holidays) following the date of
submission of your assessment or actual date of the assessment (in the case of
class tests). For some assessments the feedback period will be less than 20
working days. However, it may be the case that the 20 day rule for some
assessments cannot be met for justified reasons (for example, modules on which a
large number of students are enrolled). However, it is anticipated that this will
apply to only a small number of modules on your Course and, in those cases, the
feedback return period will not exceed 25 days. The anticipated feedback return
times for all assessments will be published in your module handbooks.
In order to ensure that feedback is provided within 20 days, in most cases, the
marks for your work will be provisional and will be subject to final ratification by the
appropriate Assessment Board in due course.
Feedback for examinations will always be provided. This feedback can take a
variety of forms and be either generic or personalised. At the latest, feedback
should be provided at least four weeks before the next examination period.
The University hopes that you will also play your part by ensuring that you collect
feedback from the relevant sources as soon as it is available.
7.4.2 Seven principles of good feedback
Good feedback should:
1. Be an interactive process involving student-tutor and student-student dialogue;
2. Facilitate the development of self-assessment and reflection;
3. Clarify for students and staff, through dialogue, what good or bad performance
actually is in the assignment or task;
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4.
5.
6.
7.
Be developmental, progressive and transferable to new learning contexts;
Be ongoing and embedded in the learning process;
Motivate, build esteem and confidence to support sustainable lifelong learning;
Support the development of learning groups and communities.
See Appendix F for more information.
7.5
External Examiners Appointed to your Course
External examiners help the University to ensure that the standards of your course
are comparable to those provided by other universities or colleges in the UK.
External examiners look at the assignments that are set for you and the work you
produce. They are asked to confirm that the standards are appropriate for the
level at which you are studying. They attend assessment and award boards and
write an annual report for the University which is used as part of the process
(which includes student representatives) of monitoring the quality and standards of
your Course. You are entitled to see these reports. More information on the role
performed by external examiners can be found at:
www.staffs.ac.uk/externalexaminers/
The external examiner(s) for your course are:
Name: Dr Sue Anthony
Position: Principal Lecturer, Department of Psychology
Institution: University of Hertfordshire
Name: Dr Lisa Lazard
Position: Lecturer, Department of Psychology
Institution: The Open University
Name: TBA
NB: It is not appropriate for you to make direct contact with external examiners, in
particular regarding your individual performance in assessments. There are other
mechanisms you can use if you are unhappy with your results or other aspects of
your Course, such as the appeal and complaints procedures.
External examiners have been informed that if they are contacted directly by
students they should decline to comment and refer the student back to the
University.
8.
Extra costs
Please note that there are no extra costs associated with this course.
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9.
Communication
There are lots of different ways you can contact staff - you can talk to staff at the
end of your classes, or you can phone, or contact them by e-mail for an
appointment. It is essential you use your University e-mail address to
contact staff or the University. Messages from private e-mails may be
automatically deleted or re-directed as spam, and may not be answered.
Staff will always try to answer your e-mails within two working days if possible, but
some members of staff who work part-time may need a little longer than this.
Academic staff will also have ‘office hours’ and these are times when they
guarantee to be available if you need them. You should always keep in touch with
your personal tutor, even if you haven’t seen them for a week or two. They should
be your first point of contact if you have any difficulties.
Two important and useful sources of information are your University e-mail and
BlackBoard. We want to keep you well informed at all times, so staff will contact
you regularly by e-mail with important messages. Keeping checking your University
e-mail at least daily, and keep an eye on the size of your ‘inbox’ – if it becomes full,
you won’t be able to receive any more massages, and may miss the next crucial
one! The University’s e-mail system has an ‘Address’ folder which you can use to
get the e-mail address of academic and administrative staff. It is really important
that you also check BlackBoard regularly, especially the ‘Announcements’ section.
This is where urgent messages will be placed. All psychology modules also have a
section on BlackBoard, where information about the module, lectures, assignments
and so on can be found. It is important that you keep up-to-date with the module
information on here also.
Thirdly, there are regular news, events and research updates from the Psychology
department through ‘InPsych’.
9.1 Useful Internet Resources
The Faculty website can be found at:
http://www.staffs.ac.uk/academic_depts/health/
Here you will find details of timetables, contacts and news regarding the Faculty.
The specific website for the School of Psychology, Sport and Exercise can be found
at: http://www.staffs.ac.uk/academic_depts/pse/
The specific website for the School of Sciences can be found at:
http://www.staffs.ac.uk/academic_depts/sciences/index.jsp
The specific website for Forensic and Crime Scene can be found at:
http://www.staffs.ac.uk/academic_depts/sciences/subjects/forensics/index.jsp
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The Psychology department is also on Twitter - for news, events and research
updates from the Department (updated by Dr Rob Dempsey, one of the lecturing
staff for Psychology), follow: @StaffsPsych
This Twitter account is where you can find out about news, events and research
updates from the department – but you should always contact the Psychology
Administrations team, or a member of staff via email for queries.
The student-led Staffordshire University Psychology Society is on Twitter as well.
They can be found at: @Psych_Society
Along with the University Twitter account (@StaffsUni) and the Staffordshire
University Students’ Union (@StaffsUnion)
The Psychology department is also on LinkedIn (search for ‘Staffordshire University
Psychology’), as a place for you to network with staff, students and alumni of
Psychology at Staffordshire University: http://uk.linkedin.com/groups?gid=4811418
The Faculty uses Blackboard as an online learning environment, and information on
modules on which you are enrolled can be accessed from this. Note: you can only
get access to those modules that you are studying – if you cannot gain access to
material, it may be that you are not correctly enrolled on the module – make sure
you let your module tutor or Course administrator know.
Blackboard can be found at: http://blackboard.staffs.ac.uk
The library can be accessed from:
http://www.staffs.ac.uk/support_depts/infoservices/library/
10. Support and Guidance
10.1 Academic support and guidance
Throughout your course you will meet the module tutors at the taught sessions. If
you require additional advice and guidance, please do not hesitate to contact your
personal tutor, the module tutors, or your Course. One-to-one support tutorials can
be arranged on request, and can either be face to face, by telephone or by e-mail.
10.1.1
Personal tutors – who are they?
During Welcome Week, you will meet your personal tutor. Your personal tutor
should be your first point of contact at all times if you have any difficulties or
questions. You will meet your personal tutor on the Monday morning and
afternoon (between 11-11.45am and 1-2pm) and your Course Leader on Tuesday
morning (between 10am and 11am) of Welcome Week. Information about where
you will need to attend these meetings will be made available in the first ‘Welcome
to Psychology’ talk on the Monday morning (between 9.30am-11am) of Welcome
Week.
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Your personal tutor from Level 4 will continue as your personal tutor in Level 5. At
