UCAS code: C800
2016 Entry: 260-300 points
2017 Entry: 104-120 points
*UCAS has changed the way they calculate the tariff for courses starting in September 2017. Find out more about the new tariff.
A GCSE A*-C or 9-4 pass in Mathematics is required
3 years full-time; 6 years part-time
If English is not your first language:
Year 1/Level 4: IELTS 6.0 (including 6.0 in writing) or equivalent
Course Tuition Fees and Additional Costs
UK/EU/Channel Islands and Isle of Man
2016 Entry (Full-time) | £9,000 p/a
Part-Time £1,125 per 15 credit module. The number of credits available per module may vary. Students can take up to a maximum 90 credits per year, so the maximum fee in a given year will not exceed the government permitted rate of £6,750.
Total Cost £27,000 (3 years)
2016 Entry (Full-time) | £11,300 p/a
Part-Time £1,410 per 15 credit module. The number of credits available per module may vary. Students can take up to a maximum 90 credits per year.
Total Cost £33,900
For further details, click here
To find out what general costs are included or excluded in the course fees, such as textbooks and travel expenses, please click here
Accredited by the British Psychological Society (BPS) for the purpose of eligibility to apply for the Graduate Basis for Chartered Membership, provided the minimum standard of qualification of second-class Honours is achieved and the empirical project is passed.
Study abroad (optional):
USA; Europe via Erasmus - the University currently has Erasmus partnerships with the University of Gdansk and the Warsaw School of Social Psychology in Poland and the University of Limerick, Ireland, where students can apply to visit for a semester.
Students may take an optional Volunteering module in Year 3.
Taught elements of the course take place on the King Alfred Campus or at West Downs, Winchester
Suitable for applicants from:
UK, EU, World
The Department of Psychology has well-established links with psychologically relevant organisations in the local area, and many of our students volunteer at one of these organisations in their third year.
In recent module evaluations, students have commented positively on the:
- Clarity of the programme
- Quality of teaching, in particular 'very well-informed and helpful lecturers'
- Personal contact with the lecturers, the 'community feel'
Pre-approved for a Masters:
University of Winchester students studying Bachelor Honours degrees are pre-approved to start a Masters degree at Winchester. To be eligible students must apply by the end of March in their final year and meet the entry requirements of their chosen Masters degree.
Terms and Conditions
For more information about the University of Winchester's terms and conditions click here
Year 1 examines laboratory-based research methods, problem-based learning, and working as a psychologist. It introduces different approaches within psychology - personality and individual differences, social, developmental, cognitive and biological - illustrating how they lead to distinct perspectives on key research questions, and to the methods psychologists use to answer these questions. Students are also introduced to the methods psychologists use to answer these questions, gaining practical experience. In particular, students develop skills in essay writing, reading journal articles, structuring arguments and using IT within psychology.
In Year 2, students examine the above approaches in more depth and continue their study of different research methods, exercising greater independence in their practical work. In particular, students further develop their skills in critical thinking and research, reading journal articles and presentations. Also at this level, students begin to identify a topic for their Year 3 Research Project which varies depending on the programme students have chosen to pursue.
Years 1 and 2 lay the foundations for more specialised study in Year 3, where students choose which topics to study in greater depth. Practical work culminates in an extended research project in an area of your choice. Working within the area of research expertise of an academic supervisor, students undertake a year long research project allowing an engagement with the latest research findings and psychological theories.
- Introduction to Research Methods and Statistics
- Foundations in Psychology
- Introduction to Psychological Disorders
- Perspectives in Psychology
- Applied Psychological Skills for Career Development
- Psychology in Contemporary Society
- Brain, Behaviour and Cognition
- Society and Communication
- Quantitative and Qualitative Research Methods
- Developmental Psychology
- Conducting Independent Psychological Research
- Research Project: Empirical
- Advanced Issues in Developmental Psychology
- Advanced Statistics and Applied Statistics
- Topics in Educational Psychology
- Conceptual Debates in Psychology
- Cognitive Neuroscience
- Psychology, Crime and the Criminal Justice System
- Media Psychology
- Society, Politics and Prejudice
- Psychology in the Workplace
- Eyewitness Psychology
- Evolutionary Psychology and Human Nature
- Value Studies
For further information about modules, please view the course leaflet (see right hand side).
