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BA Hons French Studies and Psychology
|Mode of Study: Full Time||Department: Psychology|
|UCAS Code: CR81||Duration/Length: 4 Year(s)|
|QAA Subject Benchmark: Psychology||Director of Studies: Professor SG Condor|
|Total Credit Points: 390||Credit Points Year 2: 120|
|Credit Points Year 3: 30||Credit Points Year 4: 120|
- Compulsory Modules
- Educational Aims
- Learning Outcomes
- Learning and Teaching Strategies
- Assessment Strategy and Skills
- External Benchmarks
Syllabus Rules and Pre-requisites
- The student must take the following modules:
- The student must take 1 modules from the following group:
- PartII (Year 2)
- The student must take the following modules:
- The student must take 2 modules from the following group:
- PartII (Year 3)
- The student must take the following modules:
- PartII (Year 4)
- The student must take the following modules:
Educational Aims: Knowledge, Understanding and Skills
The degree aims to develop fluency in French alongside a detailed focus on the culture, society, history and politics of France itself. In the Psychology component, students are helped to gain a thorough understanding of the principles of Psychology and study more specific areas and research methods. The degree commences with courses including French Studies (Intensive for Beginners or Advanced); Understanding Psychology, and Investigating Psychology. Second second-year subjects include Cognitive Psychology; Developmental Psychology; French Language: Oral Skills and French Language: Written Skills. In the third year, the degree features a a Residence Abroad. In the fourth year students finish their degree with, for example, modules such as Brain and Behaviour; Personality and Individual Differences; French Language: Oral Skills, and French Language: Written Skills.
The French component aims to:
contribute to students' knowledge, understanding and skills in their use of the French language
build students' knowledge and understanding of linguistic structures of French
develop students' awareness of aspects of the cultures, communities and societies where French is used
develop students' awareness of the history of France and its relationship with the Francophone world
develop students' intercultural awareness and understanding.
provide students with a range of specific and transferable skills. The degree provides students with the opportunity to acquire practical, social, cognitive and linguistic skills, as well as knowledge, interests and attitudes that will enable them to move into employment. These skills include:
improving self-management (planning, motivation, initiative, self-reliance, adaptability and ability to work independently)
developing team working skills and the ability to work well under pressure and to tight deadlines
developing an appetite for learning (reflective, adaptive and collaborative)
improving interpersonal skills of listening, negotiating and presentation
Communicating effectively, both orally and in writing, in professional contexts
Learning to transfer linguistic and analytical skills to non-academic spheres of employment in the UK and abroad
The Psychology component aims to:
offer students a thorough grounding in key areas of contemporary psychology.
provide students with the opportunity to study in depth important areas of psychology that are taught by staff who are research active in those areas.
offer students a range of different learning environments and forms of assessment.
enable students to formulate, investigate, analyse and evaluate psychological questions.
give students the opportunity to acquire the intellectual and practical skills required for postgraduate study in psychology.
develop numeracy and analytic skills that can contribute to success in a range of future careers.
develop students' skills when communicating in different formats, such as written reports and reviews,, essays, posters, press releases, and oral presentations, and to communicate more effectively in general.
enhance students' ability to work as part of a group on different kinds of problems.
improve students' organisation of their time and their ability to work and learn independently.
Learning Outcomes: Knowledge, Understanding and Skills
French component outcomes:
Graduates with Honours will be able to:
Follow a serious debate or speech in French in the spoken media and communicate the gist of it; construct sophisticated arguments without a script; express cogent opinions on their own society, that of France and global issues, and articulate arguments and/or analyses in French
Translate advanced passages of French into an appropriate form
Demonstrate sufficient awareness of aspects of the culture of French-speaking cultures to be able to make connections between language, history, society and culture.
Demonstrate self-awareness and sensitivity to diversity in people and cultures, and be more able to apply knowledge of French-speaking cultures in a professional context.
Reappraise their knowledge of British history and culture in light of experience of French culture.