Level 6, the member of staff allocated as the supervisor of your final year project
will take over as your personal tutor. Personal tutors also offer academic guidance
and it is a good idea to discuss module choices and assignment grades with them,
especially if you are not getting the grades you want.
The Psychology courses have a structured personal tutorial programme in each
level. This means you will be required to have regular meetings with your personal
tutor (at Level 5 and 6, you will have approximately two meetings per semester).
At Level 4, the personal tutorial meetings are linked to the general teaching
programme throughout your first year. This means that you will meet your personal
tutor most weeks and some of these weeks will be specifically to enable your
personal development. This personal development work will help you
develop the Staffordshire Graduate Attributes outlined in Section 5.
Outside of these sessions, you will be able to arrange a meeting with your personal
tutor by attending their office hours, to go over any queries or questions you may
have, for instance, perhaps, just after you receive your marked assignments or
class test results.
It is important that you feel comfortable with your personal tutor, since their role is
an important one. Your personal tutor is responsible for offering information and
advice on your degree structure and module choices, but is also there to help if you
have any problems of a more personal nature.
All members of staff will be keen to help you in times of trouble, and it may be that
their help alone will be sufficient. Often, however, your personal tutor may refer
you to a source of more expert advice, including for example, the Student
Counselling service, for problems of a personal nature, and the Student Union
Advice Centre for, among other things, financial or housing problems.
The Faculty of Health Sciences also has a Student Guidance Advisor (SGA) who may
contact you if your personal tutor notifies them that you have not met for a while,
and they may want to discuss any possible ways in which we can help with any
attendance problems. Alternatively, if you want to discuss any issue with the SGA
rather than with your personal tutor you can contact them. Contact details are
available in Section 9.2 under ‘General Support & Guidance’.
Your relationship with your personal tutor is a two-way one, involving a
commitment from you as well as from the tutor. You will be expected, in particular,
to make the following commitments: Respecting office hours.
 Responding to communications from your personal tutor – for example, requests
for information to support reference writing.
 Participating actively in group sessions.
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 Understanding that the role and time of the personal tutor has its boundaries and
that tutors will need to make a judgement about the reasonable use of their time
for any single individual.
 Keeping the personal tutor fully informed regarding personal information.
N.B.: Personal tutors will keep a record of all their meetings with you. Although
these will not record confidential information, they will include an indication of the
general areas that have been discussed, and a record of your attendance at
tutorials. If you have not been seeing your personal tutor regularly, they may not
be able to sign student loan forms or give you a reference (as they will not really
know you or be able to certify that you have been attending regularly).
10.1.2
Personal tutorials
Over and above their pastoral and administrative roles, your personal tutors will
also play an important role in your learning. At Level 4, individual and group
tutorials will be included in two of the core modules (Foundations in Psychology and
Perspectives in Psychology). These are designed to:
 provide you with supervision of some of the independent learning components of
these modules
 help you evaluate and further develop your key learning skills
 begin the process of Personal Development Planning
 begin the process of developing the Staffordshire Graduate Attributes
At Levels 5 and 6, further Personal Development Planning, in which you review and
develop your personal, academic and career goals, will be a central component of
your personal tutorials. Our aim in doing this is to provide a structured and
supportive context in which you can reflect upon your own learning, performance
and achievement and plan for your personal, educational and career development.
Specifically (as covered in Section 8 of this handbook), this will cover: (i) identifying
explicit goals that you want to achieve (in both academic and personal terms, and
over the short and long term); (ii) evaluating the extent to which your performance
satisfies these goals; and (iii) formulating explicit plans with your personal tutor to
help you achieve your goals more effectively in the future. Again, this will help
you develop the Staffordshire Graduate Attributes.
10.1.3 References
Many students apply for part-time or holiday jobs and most students will be making
plans for their future career during their final year at University. This often means
that formal applications for jobs/courses need to be made. It is usual for potential
employers to request a reference from an academic member of staff who knows
you on a professional and personal level, and for this, you should approach your
personal tutor and ask them to be your referee.
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It is, however, very important (and common courtesy) to approach your tutor and
ask them if they are prepared to provide a reference for you before you write their
name on an application form! You should provide your referee with a copy of your
current C.V. and a description of the job or course you are applying for.
Please contact your personal tutor or module tutor if you have any concerns about
assessment or any other aspect of your course. Generic support with studying,
assignments and assessments can be found on the libraries’ Learning Support webpages:
http://www.staffs.ac.uk/support_depts/infoservices/learning_support/index.jsp
10.2 General support and guidance
There may be times when you feel that you are struggling to cope with the
demands of the course. We urge you to discuss the issue with your Personal
Tutor/Course Leader as there may well be a range of solutions to help you through
a difficult. If you do have concerns about your ability to complete your course for
any reason, support is available from the University if you are having difficulties,
and your personal tutor can give information regarding support and guidance
available to you, and so you are strongly encouraged to speak to one of the tutors
and hopefully a mutually agreeable support strategy can be offered to you,
covering a wide range of educational issues as well as offering specialist
information and support. You can also contact Andrea Alker or Ann Grainger, who
are our Student Guidance Advisor for the Faculty. Andrea or Ann can provide you
with information regarding support and guidance available to you, and she will be
able to advise you on your best course of action. We hope that this will help you to
make the decision that is right for you. A drop-in service is available, but to discuss
an issue in depth you can then book an appointment. Student Guidance Advisors
can also be contacted if you need advice about flexible patterns of study, if you
need more support for your studies, or if you need advice about other forms of
University support.
Ann Grainger
Student Guidance Advisor - Faculty of Business, Education & Law and Faculty of
Health Sciences
Student Services (Student Guidance)
Student & Academic Services
Staffordshire University
Information Points
t: +44 (0)1782 294073
e: [email protected]
Andrea Alker
Student Guidance Advisor - Faculty of Business, Education & Law and Faculty of
Health Sciences
Student Services (Student Guidance)
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Student & Academic Services
Staffordshire University
Information Points
t: +44 (0)1782 295903
e: [email protected]
Information on other University support services can be found in the on-line student
guide (available at: http://www.staffs.ac.uk/student/guide/)
The Student Advice Centre run by the Students’ Union also provides independent,
impartial and confidential advice to students free of charge. More information on
the Students’ Union can be found at: https://www.staffsunion.com/)
