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BSc (Hons) Psychology and Education

Gain a deeper perspective into how children think and develop. Study children’s development and wellbeing to help them to thrive in all situations.

Wide network of work placement partners

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Full-time Part-time

Entry requirements

Three A-levels at grades BBC or above

Or BTEC triple grades DMM or above

Or Access 23-45 D/M

And GCSE English Language at grade 4 or grade C or above

DBS check required

UCAS points 112

UCAS code PSED

UCAS institution code P63

Duration Three years full-time or six years part-time

Course Summary

This programme enables students to take key psychological theories and concepts and apply them to contemporary issues, applied contexts and working with people in education contexts. You will study the core areas of psychology: cognition, social, development, biological, individual differences, research methods and contextual and historical aspects of psychology . Alongside these core modules you will study a number of education modules, for example looking at inclusive practice, SEND, mental health and have opportunities to attend placements in education settings. 

Why this course at Marjon?

Study areas which interest you - apply psychological theory to education and working with young people

Practical approach - learn by doing; placement, practical research and enquiry help you understand theoretical principles

Specialist psychology lab spaces on campus - quiet spaces, ideal for data collection

Relationships with hundreds of schools to help you gain valuable practical experience

Focus on psychological principles enables you to a different perspective into educational settings

Learn about children's cognitive development and health and wellbeing to help bring out the best in them

Modules for this course

Course Snapshot

“ This is a new and exciting programme which will enable students interested in the field of education and subject of psychology. They will be looking at topics such as development, children's cognition, identity, mental health, research methods in addition to placement and other applied opportunities.”
Dr Hazel Bending - Course Leader

Please note: optional modules are marked with an *

1st Year

Foundations in psychology
Introductions to research, key topics, core perspective in psychology and some study skills on the side.
Social psychology
The module answers questions such as how do people work in groups? What influences our group roles and behaviour? Is the Zimbardo study (of the roles people play in prisons) still relevant today?
Creative and inclusive practice
You'll get to grips with two of the key themes in education today, creativity and inclusion. Through practical projects, you begin to reflect on your own opinions about these important ideas and how practitioners can develop a learning environment that supports them effectively.
Cognition and development
How do we think? How do we learn? How do we improve? This module looks at thinking and learning.
Understanding research: theory and method
An introduction to research methods. We'll focus on the big questions: What is research? What is positivism? How do I research? What about research ethics?
Engaging in practice
This is an opportunity to get stuck into practice and test out some of the theory you have been looking at in the first year. Choosing from a range of projects, you collaborate with your peers to design and lead learning sessions for children, either in their schools or on campus. Deep and guided reflection on these allows you to grow as a practitioner.

2nd Year

Quantitative research in psychology
A module to think about and do some quantitative research.
Developmental psychology
A module where we look at people in context, through a developmental lens from birth to end of life, and everything in between.
Social psychology in contexts
Leadership, social influences, group dynamics, styles, personality and identity all in one module!
Qualitative research in psychology
A module to think about and do some qualitative research.
Human cognition
The human mind is amazing, this modules looks at aspects of cognition from attention and perception through to problem solving and decision making.
Learning in the outdoors*
This module brings you outside the classroom and encourages you to consider the value of outdoor education for primary children. From woodlands to beach settings, how can the outdoors be used as a vehicle for development and learning. Explore the theory and the practice of creativity in the outdoors.
Critical enquiry into primary mathematics*
Some people love Maths, and some people hate it, but there is no denying its fundamental importance to children and to their life opportunities. In this optional module, we explore the nature of primary school Mathematics, how it is taught, how children learn and why it is so important.