The learning outcomes of the year abroad in a French-speaking country are that students will be able to:
Demonstrate enhanced levels of proficiency in French and their independence, self-awareness and capacity for decision making
Depending on the nature of the placement(s), demonstrate the capacity for independent study and/or to acquire professional skills, including for many students the special responsibility of language teaching
Demonstrate insight into cultural difference and knowledge of history, culture and outlook of French-speaking countries
Demonstrate skills of planning and working independently
Demonstrate team working skills, as well as the ability to work well under pressure and to tight deadlines
Communicate effectively, both orally and in writing, in a range of different contexts
Transfer linguistic and critical/analytical skills to non-academic spheres of employment in the UK and abroad and be more confident in unfamiliar cultural settings.
Psychology component outcomes:
Graduates will Honours will be able to:
Demonstrate knowledge of key theories, findings and methods in core areas of psychology including cognitive psychology, physiological psychology, social psychology, developmental psychology, individual differences, and appropriate contemporary forms of data analysis.
Describe and evaluate diverse psychological methods, theories, and evidence.
Generate, explore, and develop hypotheses and research questions.
Carry out empirical studies drawing on a variety of psychological methods.
Use quantitative and qualitative methods to analyse data from psychological investigations.
Present and evaluate research findings.
Plan, conduct and report a substantial piece of independent empirical research including: defining a research problem, formulating testable predictions, choosing appropriate methods, planning and conducting data gathering, demonstrating an awareness of the ethical issues and codes of ethics, evaluating data, and producing a professional report.
Employ evidence-based reasoning when presenting, interpreting and evaluating psychological research.
Use some psychological tools such as experimental software and psychometric instruments.
Discuss primary research literatures in currently active areas of psychological research.
Communicate effectively orally, graphically, and in writing.
Interpret and use both quantitative and qualitative data effectively.
Critically interrogate data, ideas, and the relationships between them.
Use standard computer packages including at least one statistical package.
Demonstrate the ability to plan their work, meet deadlines and manage their time effectively.
Problem-solve including identifying and posing problems, considering alternative solutions and evaluating outcomes.
Learn independently including the ability to seek out, retrieve, analyse and synthesise information.
Engage in effective teamwork showing sensitivity to contextual and interpersonal factors.
Learning and Teaching Strategies and Methods: Knowledge, Understanding, Skills
The general structure of the standard Psychology degree is one that goes from an emphasis on breadth of knowledge and understanding to an emphasis on depth with an accompanying increase in emphasis on critical evaluation. In years 1 and 2 of the degree, students are introduced to those areas of psychology that are identified by the department and by the British Psychological Society (BPS) as key areas of modern psychology. By the end of second year, students have covered all these key areas and have a good grounding in modern psychology. In third year, students have some choice over which areas they will pursue further, as well as the opportunity to study areas of psychology that are more specialised. In addition, in third year students complete an individual research project supervised by an academic member of staff. Employability skills are embedded in the degree and explored with students.
Students are taught using a mixture of lectures, seminars and practicals. For most modules, lectures form the backbone of the teaching and are supported by small group (15 students) seminar teaching providing students with opportunities to test their understanding, evaluate psychological theories and investigations, and develop their communication skills. In both the first and second year there is also a structured programme of practicals that allows students hands-on experience of conducting psychological research but also provides opportunities for students to work in small groups and to practice their skills in data analysis and data presentation.
There is an increasing emphasis on independent learning as students progress through their degree. This is reflected in the contact hours which, in line with university guidelines, decrease across years 1 to 3 with the expectation that students engage in more independent study. This shift places more emphasis on students taking responsibility for their time management, though academic teaching staff continue to provide guidance on study activities outside contact hours. For example, n year 1, investigations in practicals are typically stipulated by the teaching staff, in year 2 there is opportunity to develop their own studies in areas identified by the academic staff, in year 3 students will complete a research project supervised by a member of staff.
The emphasis placed on the study of language and culture in the department is a focus from Part 1 of the degree through to the final year. Although the degree is taught through 'language' and 'culture' modules, there is not such an obvious divide between the two.