10.3 Disability
Staffordshire University is committed to enabling all students to achieve their full
potential. If you have a disability or specific learning difficulty (SpLD) which might
affect your progress, you are strongly advised to disclose this to your personal
tutor, or one of the Course Leaders or module tutors at the earliest opportunity.
Every effort will be made to implement any reasonable adjustments to the learning
environment in order to support you through the module. Each Faculty has a
Disability Coordinator who coordinates support for disabled students.
In the Psychology department Sarah Krähenbühl is the Disability coordinator. You
can contact her by email [email protected], by phone on 01782 294600
and her office is R239 in the Science Centre.
The Student Enabling Centre provides specialist study support for disabled
students and also a counselling service to support students who may experience
issues that affect their mental wellbeing. The service provides a range of
information, advice and facilities such as offering study needs assessments, help to
apply for the Disabled Students’ Allowance (DSA) and providing study support
services for students with dyslexia.
At Stoke, the Student Enabling Centre is based in the Cadman Courtyard, and at
Stafford in the One Stop Shop in the Beacon Building. More information about the
Student Enabling Centre can be obtained from
http://www.staffs.ac.uk/study/disabled or by email at [email protected] or
[email protected] or [email protected]
10.4 Equality and Diversity
Staffordshire University is committed to equality of opportunity and diversity: these
are part of the core values of the institution. We aim to be an inclusive
organisation where everyone has a fair opportunity to fulfill their potential.
At Staffordshire University we recognise that people are unique individuals. We are
committed to ensuring that all our students and staff - whatever their background,
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nationality, cultural heritage, age, race, disability, ethnic origin, gender, sexual
orientation, religion, belief, colour, gender identity, skills and experiences - are able
to study or work in an environment free from discrimination, harassment, bullying
and victimisation.
We all have a responsibility to ensure that this happens, and students and staff are
expected to behave in a way that promotes a welcoming and inclusive environment
for all.
The Students’ Charter sets out the University’s commitment to students and your
responsibilities as a student. This can be found at:
http://www.staffs.ac.uk/assets/student_charter_tcm44-26822.pdf
The University also has a behaviour policy to inform students and staff of the
behaviour expected of students. This can be found at:
www.staffs.ac.uk/legal/policies/index.jsp
More information, support and advice about any aspect of equality and diversity at
Staffordshire University can be obtained from:
http://www.staffs.ac.uk/support_depts/equality/
10.5 Further Support
The University has other services which offer support to international students,
mature students, students with caring responsibilities and students who have been
in care. Information on all our services for students can be found at
http://www.staffs.ac.uk/study/services/
11. The Student Voice
During the course you will have the opportunity to share your views and opinions on
your modules, course and the University. Your feedback is key to ensuring that we get
an accurate picture of what it is like to be a student at Staffordshire University and
enables us to enhance the learning experience for current and future students.
Your Students’ Union understands the pressures and challenges of academic
study and is always here to help all its student members.
Representation
If you have an issue with your course, you can turn to your Student Academic
Representatives. Elected by the students on their course, the Student Academic Reps
are there to listen to your views, represent them at Faculty meetings involving your
course and feed them back to the Students’ Union to help achieve positive outcomes for
you. On the Tuesday of Welcome Week, during the ‘Meet your Course Leader’ session,
they will be asking students to put themselves forward as a Student Academic Rep. If
more than 2 students volunteer, the choice of Rep will be voted on by the other
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students on the course, after each student who has volunteered has had the
opportunity to say why they would like the role and what they feel they can bring to it.
A video produced by the Students Union about being an academic rep can be found at:
https://www.youtube.com/watch?v=xlP92m-95CY&feature=youtu.be
Once the Student Academic Reps for your course have been decided, their University email contact details will be made available on the course site on BlackBoard. Training
will be given by the Students Union, and Reps will be invited to attend an Academic Rep
conference when they are elected. The Reps will also be asked to attend Staff-Student
Liaison Group meetings each semester, where they can raise issues (both positive and
negative) about how you feel each of the semesters is going, in terms of modules
covered and other issues such as personal tutoring and disability support. You might
also want to think about some of the points on the agenda in terms of KIS: Keep (what
do you want us to keep doing?), Improve (what can we improve?) and Stop (what do
you want us to stop doing?) The agendas for each of these meetings will be posted on
BlackBoard (on the course site) in advance of the meeting. The minutes of the meeting,
and response to feedback, will be made available on BlackBoard as soon as possible
after the meeting, once responses to the points raised have been gathered.
Student Academic Reps will also be given the opportunity to attend two Programme
Committee meetings (one in each semester), a more formal meeting where additional
issues or any issues not yet resolved through the Staff-Student Liaison Group meetings
could be considered.
If you’re not sure if your course has a Student Academic Rep, get in touch with the
Course Leader or Students’ Union and we can find yours or help you become one.
Student Surveys
During your time on the Forensic Psychology course, you will be asked to
complete a variety of surveys at different points, and we really encourage
you to complete them so that your feedback about the Forensic Psychology course can
be taken into account
Welcome Survey
You will be asked to complete this survey in the first few weeks of your first semester
here, and the results of this survey will be used to gauge your opinions as new Level 4
students, so that we can provide activities which support and help you settle into life
here at Staffordshire University and to make any improvements where we can.
The Student Viewfinder Survey (SVS)
This survey is usually available to Level 4 and 5 students (and some Level 6 students),
and this is an independent survey conducted by the University and measures student
satisfaction –with both course-based based and general University-based feedback.
These results help us to identify the areas where we are doing well, where we need to
improve and other aspects of our work that may need to change in the future.
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The National Student Survey (NSS)
This survey is available to Level 6 students (and some Level 5 students if they have
previously completed the Foundation Year at Staffordshire University) and is a national
survey. Prospective students who are interested in joining us at Staffordshire University
can use the results to make comparisons when they are choosing where and what to
study. The results from this survey can also help us to see what we are doing well and
identify areas for development to improve the student experience at Staffordshire
University as it contributes to our quality assurance and enhancement measures, and
the data is used by Students’ Unions so that they can improve the general student
experience too. It can also be used by prospective employers to see how we are doing.
Destination of Leavers from Higher Education (DLHE)
You will be contacted and asked to complete this survey approximately six months after
you have completed your degree course and graduated from Staffordshire University.
This is also a national survey, and the information collected lets us know the type of
work our students have entered or what sort of further study they may be engaged in.