Please note the modules listed are correct at the time of publishing, for full-time students entering the programme in Year 1. Optional modules are listed where applicable. Please note the University cannot guarantee the availability of all modules listed and modules may be subject to change. For further information please refer to the terms and conditions at www.winchester.ac.uk/termsandconditions
The University aims to shape 'confident learners' by enabling students to develop the skills to excel in their studies here and be transferable to further studies or the employment market. Staff and students form a community of learners who, together and independently, seek to generate and exchange knowledge. Over the duration of the course, students develop independent and critical learning, building confidence and expertise progressively through independent and collaborative research, problem solving, and analysis with the support of staff. Students take responsibility for their own learning and are encouraged to make use of the wide range of available learning resources available.
A diverse range of teaching methods are employed including laboratory classes; workshops; lectures; seminars; tutorials; guided reading; independent study; student group work; and individual project supervision. These are designed to support students' progression through the three years of study, from initial support and guidance in Year 1 through to more independent and self-directed study in Year 3.
As students progress, they are encouraged to take a more critical stance to psychological theories, models, findings and approaches, and acquire a diverse range of generic and subject-specific skills and abilities such as written and oral communication, key IT-related skills and skills of analysis, interpretation and evaluation.
In addition to the formally scheduled contact time (i.e. lectures, seminars etc), students are encouraged to access academic support from staff within the course team, personal tutors and the wide range of services to students within the University.
The Department of Psychology places great emphasis on the quality of teaching, and discussions of learning and teaching are regular features of departmental meetings. We highly value the views of our students and encourage them to contribute to our discussions via their student representatives.
The Department is situated on different floors of the same building, with the hub being the Psychology Resources Room, which provides students with an alternative study area where students and staff gather for informal chats over tea or coffee. Nearby is the Psychology Departmental Office, academic staff offices and some of the many research rooms and laboratories. The close location of all our facilities contributes to a lively yet intimate academic atmosphere allowing students and staff to get to know one another.
The Department houses several laboratories which support cutting edged research in social, developmental, cognitive and biological psychology, and has attracted significant investment in recent years to support both our teaching programmes and our research. All academic staff play an active role in research and by the third year, students are able to undertake their own research project and make contributions to the vibrant research culture.
Key features of the student experience are:
- Department research seminars (approximately on a fortnightly basis during term time)
- The opportunity to undertake the University of Winchester's Research Apprenticeship Programme which enables students to work with academics on a genuine research project, so that they engage first-hand in cutting-edge scholarly activity and build vital transferable skills for their future.
- A range of academic and social activities organised by the student-led Psychology Society
- Community based experience on the popular volunteering module
- Exchange oppportunities with other Psychology departments in Europe.
We are a dynamic and growing Department, who pride ourselves on providing the best quality educational experience for all of our students within a friendly and supportive learning environment.
General student attendance and workload obligations are explained in Section B3 of the Academic Regulations for Taught Programmes.
Attendance Rules for Psychology
1. Selected workshops, seminars and tutorials where students are required to work in groups (e.g. to design a study, to collect data, to prepare a presentation) are deemed mandatory: missed attendance at any of these without valid reason (i.e. meeting University criteria for Extenuating Circumstances) results in the related assessment being deducted 10 marks per missed session, up to a maximum of 20 marks for two or more missed sessions.
2. Students may submit a maximum of two self-certification forms for absence from mandatory teaching sessions during each year of study (e.g. 1 September to 31 August). The Extenuating Circumstances - Self-Certification Form provides guidance about the circumstances that permit self-certification of absence.
3. Absence from mandatory group sessions, including absence with extenuating circumstances, may prevent the student from joining or rejoining a group. In such circumstances, the student will be required to complete the related assessment independently. Adjustments will be made where necessary, e.g. provision of extra data to add to the student's own data collection, a narrowed focus for a presentation.
