Psychology with Education
Accredited by the British Psychological Society, this programme enables you to test out psychological theories in real-life settings, including education, and to appreciate an interdisciplinary perspective. You will be taught by people engaged in cutting-edge research in child and adolescent development, education, atypical development (e.g. autism, dyslexia), learning and neuroscience.
- UCAS code
- Full-time: 3 years
- Application deadline
- 15 January 2018
- London, Bloomsbury
- No specific subjects.
- English Language and Mathematics at grade B or 6. For UK-based students, a grade C or 5 or equivalent in a foreign language (other than Ancient Greek, Biblical Hebrew or Latin) is required. UCL provides opportunities to meet the foreign language requirement following enrolment, further details at: www.ucl.ac.uk/ug-reqs
- A score of 17-18 points in three higher level subjects, with no score below 5.
UK applicants qualifications
For entry requirements with other UK qualifications accepted by UCL, choose your qualification from the list below:
BTEC Level 3 Extended Diploma (QCF) or BTEC Level 3 National Extended Diploma (RQF - teaching from 2016) with Distinction, Distinction, Distinction.
Pass in Access to HE Diploma with a minimum of 18-23 credits awarded with Distinction in the Level 3 units, the remainder of the credits in the Level 3 units awarded with Merit.
D3,D3,D3 - D3,D3,M1 in three Cambridge Pre-U Principal Subjects.
AAA - AAB at Advanced Highers (or A1,A at Advanced Higher and AAA at Higher - AA at Advanced Higher and AAA at Higher).
Successful completion of the WBQ Advanced Skills Challenge Certificate plus 2 GCE A-Levels at grades AAA-AAB.
In addition to A level and International Baccalaureate, UCL considers a wide range of international qualifications for entry to its undergraduate degree programmes.
Undergraduate Preparatory Certificates
The Undergraduate Preparatory Certificates (UPCs) are intensive one-year foundation courses for international students of high academic potential who are aiming to gain access to undergraduate degree programmes at UCL and other top UK universities.
Typical UPC students will be high achievers in a 12-year school system which does not meet the standard required for direct entry to UCL.
For more information see: www.ucl.ac.uk/upc.
English language requirements
If your education has not been conducted in the English language, you will be expected to demonstrate evidence of an adequate level of English proficiency. Information about the evidence required, acceptable qualifications and test providers can be found on our English language requirements page.
The English language level for this programme is: Good
A variety of English language programmes are offered at the UCL Centre for Languages & International Education.
An exciting three-year programme which covers cognitive, social, developmental, clinical, perceptual, and biological aspects of psychology, as well as an exploration of their application in education.
Offers you the opportunity to qualify with a BSc or BA depending on your background and career aspirations. Accredited by the British Psychological Society, providing a route to the Graduate Basis for Chartered Membership (please see Accreditation).
Equips you with the knowledge and skills for a wide range of professions such as educational or clinical psychology, counselling, research, teaching, healthcare, marketing and human resources.
Taught by internationally recognised experts in teaching and research from both the Department of Psychology & Human Development and the Department of Education, Society & Practice.
This programme is accredited by The British Psychological Society. UK applicants for graduate membership and the Graduate Basis for Chartered Membership (GBC) require a minimum of a lower second-class Bachelor's degree. Graduate Basis for Chartered Membership is required for entry to all accredited postgraduate and doctoral programmes as part of the route to becoming a Chartered Psychologist.
Research Excellence Framework (REF) 2014
The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.
The following REF score was awarded to the department: Psychology and Human Development.
- 78% rated 4* (world-leading) or 3* (internationally excellent)
Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.
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In each year of your degree you will take a number of individual modules, normally valued at 0.5 or 1.0 credits, adding up to a total of 4.0 credits for the year. Modules are assessed in the academic year in which they are taken. The balance of compulsory and optional modules varies from programme to programme and year to year. A 1.0 credit is considered equivalent to 15 credits in the European Credit Transfer System (ECTS).
In the first year you will take three compulsory modules and two optional modules which will give you a good grounding in both psychology and education. You will start to develop your knowledge and understanding of theoretical approaches used in psychology and education, and the empirical research informing these, developing an awareness of the strengths and limitations of different methods.