The results are often used by league tables of British Universities compiled by
newspapers. It is also used to inform careers advisers and University management on
the state of the graduate labour market, helps current students in choosing their career
paths and helps the University market, plan and review our courses to ensure we our
meeting our promise in the Staffordshire Graduate Attributes in helping you move
towards either employment, professional practise or further study
But in order to get as much information as possible form each of these surveys, and
specifically to be able to access the information from you and other students on the
Psychology & Criminology course so that we can ensure it’s running at its best, we need
as many of you as possible to complete their surveys so that we can have access to
your specific feedback, and to get a view of your opinions.
Advice
For those matters that can’t be fixed so easily, the Union also provides a
team of fully-trained advisers to help you solve your problem. The advisers
can be seen for free all week, just drop in to find out when they’re free. The
team can help you with academic issues, housing, student funding, benefits
and much more. If you can’t make it into the Union, you can also chat to
them online at: http://www.staffsunion.com/advice
12. Rules and Regulations
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Your Psychology course is delivered and assessed according to the University’s
Academic Course Regulations. These can be accessed at:
http://www.staffs.ac.uk/regulations
Please take the time to read these thoroughly – it is important you understand them.
Make sure you ask if there is anything you don’t understand. Some aspects of the
current regulations are discussed throughout this handbook (for instance, also see
Section 7).
12.1 What are the assessment criteria
The assessment criteria which members of staff use are individual to each
module, and will be given to you in module handbooks. They are based on
the general criteria given below, though other forms of assessment have their
own more assignment specific requirements e.g. practical reports, case
studies, presentations and posters.
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Work should be well-organised, with a logical sequence of points, a clear
rationale, and effective introduction and conclusion
The style of writing should be clear, fluent and succinct. Spelling and
grammar should be correct. Coursework must be presented in wordprocessed form.
Work should not exceed the word limit. There are penalties for exceeding the
word limits - details of this can be found on the Level 4, 5, and 6 Blackboard
sites
Psychological evidence should be cited in support of statements made.
Evidence of reading in specialised psychology texts and primary sources is
essential
The relevant literature should be consulted widely, but utilised selectively in
the context of the specific question(s) to be addressed. Work will be
assessed on the extent to which appropriate parts of the literature are chosen
and/or emphasised in the answer, and the way this material is directed at the
question in order to create a detailed and effective answer
The psychological theory and research reviewed should be as up-to-date as
possible
There should be evidence of some critical evaluation i.e. having done more
than just reproduce material from books and journals, and more than provide
a descriptive answer. An evaluation or critique of various theoretical,
conceptual and/or methodological issues is appropriate
Good work will show some evidence of originality. For example, it might be
possible to draw together literature from disparate sources or areas, or to
propose a new interpretation of the literature. Original critical evaluation
would also be appropriate.
12.2 Module failure – what happens if I fail a module?
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You must achieve at least 20% in every element of assessment for a module,
and at least 40% overall to pass a module. If you have failed to satisfy the
assessment criteria of the module, you will be awarded a fail (0-39% for
undergraduate degree courses). If you have failed to submit any assessment
for the module, you will be given a Grade Point NS (fail due to nonsubmission) for the element(s) of that module and you will only be allowed a
further attempt at that element(s) of the module at the discretion of the
appropriate Board. You can only get a maximum of 40% for any resit or
resubmission not covered by a claim for extenuating circumstances that has
been upheld.
If I fail a module, can I resit it?
You are normally only permitted two attempts in any module, unless
extenuating circumstances are applied for and upheld, where an
extra attempt may be permitted. Also:
(i)
If you made an attempt at your assessments at the first
attempt:
You will only be guaranteed an opportunity to attempt referrals once IF, and
only if, you have made an attempt at the assessment(s) on the first occasion
unless a claim for Extenuating Circumstances has been successful.
(ii)
If you did not make an attempt at your assessments at the
first attempt:
If you do not submit work or attend assessments at the first attempt, that
guarantee of a referral is lost and the appropriate Board will decide whether
or not to allow you a referral. In making its decision, the Board may take
account of your engagement with that module.
If the Board does allow you a resit(s) and you do not take it at the time
notified to you by your Faculty/School, further opportunities may not be given
to you unless extenuating circumstances are applied for and upheld.
Occasionally and exceptionally, the Award board has the discretion to award a
third attempt, but only where a student’s overall academic performance and
engagement with their studies warrants it, and the decision whether to do
this is entirely at the Award Board’s discretion.
You would not be allowed to permanently fail any core module and continue
on your course. The undergraduate modular framework requires you to pass
60 credits worth of modules (which must include the core research methods
modules at each level) in order to proceed from Level 4 to Level 5. If you
have achieved 60 credits or more in your Level 4 modules, you may be
allowed to trail modules from two 30 credit modules (but to stress that this
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cannot include our research methods modules) as long as you have already
passed half the assessments from those modules being trailed and re-take
them in Level 5. If your failed module is not a compulsory (core) module for
the course structure for which you are registered, then you have the option of
substituting another module available within your course structure rather than
re-sitting the one which you failed (there are module exceptions to this, in
that core modules CANNOT be replaced, and the failure of a core module has
implications for your continuation on the specific course you are on). This
can be a useful strategy if you know in your heart that no matter how hard
you tried, you simply can't get on with the subject matter of your failed
module. Discuss this strategy with your personal tutor if necessary, who will
indicate to you what you need to do to make sure that your academic record
reflects your decision to 'substitute'.
NOTE: If you do not pass modules which are pre-requisites for other
core modules at the next level of your study, you may be prevented
from proceeding into that next level of your course, even if
everything else has been passed satisfactorily.
As a reminder, the modules which are pre-requisites on your course
are:
Level 4 PSYC40643 Introduction to Research Methods in Psychology
(30 credits) – This is a pre-requisite for PSYC50684 Further Research
Methods in Psychology at Level 5 and PSYC50673 Understanding the Social
World at Level 5 (30 credits)
Level 5 PYCH50684 Further Research Methods in Psychology (15
credits) – This is a pre-requisite for the Level 6 Psychology project module
Level 5 Understanding the Social World (30 credits)- This is a prerequisite for the Level 6 Psychology project module
It is also vital to note that, should you be in debt to the University
(e.g. owing fees etc) at the time of re-sit notification, you will NOT
be told of any re-sits that you may need to attend and/or submit.
Unsuccessful completion of re-sits may result in a person being
unable to progress with their degree course. If you feel, at any
point, that debt may become a problem please do not hesitate to