4. The following modules have mandatory sessions:
PS1811 Introduction to Research Methods in Psychology
PS1812 Foundations in Psychology
PS2803 Developmental Psychology
PS2811 Brain, Behaviour and Cognition
PS2812 Society and Communication
PS2813 Qualitative and Quantitative Research Methods
PS3812 Conceptual Debates in Psychology
PS3822 Cognitive Neuroscience
PS3832 Embodied Cognition and Contemplative Practice Studies
5. Students should refer to module handbooks for full details of the mandatory sessions for these modules.
Registering at mandatory sessions
6. Students are responsible for personally registering their presence at mandatory sessions by signing the register.
7. Students are not permitted to sign the register on behalf of other students.
8. Staff will mark as absent any student arriving 5 minutes after the scheduled start of mandatory sessions and any student leaving before confirmation that the session has ended.
9. Students who attend a mandatory session without making a bona fide attempt to bring required work to the session (as specified in the module handbook) may be asked to leave, in which case they will be marked as absent.
Penalties for failure to attend mandatory sessions
10. Missed attendance at mandatory sessions on a module without valid reason (i.e. meeting University criteria for Extenuating Circumstances) results in the assessment relating to the sessions being deducted 10 marks per missed session, up to a maximum of 20 marks for two or more missed sessions. Deduction in marks due to failure to attend mandatory sessions may result in failure of the report.
11. A second attempt at the report will not be permitted where the deduction reduces the mark to the minimum pass mark (40%) or higher.
12. A second attempt at the report will be permitted where the deduction results in failure of the report (<40%).
Authorised leave of absence and interruption to studies
13. Students who feel they have good cause for failing to meet attendance requirements, for example due to personal or medical circumstances, may apply for extenuating circumstances to be taken into account and should refer to the University's Extenuating Circumstances Policy for further details.
14. Requests can be made for temporary leave of absence of up to three weeks and/or interruption to studies. An email requesting leave of absence must be submitted as early as possible in advance of the date of departure and no later than five working days before that date except in the case of unexpected emergencies. An Extenuating Circumstances Form must also be submitted.
15. There is no fixed limit for the number of extenuating circumstances applications that can be made each year. However, requests for leave of absences beyond 15 working days should be discussed with the programme leader and interruption to studies should be considered.
For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures library
There are a variety of different forms of assessment including examinations; essays; practical reports; multiple choice tests; portfolios; and group and individual presentations. Students also complete a research project at Year 3, normally an independent, empirical project reporting on a substantial piece of research.
The University is committed to providing timely and appropriate feedback to students on their academic progress and achievement, enabling them to reflect on their progress and plan their academic and skills development effectively. Students are also encouraged to seek additional feedback from their course tutors and lecturers.
Where a programme is accredited to a Professional, Statutory or Regulatory body, assessments will also meet the standards required by these organisations.
At the University of Winchester validated programmes may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances. The University is committed to ensuring that all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes. Further details on assessment types used in the programme you are interested in can be found on the course page, by attending an Open Day/Evening, or contacting our teaching staff.
Graduates pursue careers in health and social care, education, marketing, public relations, management, human resources, and the public sector. Those wishing to pursue professional careers in psychology - such as clinical, educational, or occupational psychology - need to undertake further study and training to gain professional recognition. Graduates will be eligible to apply for Graduate Basis for Chartered Membership (GBC) status, which is an entry requirement for many accredited postgraduate training courses in psychology. This is the first step towards becoming a Chartered Psychologist.
Due to the wide range of skills, and the rigour with which they are taught, training in psychology is widely accepted as providing an excellent preparation for many careers. In addition to subject knowledge, graduates also develop skills in communication; numeracy; analysis; teamwork; critical thinking; computing; independent learning; and many others, all of which are highly valued by employers.
For more information about graduate employment visit From Freshers to Future - what will yours be?
The Destinations of Leavers from Higher Education (DLHE) record collects information about what those completing university go on to do six months after graduation. The Careers Service undertakes DLHE on an annual basis through surveys and a data collection process. DLHE is designed and strictly controlled by HESA.
While DLHE provides accurate information about first destinations, this data needs to be viewed with some degree of care. Six months after leaving university is often a time of much uncertainty and change for leavers; many will be unsure of their long-term career plans and may take a temporary job or time out. The destinations of graduates only six months out of university do not necessarily reflect longer term career success and are therefore a crude measure of employability. Therefore, DLHE data should be viewed as merely a 'snapshot' of one particular year's experiences at a specific point in time.
At the University of Winchester, we are committed to ensuring all our students gain employability skills to enable you to enter graduate level jobs and pursue the profession of your choice, for more information please read the Employability Statement.