The core modules in the first and second year in French provide students with a grounding in the cultures and cultural production of France, and the French-speaking world. The Year Abroad experience combines first hand experience of French culture with exposure to the French language, further encouraging integration of language skills and cultural awareness. In the final year, students are encouraged to pursue their own interests through a range of optional modules. These draw on the core modules and a range of second year comparative modules that have provided a grounding in linguistic and cultural analysis, the study of different historical moments, thinkers, and texts, questions of interculturality, as well as a range of skills. Communication is central to our discipline, and so the emphasis on presentation skills, written and oral communication is central to this degree scheme.
Assessment Strategy and Methods: Knowledge, Understanding and Skills
Students are summatively assessed using a combination of coursework and exams on most modules. Students encounter a wide variety of assessment methods including multiple choice questions (via paper or web), short answer questions, critical reviews, standard essays, posters, practical reports, oral presentations and a project report. Web-based assessments are used in first year and link to seminars and practicals. They serve not only to continuously assess students but to give them ongoing feedback on their performance on the course and to help them consolidate their learning. Such assessments are also used on the second year statistics module.
In line with the structure of the degree, assessments move from an emphasis on breadth of knowledge and understanding to a greater emphasis on depth of knowledge, understanding and critical analysis. For example, first year exams are a mix of multiple choice questions and essays, second year exams typically consist of short answer questions and essays while final year exams are usually essay based.
The assessment strategy addresses the programme aims as follows:
Be able to follow a serious debate or speech in French in the spoken media and communicate the gist of it; construct sophisticated arguments without a script; express cogent opinions on their own society, that of France and the Francophone world, and global issues, and articulate arguments and/or analyses in French
– Assessed by tutors through formative listening and oral work in class, formative assessment in the language labs, summative oral examinations and listening tests, and formative presentations in the core culture module FREN233.
Be able to translate advanced passages of French into an appropriate form
- Assessed formatively in class, as well as through a combination of formative and summative coursework assessments (3 per term), as well as in summer examinations at the end of Year 2 and Year 4.
Have sufficient awareness of aspects of the culture of French-speaking cultures to be able to make connections between language, history, society and culture
- Assessed through essays, reports, presentations, class tests, reading journals and learning journals set as formative and summative coursework tasks. Students are also explicitly invited to make links between complementary materials taught in language and culture modules, as well as across the different years of their degree (in their choice of dissertation topic, for example).
Have gained in self awareness and sensitivity to diversity in people and cultures, and be more able to apply knowledge of French-speaking cultures in a professional context
- Assessed through oral work in class, presentations and year abroad assessment.
Have gained some ability to reappraise their knowledge of British history and culture in light of experience of French culture
- Assessed through the Cross cultural project in Year 2, and assessment on comparative modules in Year 2, as well as indirectly in formative and summative translation work completed in Years 2 and 4.
Be able to communicate effectively, both orally and in writing, in a range of different contexts
- Assessed through presentation, oral and written work, year abroad project and workplace assessment (where appropriate).
Have improved their skills of planning and working independently,
- Assessed through all forms of assessment, but particularly the dissertation module in the final year, which places an onus on students to motivate and direct their study. Students attend a dissertation workshop when they are invited to consider how best to organise their time and plan their research work.
Have developed team working skills and improved their interpersonal skills, as well as the ability to work well under pressure and to tight deadlines
- Assessed through group presentations in language and culture modules, as well as formatively in group work in class. Students are required to meet deadlines with all summative assessment submitted to the department, as well as in their preparation for classes.
Be able to transfer linguistic and critical/analytical skills to non-academic spheres of employment in the UK and abroad
- Assessed through most forms of assessments, but particularly the year abroad project and workplace assessment
Have reinforced their ability to handle unfamiliar situations
- Assessed through most forms of assessments, but particularly the year abroad
Demonstrate effective I.T skills
- Assessed through most forms of assessments
Reference Points Used to Inform
- Benchmarking Statements - Languages and related studies (2007), Psychology (2010)
- External Examiners
- Student course evaluations; departmental student representatives
- Annual programme reviews
- Academic peers: Faculty UGSC and University UGSC; informal contacts with colleagues in other institutions
- Lancaster University CELT: in-service training courses
- National LTSN Subject Centre for Languages, Linguistics and Area Studies
- Outcomes of periodic quality reviews
- QAA National Qualifications Framework and Codes of Practice
- British Psychological Society
QAA Benchmarking Statement
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