Module Catalogue 2025/26

Pre Requisite Comment

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Co Requisite Comment

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Aims

Psychological Enquiry 1 is the first in a programme of modules delivered at each stage of the programme. This module serves as an introduction to the study of psychology and has two key aims;
1)       Supporting students' development of academic skills, professional skills and psychological literacy
2)       Setting the historical context of psychology as a field of study .

In particular, this module supports the transition into the academic environment at University through lectures, workshop sessions and study groups. It provides the historical context of psychology as a discipline across the core domains and allows students to utilise that material in order to drive the development of relevant academic and professional skills and their broader psychological literacy. The module is supported by peer mentors who help support first year students with the transition to academic study.

Outline Of Syllabus

Students will complete six blocks of content, focussing on different areas of historical focus – these will map onto core stage one content.

The historical content will not only support students understanding of the backdrop to modern day psychology but will also serve as a vehicle for the development of core academic and professional skills and the students’ psychological literacy. In particular students will learn about literature searching, reading and summarising research papers, APA referencing, good academic conduct, ethics including British Psychological Society (BPS) code of ethics and conduct, critical thinking and evaluation, presentation skills and essay writing.

Intended Knowledge Outcomes

By the end of the module students will be able to:
• Discuss the nature of psychological enquiry.
• Identify appropriate psychological literature.
• Discuss different format of scientific dissemination (research papers, literature reviews, presentations etc.)
• Demonstrate an awareness of EDI issues in Psychology
• Describe major turning points in the history of psychology across the core domains;
• Explain how Empirical Psychology developed in the context of scientific investigation more generally;
• Discuss the historical context for some of the main ideas, concepts and methods that have advanced modern psychology

Intended Skill Outcomes

By the end of the module students will be able to:
•       Find appropriate sources through academic databases (e.g., Web Of Science, PsychInfo)
•       Evaluate sources
•       Reference correctly (APA-style)
•       Plan and execute scientific writing
•       Plan and give presentations in different formats as part of a group and as an individual
•       Use IT skills for academic writing and presentations (MS Word, EndNote, MS Powerpoint)
•       Work effectively and cooperatively in small peer-groups
•       Apply ethical considerations to psychological research
•       Reflect on and utilise formative feedback/constructive criticism
•       Follow academic conventions on referencing and plagiarism.
•       Critically analyse classic articles, theories and findings within their wider historical, political or social contexts;

Teaching Rationale And Relationship

The teaching for this module will be delivered across 6 blocks across the two semesters. These will be sandwiched between an introductory week; to set expectations for the module, give a broad historical overview and introduce key skills and an exam Q & A to allow for any final exam queries to be answered.

Each block will span 3 weeks, it will include a lecture to cover the historical component of the domain in focus, a workshop to develop the practical skills associated with that block and a small group study session to draw together the lecture and workshop content. These will also allow further study and portfolio submission preparation. The lectures and workshops will be staff led, with the workshops supported by peer mentors. The small group study sessions will be student led supported by academic staff and/or peer mentors dependent on the task.

Assessment Rationale And Relationship

The skills portfolio assesses the skill outcomes of the module that students will develop over the course of the module and scaffolds the development of analytical and writing skills for the exam. The skills focus on academic and scientific communication and include literature searching, referencing, plagiarism, critical thinking, presentations, ethics, EDI/social justice, and writing skills.

Students will be encouraged to complete the portfolio components during scheduled workshop sessions, the aim being that students work alongside their mentors and peers to ensure they have practiced the appropriate skills over the course of the module. Students will be required to submit their skills portfolio in semester two. Formative feedback on the portfolio components will be provided by peers, mentors, and/or staff during teaching sessions.

The exam will assess the knowledge outcomes of the module and allow practice of skill outcomes including general writing skills, and critically analysing research and themes in psychology. The exam will also help students develop the skill of writing under exam conditions. The exam will provide students with a seen research paper (1 of 12 possible papers). An analytical cube - a series of 6 short form exam questions, will require students to evaluate the evidence and critically analyse research and themes in psychology within their wider historical, political, and/or social contexts. This format will help to ensure students are assessed across the breadth of content covered in the module.

The module mark is derived from the exam mark. However, students must complete all 6 competencies to pass the portfolio. If they do not pass the portfolio the exam mark will be capped at 40%.
The 6 portfolio components must be completed to pass the module. If the exam or portfolio is deferred, students will complete deferred assessments in the same format during the re-sit period. If the exam is failed, students will re-sit the exam in the same format during the re-sit period.

General Notes

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