discuss this with your personal tutor.
ESSENTIALLY, it is important that you attempt ALL assessments for all your
modules. Your right to a second (referral) attempt at a failed assessment(s) will
be conditional on whether you have or have not made a first attempt (unless a
successful claim for extenuating circumstances has been made) at the
assessment(s).
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Note that award boards, in some cases, have the power to 'compensate' failed modules. The
rules on this are quite complex, but basically if you have done well in your other modules
the board may decide on compensation for one or more modules (up to no more than 30
credits overall). Essentially this raises the mark for your failed module(s) to 40%, and you
would not then be asked to resit the failed assessment. The board will only make this
recommendation, however, when your failure is at 30% or more. If you score less
than this then a resit is considered a necessity. So here you'd be looking at a
resit/resubmission or (where extenuating circumstances are approved) 'sit/submit as if for
the first time'.
You can never count on compensation: always assume that a failure will mean a resit - try
to pass first time!
IMPORTANT
Psychology also has a number of modules which are necessary for BPS
accreditation and are not subject to compensation on an accredited degree.
For example, you cannot have Level 4 PSYC40643 Introduction to Research
Methods in Psychology (30 credits) compensated on your current degree as a
non-compensated pass is a pre-requisite for PSYC50684 Further Research
Methods in Psychology at Level 5 and PSYC50673 Understanding the Social
World at Level 5 (30 credits)
Similarly, you cannot have Level 5 PYCH50684 Further Research Methods in
Psychology (15 credits) or Level 5 PSYC50673 Understanding the Social
World (30 credits) compensated on your current degree as a noncompensated pass is a pre-requisite for the Level 6 Psychology project
module. Lastly, the Psychology Project is non-compensatable in all
circumstances due to specific BPS accreditation requirements
If you are in a position where no further resit opportunities are possible in one
of these modules, but you are eligible to be considered for compensation, then
transfer to our non-accredited degree, Psychological Studies, might be possible,
12.3 When can I take my resit(s)?
In all cases, if you are allowed a resit(s), the resits(s) must be taken at the next
resit opportunity. For many students, this will be in August but will depend on the
nature of the course and the timing of your assessments.
It is your responsibility to make sure that you know when you are required to
resit.
12.4
What if I don’t get enough credits?
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This is more serious. You can't actually proceed until you have met this minimum
condition, and passed all pre-requisite modules. Suppose, for example, that at the
end of Level 4, even after reassessment opportunities you find that you have only
75 credits. In this case you may be offered retake opportunities at the next
assessment point (for instance, if a certain modules initial assessment takes place
in May, then you would be asked to take the reassessment opportunity in the May
of the following year). But you would not be able continue as a full time student,
instead you would be asked to re-enrol as a part-time student in order to re-sit
and pass the necessary amount of modules (be these previously failed core
modules, pre-requisites, and/or modules necessary to achieve a total of 120
credits) to proceed.
12.5 What if I decide that I want to take a break from study even if I have
enough credits to continue?
You probably can. One possibility is intermitting: after discussion with your
personal tutor, and subject to approval, you can choose to break your studies with
a view to returning after a specified intervening period. Under this option, you
remain registered on your course, but postpone taking further modules until a
later date. Another possibility is to leave with Intermediate Certification, and still
pick up the remaining credits required for your degree at some future date
suitable to you. At the end of Level 4, you can choose to leave with a Certificate
in Higher Education or at the end of Level 5 with a Diploma, if you have
accumulated 120 credits at that level. Under this option, you would not have
completed your course, but the credits you gained for the course could be used as
an entry qualification for a future course that you might decide to take.
12.6 What if I want to transfer to another course?
It may be possible for you to transfer onto another course within Psychology, or
elsewhere in the University. If you are unable to continue on your accredited
degree because of failure of core accreditation related modules (such as Research
Methods), it might be possible for you to transfer to the non-accredited BSc
(Hons) Psychological Studies degree. Whether you can do this or not is always
dependent on a number of factors, and the best thing to do is to talk to your
personal tutor in the first instance, as soon as possible.
12.7 What if I want to transfer to another University?
It could be possible. If you find another University that has a compatible course,
and is prepared to accept you, you take your credits with you. Most Universities
operate modular schemes with credit rated courses in order to make this kind of
mobility easier.
12.8 Why do these different types of modules exist?
Core modules are usually there because we feel you must study them to earn
your specific degree. At other times, professional bodies, like the British
Psychological Society, will specify what you must study to earn the recognition of
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that professional body. Option modules are there to enable you to acquire
subject knowledge, and provide you with the opportunity to follow up areas of
specialist interest.
12.9 How your degree result is worked out
Information about this can be found from page 31 of the Academic Award
Regulations document:
http://www.staffs.ac.uk/assets/academic_award_regs_1-3_tcm44-50984.pdf
12.10 Course Specific Regulations
Important specific course regulations for all of the Psychology degree courses at
Staffordshire University are as follows:
Psychology does not allow compensation for a number of modules on an
accredited Psychology degree. Please see section 11.2 for details.
The Psychology project is not compensatable under any circumstances.
At least a mark of 40% for the Psychology project, and an overall degree
classification of a 2:2 or above, must be achieved to be eligible for GBC
accreditation with the BPS (see also section 19 below).
12.11 Concerns and Complaints
We try, through our support systems, to deal with any concerns and complaints
informally. Within your department, we advise you to talk to your module tutor,
Course Leader or personal tutor as soon as possible. You can also talk to the
Faculty Student Guidance Advisor.
If you are still dissatisfied then the University has in place a Complaints
Procedure. You can also use the Complaints Procedure if you feel you have been
subject to discrimination, harassment, bullying or abuse.
For more information contact the Appeals Complaints and Conduct Manager on
(01782) 294359 or visit:
http://www.staffs.ac.uk/support_depts/info_centre/handbook/conduct/index.jsp
12.12 Academic Misconduct and Plagiarism
The University and Faculty take the issues of academic dishonesty, plagiarism or
cheating very seriously. If you are caught breaking the University’s rules, you can
expect to be punished – this might mean failing an assignment, failing a module
or even failing your course and being asked to leave the University. Because of
the importance of this issue, we spend time in class discussing what this is, and
how you can avoid it.
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It is vitally important that you understand the rules regarding plagiarism. These
can be found at:
http://www.staffs.ac.uk/assets/academic_misconduct_tcm44-26770.pdf
There are several resources available to help you in writing and preparing
assignments so that you do not break the rules. You might want to look at the
following resources:
http://www.staffs.ac.uk/studyskills
If in doubt, make sure you ask your tutor before you submit work, or arrange to
see someone in the Study Skills Centre (located in the Thompson library, on
College Road).
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Appendix A – Course Learning Outcomes
