- A level requirements: AAB
- UCAS code: C800
- Study mode: Full-time
- Length: 3 years
The Psychology BSc (Hons) degree course at Liverpool is an exciting programme that draws on our research excellence and the transferable skills you'll learn while you're here means a psychology degree from Liverpool will be suitable for a wide range of career choices. Outstanding applicants may be also be offered conditional places on linked postgraduate courses provided by the University of Liverpool to enable you to to further enhance your career prospects.
Entry to the undergraduate degree programme is available to applicants with a wide array of qualifications and backgrounds and it is accredited by the British Psychological Society and provides Graduate Basis for Chartered Membership, making it an excellent platform for postgraduate study. The modular basis of the course will enable you to develop specialist knowledge in a range of subject areas.
The large number of available modules makes it possible to focus your learning on topics of personal interest. You also have the opportunity to work on a summer placement to an organisation. In year three you will be able to work with an individual academic on an in-depth research project on a topic of personal and professional interest.
In addition, in your final year you may wish to apply for entry to our range of taught Masters postgraduate programmes in psychology (eg Investigative and Forensic Psychology, which is accredited by the BPS Forensic Division ) or alternatively you may wish to transfer onto our MPsycholSci programme (C804).
You’ll be studying in a department which is home to some of the world’s leading academic experts, research centres and laboratories and our new research connected curriculum moves quickly from general psychology to our research strengths and specialisms. You’ll benefit from research focused lectures in year one, enabling an understanding and application of the Liverpool context, all taught by specialists who are passionate about their research activity.
Ours is a rewarding programme and you’ll have plenty of not only academic but also pastoral support at Liverpool to advise about any issues you may be experiencing.
The degree is accredited by the British Psychological Society and provides Graduate Basis for Chartered Membership.
Discover what you'll learn, what you'll study, and how you'll be taught and assessed.
In this first year, you’ll begin to understand the basis, concepts and principles associated with the neural underpinnings of human behaviour and will help you apply research strategies and investigatory methods in biological psychology, cognition, developmental and social psychology. There will be class based practical sessions and group work and you will also have the opportunity to begin developing a specialist portfolio.
This module introduces students to the relationship between physiology and psychology. The module content will focus on basic processes and how these can be applied to a number of areas that will also be covered in other modules, such as social and clinical. This content introduces the structure and function of the central and peripheral nervous systems and how this influences stress, sex, aggression, appetite, drug use, and sleep. The module will be taught through a combination of lectures and seminars. The content lectures (12 x 2 hours) will focus on the academic material and the ‘applied’ or ‘research focused’ lectures (10 x 1 hour) will present how this academic material is used in the real world. In order to explore the practicalities of conducting research in this area there will be small group research seminars (3 x 2 hours) where students will conduct an experiment under the supervision of a member of staff. Online activities will further support student learning. The module will be assessed with a combination of written coursework and an exam containing a combination of multiple choice and short answer exam questions.
The module covers core areas of cognitive psychology including perception, memory, language and speech, decision making, and categorisation and semantics. Successful students will demonstrate an understanding of key theories and findings within these areas. The course will be delivered via two hours of content lectures each week, paired with one hour research-focused lecture addressing a key topic or controversy in the area. Over the semester, students will participate in 3 x 2 hours smaller group seminars during which students research a specific topic in cognitive psychology. Learning will be assessed via a paper discussing methodological issues in an area of cognitive psychology submitted mid semester and a multiple choice and short answer exam during the exam period. Material will be available to students online (e.g., lecture slides, stream captured sessions, online activities, group discussion forum, formative and summative feedback).
The module covers cognitive, social, and emotional development, and discusses the key theories and debates in child psychology. Successful students will demonstrate an understanding of theories of human development and of the range and relative merits of research conducted in developmental psychology. The course will be delivered via two hours of content lectures each week, paired with one hour research-focus lectures addressing a key topic or controversy in the area. Over the semester, students will participate in 3 x 2 hours smaller group seminars during which students research a specific topic in developmental psychology. Learning will be assessed via a summary paper on a chosen body of research submitted mid semester and a multiple choice and short answer exam during the exam period. Material will be available to students online (e.g., lecture slides, stream captured sessions, online activities, group discussion forum, formative and summative feedback).