In year two you will study five core modules as required for British Psychological Society (BPS) accreditation, which include key topics in developmental, cognitive, individual, social and biological psychology, and a critical evaluation of competing theoretical approaches. You will also have a choice of optional modules in the field of education.
In the final year you will take two core modules, including a research project, and can choose two advanced optional modules, depending on your areas of interest. On completion of the degree you will have an understanding of data analysis, be able to conduct statistical analysis using Statistical Package for the Social Sciences (SPSS) and will have developed a range of general skills in problem-solving and effective communication.
An indicative guide to the structure of this programme, year by year.
Core or compulsory module(s)
- Introduction to Education Studies
This module offers a multi-disciplinary introduction to the field of education studies. The module starts from the students own experiences in education by asking them to reflect on their own educational journeys and to work together to map the contours of the current educational systems. The module then takes a chronological approach to introducing students to diverse ideas about education that have developed over time (from Ancient Greece onwards) but continue to influence education in the 21st century. The module concludes with a series of interdisciplinary debates on some of the 'big questions' in education, in order for students to consider how various perspectives can be brought to bear on these key issues.
- Psychological Research
- Standard introduction to psychological research methods for the first year of study of an undergraduate Psychology degree. This module will cover principles of research design and quantitative and qualitative techniques for analysing data, study skills. Ethical considerations that need to be taken into account when conducting research will be covered. Students will be shown how to present data and report research studies.
- Psychology: The Science of Behaviour
- Standard introduction to psychology for the first year of study of an undergraduate Psychology degree. This module will provide coverage of some of the various subfields that comprise psychology. It will include lectures on topics such as historical perspectives in psychology, development, language, learning, memory, perception, personality, clinical and social psychology.
- Indicative optional modules include:
- How People Learn
This module will provide a general introduction to the processes of human learning, both as individuals and in groups and society, and in childhood and adolescence as well as in adulthood and over the lifecourse. This is a compulsory module to be taken in Year 1 of the BA (Hons) Education Studies.
- Representations of Education in Film
- Living in a Schooled Society
The purpose of this module is to provide the foundations for one of the central ideas that motivates the UCL BA in Education Studies: the idea that education has become one of the most important lenses for understanding the world around us today. The close study of education is essential not only for understanding the nature and significance of teaching and learning in schools, colleges and universities, but also for developing our awareness of how education shapes - and is shaped by - the entire rest of society, outside of the formal education system itself. Some scholars speak of the rise of a 'schooled society', in which all social practices and institutions are increasingly influenced by and structured around ideas, values and discourses about education, learning, schooling, development, knowledge and skill.
The goal of this module is to help students develop their critical ability to recognise, reflect upon and analyse what it means to be living, as we all do today, in an ever more schooled society.
Core British Psychological Society modules
- Brain and Behaviour
- Cognitive Psychology
- Personality and Individual Differences
- Research Methods and Statistics
- Social and Developmental Psychology
- Indicative optional modules include:
- The Learning Sciences
This module introduces students to the interdisciplinary field of the Learning Sciences while developing their understanding of the theoretical approaches that inform the design of learning environments and teachers professional judgment. It will enable students to develop an understanding of the cognitive and social processes that result in learning.
- Sociology of Childhood
This module provides a comprehensive introduction to key trends and debates in the sociological study of childhood. It offers students an opportunity to explore cutting edge research on the diversity of childrens lives across time and place. Drawing on the work of leading scholars in the field, the module will prompt consideration of the contradictions and continuities in ways children are positioned in different contexts. This will enable exploration of adult-child power relations, unequal childhoods, the intersections of local and global childhoods, childrens rights, and childrens contributions to their social, political and economic worlds.
Students will examine a variety of representations of childhood (e.g. in film, advertisements, policy) and their social and political implications.The module will encourage reflection on the significance of sociological understandings of childhood for research, professional practice, and policy.
- Educating and Organising for Social Justice
The purpose of this module is to introduce students to the theory and history of using education as part of collective efforts to try to create a more democratic, equal, just and sustainable society than the one we live in currently. In an age of global financial, environmental, political and cultural crisis, many now argue for the need to radically rethink education and reorient the core goals of learning to directly address the challenge of social justice.