Staffordshire University learning outcomes by level of study for the BSc (Hons) Forensic Psychology
course
Certificate Level – Level 4
Understanding
Knowledge and understanding of basic principles, theories and concepts within some
core areas of psychology and forensic science, and a basic understanding of the role of
research, evidence and the scientific underpinnings of psychology and forensic science.
Learning
The ability to recognise multiple perspectives within the study of psychological behaviour
and experience, along with the ability to produce simple arguments in support of, or
against particular psychological and forensic approaches and perspectives.
Knowledge and
Enquiry
Awareness of a number of psychological research methods, and associated ethical
considerations, engagement with simple directed investigations in psychology and
forensic science, basic information literacy including the ability to use a number of
techniques of enquiry, including library and recommended e-resource materials.
Analysis
The ability to evaluate and interpret some key psychological and forensic theories and
evidence, and use some well-established research techniques to explore ideas within the
disciplines.
Problem Solving
The ability to express questions in a form which makes them amenable to analysis from a
psychological and forensic perspective, to suggest different approaches to their solution,
and to pose simple research questions, and suggest ways of investigating them.
Communication
The ability to communicate psychological and forensic ideas and argument, supported by
evidence, using a number of different forms, and the basic computing skills necessary to
communicate these ideas e.g. word processing, use of statistical software.
Application
The ability to use some knowledge of psychological and forensic perspectives and
principles to understand some real life issues and challenges.
Reflection
The ability to undertake guided independent learning and to acquire some transferable
skills valued in employment or future learning which require the exercise of some
personal responsibility.
Intermediate Level – Level 5
Knowledge and
Understanding
Knowledge and some critical understanding of some core concepts and theories in
psychology and forensic science, and the role of research, evidence, and the scientific
underpinnings of psychology as a discipline.
42 | P a g e
Learning
The ability to review and reflect on different perspectives within psychology and forensic
science and have some understanding of their interrelationships, and to interpret
evidence for or against particular approaches and perspectives.
Enquiry
The ability to collect, interpret and evaluate empirical data in psychology and forensic
science within ethical boundaries and to make use of a range of available resources
including library, e-resource and some primary source material to further develop
information literacy
Analysis
The ability to critically analyse empirical data, core concepts, theories and evidence in
psychology and forensic science.
Problem Solving
The ability to evaluate different approaches to solving problems amenable to analysis
from a psychological and forensic perspectives, to propose appropriate solutions and to
construct appropriate research questions to enable valid investigation of issues within a
number of areas in psychology and forensic science.
Communication
Application
Reflection
The ability to communicate psychological and forensic ideas and argument, supported by
evidence, using a range of forms appropriate to the needs of audiences, and to
communicate the findings of investigation which has used, where appropriate, databases
and statistical software.
The ability to apply knowledge and understanding of psychological and forensic theories
and concepts through initiating, designing, conducting and reporting appropriate
investigations, and to apply this relevant knowledge and skills outside the context in
which they were first studied.
The ability to exercise increased personal responsibility and decision making to
undertake self directed study, to reflect on personal development in a supportive
environment and to develop transferable skills and abilities with a view to future learning
and employability.
Ordinary Level – Level 6
Knowledge and
Understanding
Detailed knowledge and critical
understanding of a number of areas
of psychological functioning and
forensic issues.
Honours Level – Level 6
Full and detailed knowledge and critical
understanding of a range of theoretical and
conceptual issues of functioning within core
and some specialist areas of psychology and
forensic science.
43 | P a g e
Learning
The ability to adopt, reflect upon and
evaluate some perspectives,
experience in being able interpret some
meaningful patterns in psychology and
forensic science and some
understanding of how the limits of
knowledge can influence analysis &
interpretation.
The ability to adopt, reflect upon and evaluate
multiple perspectives within psychology and
forensic science, to interpret meaningful
patterns in behaviour and experience, and to
reflect upon and evaluate some specialist
psychological and forensic issues.
Enquiry
Information literacy skills, including
experience in using and evaluating a
range of appropriate resources
including e-resource and primary
source material
Well developed information literacy skills,
including independence in using and
evaluating a range of appropriate resources
including e-resource and primary source
material.
Analysis
Experience of reasoning
scientifically, through the
appropriate critical analysis of a
limited range of psychological and
forensic evidence and debates.
The ability to reason scientifically, through
appropriate and critical analysis of a range of
psychological and forensic issues, evidence
and debates.
Problem Solving
The ability to critically evaluate within a
number of contexts the different
approaches to solving complex
problems within psychology and
forensic science, and to achieve an
appropriate solution.
The ability to critically evaluate within a wide
variety of contexts the different approaches to
solving complex psychological and forensic
problems, and to achieve an appropriate
solution.
The ability to coherently and
analytically communicate
psychological and forensic
arguments, ideas, debates, and
solutions to problems, and to
effectively communicate a critical
appreciation of some ideas,
concepts, debates and evidence
within a number of areas.
The ability to coherently and analytically
communicate psychological and forensic
arguments, ideas, debates, and solutions to
problems, using a range of different means,
and to effectively communicate a critical
appreciation of ideas, concepts, debates and
evidence in a wide range of areas.
The ability to extend the application of
psychological and forensic knowledge
to devise and sustain enquiry and
argument in different contexts.
The ability to extend the application of
psychological and forensic knowledge and
skills to devise and sustain enquiry and
argument in a variety of contexts.
Communication
Application
44 | P a g e
Reflection
Subject Specific
research skills
(for those
following GBR
route)
The ability to learn independently, to
reflect on one’s personal growth and
exercise initiative and take personal
responsibility for learning and to
develop skills valued by employers.
NB. Students studying an ordinary
degree will achieve outcomes
highlighted in bold and will achieve
a subset of other learning outcomes,
depending on module choice
The ability to learn independently, to exercise
initiative and take personal responsibility for
learning and to possess a wide range of skills
valued by employers or those necessary for
further study at a professional or equivalent
level.
Independently, but with appropriate
supervision,
*specialist detailed knowledge of a relevant
area through a literature search
*the ability to create valid research questions
pertinent to psychology and forensic science
*design and operationalise the methodology to
address these issues,
*skills in the analysis and evaluation of
empirical data collected for this purpose
*report and evaluate findings in the form of a
written project.
45 | P a g e
Appendix B – Curriculum Maps
Staffordshire University learning outcomes mapping on to the BPS core modules for the BSc (Hons)
Forensic Psychology course
Psychology subject specific talks
Reflection
Application
Communication
Problem solving
Analysis
Enquiry
Learning
Modules
Knowledge and understanding
Learning
Outcomes
Level 4
Foundations
of Psychology