3rd Year

Neuropsychology
Ever wondered about the cognitive underpinnings of problems relating to schizophrenia, brain injury or dementia? You'll understand the neuropsychology behind acquired disorders in adulthood.
Working with people
Time to put your social psychology knowledge to the test! You'll look at your own management and leadership styles and those of others. You'll work in a team and explore the social psychology of organisations.
Empirical project
Your time to shine! With support from the tutoring team, you'll design and write up your own piece of research and share it with your course mates at a final conference.
Professional learning in context
Building on your second year placement, engage in further professional development in a school or other setting. This is a chance to consider elements of practice fully, and to reflect on what is happening and why applying critical theoretical perspectives to the issues you see and experiences you have.
Childhood and adolescence in context
In this module we look at cross-cultural developmental research, think critically about modern questions in developmental psychology and consider the nature and lived experiences of atypical development.
Quality and leadership in education
We live in a world where performance is measured and this is as true of educational contexts as it is of the world of business. But how do we manage these pressures as professionals working with young people, and how do we make the most of complex systems which can be challenging to operate in?
Mental health and young people
A module when we discuss the nature of mental health and wellness during childhood and adolescence.

Please note: This course is subject to validation which means that it is either a new course or that the content is currently being updated. You can apply for this course now while some of the details of the course are being finalised by the University. Please contact the course leader if you would like further information.

This course is perfect if you’re curious about

Why do some children find learning easier than others?

Why do some children find it hard to behave?

How do teachers construct learning experiences?

Why do teachers group children in certain ways?

How do I support development of language?

How does personality influence behaviour?

What might you become?

Graduates in BSc (Hons) Psychology and Education are well placed to gain employment within the education sector, for example wellbeing advisors, family outreach and mental health support.

With further study, you could become a teacher by progressing to either PGCE Secondary Education with Psychology, PGCE Primary or School Direct. You can also become an Early Years Educator by progressing to EYITT.  You may choose to specialise in areas which require a strong understanding of psychology such as special educational needs or becoming a children's wellbeing support worker.

How you’ll be taught and assessed?

How will you be taught?

Lectures every week, supported by discussion based seminars, workshops, tutorials and practical sessions. You will opportunities to complete research projects and use the psychology research labs.

How will you be assessed?

Variety of assessments including essays, reports, artefacts, presentations and timed assessments.

Dr Hazel Bending

Course leader

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Hazel is a chartered member of The British Psychological Society (BPS). Her research has focused on how students in Higher Education best learn; investigating how various techniques from using technology to reflective practice and wellbeing can enhance students’ experiences and skills.

Fees and funding

Fees UK students: £9,250 per annum

Fees for International students: £12,500 per annum

This fee covers your tuition and access to course-specific equipment and facilities, as well associated services including access to the library, study skills support, IT support, student support and wellbeing services and membership of the Student Union. There may be additional costs by course.

Additional costs:

Students will require an enhanced DBS check

Funding available for this course

Our Student Funding Advisors offer confidential and impartial advice about your funding options.

Learn more

Lecturers

Dr Katheryn Edwards

Lecturer - Developmental Psychology

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Jayne Garcia

Lecturer

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Jayne is an experienced Early Years Teacher and Pre-School Manager with additional insight into primary education, including school governance. She teaches Child Development and Early Years Initial Teacher Training with a focus on Attachment, Transitions and Children's Emotional Development, as well as Leadership in Early Years.

Carina Robertson

Lecturer in Psychology

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Miles Smith

Senior Lecturer

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Miles’ Master’s is in English Language Teaching and Applied Linguistics and he has twenty years of experience teaching, including to adults and children.

Dr Jonathan Waddington

Lecturer

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Dr Rosanna Walters-Symons

Senior Lecturer

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Rosanna specialises in the psychology of sporting performance, examining the critical perceptual cognitive factors that enable elite performance. Her research fields are cognitive psychology, performance psychology and quantitative methods.

Frequently asked questions

Q1   Are there any exams?

Yes, though across the whole degree there are only three timed assessments, one per year.

Q2   What does the timetable look like?

Our full-time students are in class for three days per week, and need to allow two days for directed study.

Q3   How big is the class?

Our classes are usually 10-20  students.

Q4   Is there a placement?

Yes, there is a compulsory placement in year one alongside other modules, and an optional placement later on.

Apply now for this course

Full-time Part-time

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