The module looks closely at key concepts, traditions and thinkers in the fields of popular education, critical pedagogy and community organising and it examines both the role of education in collective efforts to transform society, and the role of collective organising in efforts to transform schooling and education. Finally, alongside core lectures and seminars, the module provides students with a hands-on opportunity to learn community organizing skills and participate in a local community organising project.
Core or compulsory module(s)
- You will choose two advanced optional modules. Indicative modules include:
- Atypical Development
- This module provides an analysis of the nature, origins, developmental course and treatment of atypical development throughout childhood and adolescence. Topics that will be discussed are internalising and externalising problems (ADHD, depression), autism, eating disorders reading difficulties, number difficulties, specific language disorders, self harm and forensic psychology.
- Developmental Psychology
Assumptions about human development underpin contemporary debates and social policies. Yet how much can be known and what are the strengths and limitations of existing research? This module offers an advanced treatment of issues in typical development focusing on aspects of perceptual, emotional and cognitive development. It illustrates the differences between biological, behavioural, cognitive, and cultural perspectives and considers their compatibility. It is taught by active researchers in developmental psychology.
- Language Development
- This module introduces participants to a range of theories (cognitive, linguistic and social) that attempt to explain the processes and mechanisms of language development. There will be ample opportunity to explore evidence from research regarding current debates and issues of controversy in the field of language development, including syntactic development, vocabulary acquisition and phonological development. The module also includes an applied strand about children who experience difficulties in developing language and communication skills. These sessions introduce speech, language and communication difficulties, language interventions and explore the relationship between spoken and written language.
- Social Development
- This module considers ideas about the relationship between psychology and culture that have influenced developmental and cognitive psychology, influences on parenting, the development of language and communication, and socio-emotional and cultural aspects of development in childhood and adolescence.
- Understanding Specific Learning Difficulties (dyslexia)
Teaching will be delivered through lectures, small-group work, practical experience in laboratory classes, and your own field research. Additional education studies modules in years one and two will allow you to develop an understanding of the links between the disciplines of psychology and education.
Assessment is through coursework essays and practical laboratory reports, final year project and essay-based work, and multiple-choice question examinations. The final degree awarded will be based on overall year grades from year two (40%) and year three (60%).
Detailed course descriptions are available on the department website: Psychology with Education BA/BSc.
You will acquire quantitative and qualitative skills based on the scientific methods of psychology and its application to education by critically evaluating research data and conducting your own research studies. You will have also developed a range of highly transferable skills including problem-solving, communication, essay-writing and critical thinking.
This degree provides the Graduate Basis for Chartered Membership of the British Psychological Society (BPS), an entry requirement for many BPS-accredited postgraduate courses (e.g. educational or clinical psychology). Alternatively, you may wish to pursue a career in research, healthcare, teaching or other education settings; or even in business, management, marketing and human resources.
The first cohort of students admitted to the Psychology with Education BA/BSc is due to graduate in 2017. Therefore, information about career destinations for students on this programme is not yet available.
Data taken from the 'Destinations of Leavers from Higher Education' survey undertaken by HESA looking at the destinations of UK and EU students in the 2013-2015 graduating cohorts six months after graduation.
UCL is commited to helping you get the best start after graduation. Read more about how UCL Careers and UCL Innovation and Enterprise can help you find employment or learn about entrepreneurship.
Fees and funding
- UK/EU students
- £9,250 (2017/18 - see below)
- Overseas students
- £16,340 (2017/18)
The UK/EU fee quoted above may be subject to increase for the 2018/19 academic year and for each year of study thereafter and UCL reserves the right to increase its fees in line with UK government policy (including on an annual basis for each year of study during a programme). Fees for overseas students may be subject to an annual increase in subsequent years of study by up to 5%.
Please see the full details of UCL's fees and possible changes on the UCL Current Students website.
Various funding options are available, including student loans, scholarships and bursaries. UK students whose household income falls below a certain level may also be eligible for a non-repayable bursary or for certain scholarships. Please see the Fees and funding pages for more details.
The Scholarships and Funding website lists scholarships and funding schemes available to UCL students. These may be open to all students, or restricted to specific nationalities, regions or academic department.