Perspectives
in Psychology




Introduction to
Research
Methods in
Psychology




Crime Scene
Investigation


















Level 5
Cognitive &
Biological
Determinants
of Behaviour

Understanding
the Social
World

Further
Research
Methods in












46 | P a g e
Psychology
Psychology of
Crime &
Criminal
Justice









Level 6
Typical &
Atypical
Development

Psychology
Project

Forensic
Psychology
Applications













47 | P a g e
Appendix C – Subject Benchmarks
What will the BSc (Hons) Forensic Psychology course teach me to do?
At the end of your studies you should be able to demonstrate:
Knowledge & Understanding
Full and detailed knowledge and critical understanding of a range of theoretical and
conceptual issues of functioning within core and some specialist areas of psychology and
forensic science.
Learning
The ability to adopt, reflect upon and evaluate multiple perspectives within psychology and
forensic science, to interpret meaningful patterns in behaviour and experience, and to reflect
upon and evaluate some specialist psychological and forensic science issues.
Enquiry
Well developed information literacy skills, including independence in using and evaluating a
range of appropriate resources including e-resource and primary source material.
Analysis
The ability to reason scientifically, through appropriate and critical analysis of a range of
psychological and forensic science issues, evidence and debates.
Problem Solving
The ability to critically evaluate within a wide variety of contexts the different approaches to
solving complex psychological and forensic science problems, and to achieve an appropriate
solution.
Communication
The ability to coherently and analytically communicate psychological and forensic science
arguments, ideas and debates, and solutions to problems, using a range of different means,
and to effectively communicate a critical appreciation of a wide range of issues in psychology
and forensic science.
Application
The ability to extend the application of psychological and forensic science knowledge and
skills to devise and sustain enquiry and argument in a variety of contexts.
Reflection
The ability to learn independently, to exercise initiative and take personal responsibility for
learning and to possess a wide range of skills valued by employers or those necessary for
further study at a professional or equivalent level.
Psychological Research Skills
Independently, but with appropriate supervision, demonstrate
 specialist detailed knowledge of a particular area through a literature search
 the ability to create valid research questions pertinent to psychology and forensic
science
 design and operationalise the methodology to address these issues,
 skills in the analysis and evaluation of empirical data collected for this purpose
 report and evaluate findings in the form of a written project.
These learning outcomes have been informed by the QAA Psychology Subject Benchmarking
statement, and BPS accreditation requirements.
48 | P a g e
Modules
Further
Foundations
of Psychology

Perspectives
in Psychology

Introduction to
Research
Methods in
Psychology

Cognitive &
Biological
Determinants
of Behaviour

Understanding
the Social
World










Level 5





















A life-long learner
Technologically, digitally and information literate
Good problem solving and able to create opportunity
Enquiry based learning, good analytical and enquiry skills
Good team working skills
Independence of thought
Ability to interact confidently with colleagues
Good presentation skills
Good communication skills
Good understanding of global issues
Understanding of enterprise and entrepreneurship
Work ready and employable
Appendix D – The Staffordshire Graduate
Staffordshire Graduate Attribute mapping on to the BPS core modules for the BSc
(Hons) Forensic Psychology course
Attribute
Level 4









49 | P a g e
Research
Methods in
Psychology
Level 6
Typical &
Atypical
Development



Forensic
Psychology
Applications



Psychology
Project















50 | P a g e
Appendix E – Assessment Types in each BPS core module for the BSc (Hons)
Forensic Psychology Course
Workbook
Empirical research report
Unseen examination
Research report
Case study analysis
Reflection
Class test
Modules
Essay
Learning
Outcomes
Level 4
Foundations
of Psychology


Perspectives
in Psychology


Introduction to
Research
Methods in
Psychology
Crime Scene
Investigation





People
Behaving
Badly

Level 5
Cognitive &
Biological
Determinants
of Behaviour


Understanding
the Social
World
Further
Research




51 | P a g e
Methods in
Psychology
Psychology of
Crime and
Criminal
Justice


Level 6
Typical &
Atypical
Development
Forensic
Psychology
Applications
Psychology
Project




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Appendix F – Feedback on assessments
Our principles - good feedback should:
1. Be an interactive process involving
student-tutor and student-student
dialogue
Because of the principles, you; the
student; can expect:
 

There should be an agreed point of
reference and common starting point
between students and staff as to what
constitutes the purpose and use of
feedback as part of a learning
process. The content of this originates
from the knowledge and professional
expectations of the subject discipline.
Determining the common starting
point is an iterative process emerging
out of interactive dialogue between
staff, students and their peers, where
all participants challenge and are
open to each other’s views.









