Awards
Target Award
Alternative Exit
Alternative Exit
Programme Offerings
Full-Time
F2F-JMU-JAN
F2F-JMU-SEP
Learning Outcomes
Teaching, Learning and Assessment
A model of teaching and learning will be applied across the programme that fosters independence in the acquisition of knowledge and the facilitation of the application of theoretical knowledge; students will therefore:
- Be enabled in acquiring knowledge through supported independent learning. This will include being directed to scholarly activities that will prepare them for scheduled teaching activity that is provided directly by members of staff in real time. This may take the form of lectures, seminars, tutorials and webcasts.
- Be supported in engaging in online asynchronous activity. Examples include asynchronous tutorial discussions, tutor-facilitated discussion boards, and tutor-facilitated collaborative or individual projects such as wikis, padlets, blogs and e-portfolios. While they may not be present at the same times as the students, academic staff actively, iteratively and directly engage with students to facilitate and direct learning, and are visible, engaged and active in the virtual learning environment.
- Consolidate theoretical learning in the practice learning environment whilst being supported and assessed by practice supervisors and assessors.
The LJMU Teaching and Learning Strategy 2023-2030 endeavours to develop independent learners who are well informed, appropriately skilled, and highly employable for the 21st Century, confident, resilient, and adaptable and who are attuned to global perspectives and cultural diversity. Through the Psychology in Education MSc programme, students will become equipped to become role models and leaders in the workplace and be committed to lifelong learning and empowered to prepare for future work and research.
A range of assessment strategies are deployed which are inclusive and accessible. Students will be assessed utilising a variety of authentic assessment methods that will enable them to achieve across a range of assessment styles. Authentic assessment has been discussed in the context of broadening assessment practices across all disciplines in higher education and aligning them more closely with expected learning outcomes. Authentic assessment may be defined as an assessment requiring students to use the same competencies, or combinations of knowledge, skills, and attitudes that they need to apply in the criterion situation in professional life. Within the context of psychology, students are required to demonstrate acquisition of specific knowledge and skills and to be able to disseminate information utilising a variety of methods. Assessment methods will be authentic to psychology students to demonstrate knowledge and competency, in preparation of ‘real-world’ tasks that students are expected to experience in their professional careers.
Programme Structure
Programme Structure Description
Structure
Level 7
Entry Requirements
Undergraduate degree
Extra Entry Requirements
Non-UK students will be required to possess certification of English at IELTS 6.5 level (minimum 6.0 in each component) or equivalent qualification. Applicants who have studied and successfully passed a UK-based degree within the previous 24 months are exempt from such requirements.