To work with a set of agreed
assessment rules
To agree with staff and other
students on why you will get
feedback
To debate with other students
To learn from other students
To see other students learn from
you
To debate with lecturers and
other staff
To learn from lecturers and other
staff
University staff to learn from you
Every conversation about your
studies to be a type of feedback
you can learn from (we are an
Academic Community)
To get feedback throughout your
course
To also get specific and timely
formal written feedback from
lecturers on your marked
assessments

2. Facilitate the development of self
assessment and reflection


The feedback should generate a
series of questions for the student
which makes them think about their
learning now, and what they need to
do to develop their learning in the
future. This will enable them to
understand the purpose of the
feedback in each specific context;
create the capacity to developing
evaluative judgement; the ability to
review their own performance against
professional and academic criteria;
and to think about learning strategies
they need to develop in the future;





To ask yourself new questions
about your learning
To ask yourself new questions
about your subject
To improve your understanding of
your own thoughts
To improve your ability to see the
worth of other people’s work and
thoughts
To improve your ability to
evaluate your own work and the
work of others
To become better at working in
order to meet specific goals or
targets
To get better at working out what
types of feedback you need and
working out when you need
feedback
53 | P a g e
3. Clarify for students and staff,
through dialogue, what good or bad
performance actually is in the
assignment or task.
This involves identifying and justifying
the strengths and achievements of the
assignment, artefact or task under
discussion. This should also then
lead to outlining how changes and
improvements may be made, through
reference to discussion around what
constitutes the criteria for good
performance and how the outcomes of
the task have been met. Students
need to be aware that feedback is a
process that can take place at any
time or place, and isn’t restricted to
formal learning situations.
4. Be developmental, progressive and
transferable to new learning
contexts
The dialogue and understanding that
emerges from the feedback should be
applicable both to the current debate
and also contain elements that are
able to be translated to a range of
current and future learning situations.
As the student progresses through
their learning journey they should be
developing a more sustained and
sophisticated approach to their
learning, culminating in the expression
of the graduate attributes appropriate
to their level and subject specialism
5. Be ongoing and embedded in the
learning process
 





 




 

Feedback isn’t simply an activity that
takes place after assessment – it isn’t
something that is simply done to
students! Feedback that is effective


To get better at seeing where
your work is good and where it
needs improvement
To get better at seeing where
other people’s work is good and
where it needs improvement
To get better at giving people
help to improve their work
To get better at accepting and
using help from other people to
improve your own work
To discuss how ideas like “good”
and “bad” relate to marking
criteria
To get and give feedback
wherever you can: not just in
tutorials or seminars
Your feedback to be relevant to
your course
Your feedback to be relevant to
the way your wider subject area
is developing
Your feedback to give you useful
ideas for ways of doing future
learning
Your feedback to help you get a
deeper understanding of your
subject
Your feedback to help you
develop your overall thinking
To give and receive feedback
frequently
To learn to recognise when it
would be useful for you to get
feedback
To learn to recognise what type
of feedback it would be useful for
you to get
To learn how to ask for
54 | P a g e
and timely occurs when students
know when they need it, recognise
what they want it for, and know how to
ask for it in a way that is appropriate
to their needs.. It is multi faceted both
in terms of content and format.
6. Motivate, build esteem and
confidence to support sustainable
lifelong learning
Feedback needs to point out what has
been done well, both in terms of the
task process and the product.
Feedback needs to offer ‘do-able’
actions for future learning/work, so
that students are able to improve.
Modules/courses need to engage
students with multiple feedback
opportunities,
7. Support the development of
learning groups and communities





 

Good feedback – as outlined in Points
1- 6 - should create the environment
whereby effective and productive
learning is taking place, leading to the
emergence of a flourishing learning
community.

appropriate feedback
To recognise that there are many
appropriate ways of giving
feedback
To get, and give, praise for things
that have been done well
To get ideas that will help you
improve your future learning and
work
To give ideas that will help other
people to improve their future
learning and work
To get a lot of chances to receive
and give feedback in a variety of
ways
To be part of an improving
learning community
To be personally responsible for
helping that community get even
better
To see other people also taking
personal responsibility for helping
the community to get even better
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Appendix G – Academic calendar 2016 -2017
Teaching week
Semester 1
Semester
1
1
Semester
1
2
Semester
1
3
Semester
1
4
5
Semester 1
Semester
1
6
Semester
1
7
Semester
1
8
Semester
1
9
Semester
1
10
Semester
1
11
12
Semester 2
Semester
2
1
Semester
2
2
Semester
2
3
Semester
2
4
Semester
2
5
Semester
2
6
Semester
2
7
Semester
2
8
Semester
2
9
Semester
2
10
Semester
2
11
12
week
week
week
week
week
week
week
week
week
week
week
week
week
week
week
week
week
week
week
week
week
week
week
week
Week
Commenci
12-Sep-16
ng
19-Sep-16
26-Sep-16
03-Oct-16
10-Oct-16
17-Oct-16
24-Oct-16
31-Oct-16
07-Nov-16
14-Nov-16
21-Nov-16
28-Nov-16
05-Dec-16
12-Dec-16
19-Dec-16
26-Dec-16
02-Jan-17
09-Jan-17
16-Jan-17
23-Jan-17
30-Jan-17
06-Feb-17
13-Feb-17
20-Feb-17
27-Feb-17
06-Mar-17
13-Mar-17
20-Mar-17
27-Mar-17
03-Apr-17
10-Apr-17
17-Apr-17
24-Apr-17
01-May-17
08-May-17
15-May-17
22-May-17
29-May-17
05-Jun-17
12-Jun-17
19-Jun-17
26-Jun-17
03-Jul-17
10-Jul-17
17-Jul-17
24-Jul-17
31-Jul-17
07-Aug-17
14-Aug-17
21-Aug-17
28-Aug-17
04-Sep-17
Activity
Welcome Week
Semester 1
(5 weeks)
Independent Study
Semester 1
(7 weeks)
Xmas Holiday
Independent Study week & Exams
Semester 2
(12 weeks)
Easter Holiday
Revision
Assessment
Marking/Assessment Processing
Assessment Boards
Award Boards
Results/counselling
Resits
Marking
Assessment Boards
Award Boards
Graduation
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