This module will introduce students to research methods and statistics in psychology, including empirical design, hypothesis testing, and different types of data. The module (15 credits) includes 10 x 1.5 hours of lectures, 11 x 1.5 hours practical classes, and 5 x 1 hour small group practical sessions with Academic Advisors. By the end of the module successful students will be able to describe basic statistical tests, identify different types of data, and explain hypotheses. Learning outcomes will be assessed using individual presentations, a MCT examination, and ongoing assessments. Material will be available to students online (e.g., lecture slides, stream captured sessions, online activities, group discussion forum, formative and summative feedback).
This module will provide training in quantitative and qualitative data collection and analysis, building on previously gained knowledge. The module (15 credits) includes 10 x 1.5 hours of lectures, 11 x 1.5 hours practical classes, and 5 x 1 hour small group practical sessions with Academic Advisors. By the end of the module successful students will be able to describe qualitative analysis techniques and recognise appropriate statistical tests to be used for different types of data. Learning outcomes will be assessed using coursework (practical report and ethics presentation) and a MCT / short answer examination. Material (e.g., lecture slides, stream capture, discussion forum, feedback) will be available online.
Psychologists who are interested in individual differences focus on the dispositional factors that influence how people think and behave, whereas social psychologists seek to examine behaviour through the social interactions that take place. This module examines the history of both fields of psychology, the principal theories and methods used and how this knowledge can be applied to solve real-world problems. The content lectures (12 x 2 hours) will focus on the academic material and the ‘applied’ or ‘research focused’ lectures (10 x 1 hour) will present how this academic material is used in the real world. In order to explore the practicalities of conducting research in this area, there will be small group research seminars (3 x 2 hours) where students will conduct an experiment under the supervision of a member of staff. The module will be assessed by a combination of written coursework and an exam containing a combination of multiple choice and short answer exam questions. Material will be available to students online (e.g., lecture slides, stream captured sessions, online activities, group discussion forum, formative and summative feedback).
In your second year you’ll cover the core topics of psychology in depth and get an introduction into new topics such as key lifespan development.
At the same time, you’ll be developing your research, problem solving and critical thinking skills and applying statistics. You’ll also be part of a small group project in preparation for your third-year research project and have the opportunity to apply for an internship in the Faculty’s research laboratories.
This module aims to give students an overview of key issues relating to Clinical and Forensic Psychology both in the UK and across the world, to provide them with an opportunity to engage in research-led teaching, to encourage them to explore current empirical research in Clinical and Forensic Psychology and to demonstrate the applications of psychology in a the ‘real world’ setting. The module includes 12 x 2 hours of content lectures, 10 x 1 hour research focus lectures and 3 x 2 hours research seminars. Material will be available to students online (e.g., lecture slides, stream captured sessions, online activities, group discussion forum, formative and summative feedback). Successful students will be able to evaluate the key debates, demonstrate a critical understanding of central theoretical models and concepts, analyse the utility of a range of research methods and utilise findings from research to support a position. The module is assessed via coursework (a position paper) and end of semester written examination.
This module investigates a number of important topics in five thematic areas: perception, attention, memory, emotion, and consciousness. The module examines both behavioural and neurophysiological evidence in healthy participants and neurologically impaired populations. Topics include: Perception, Attention, Memory, Emotion, and Consciousness. There are 12 x 2-hour core content lectures. In addition, there are 10 x 1 hour research focus lectures and 3 x 2 hour research seminars. The module includes two assessments: An end of term research poster based on the research carried out in the research seminars which contributes 40% to the final module mark. Final assessment is an essay based exam which contributes 60% to the final module mark and is based on the content of the core content lectures and content from selected research focus lectures. Material will be available to students online (e.g., lecture slides, stream captured sessions, online activities, group discussion forum, formative and summative feedback).
This module focuses on the impact of key lifespan transitions on health and wellbeing across the adult life course, and applies theory relating to lifespan, health and wellbeing to real-world issues, problems and contexts. Successful students will demonstrate an understanding of theories of lifespan development and be able to discuss the personal and socio-cultural relevance of theory. The course will be delivered via two hours of content lectures each week, paired with a one hour research focused lecture, addressing a key topic or controversy in the area. Over the semester, students will participate in 3 x 2 hour smaller group research seminars. Learning will be assessed via a full qualitative report on a chosen body of research and an essay exam during the exam period. Material will be available to students via the VLE (e.g., lecture slides, stream captured sessions, online activities, group discussion forum, formative and summative feedback).
Building on existing knowledge, this module will further develop students’ understanding of the relationship between physiology and psychology. Module content focuses on more complex biological processes and explains how these might be applied to other topics covered in other modules, such as cognitive and developmental. This content evaluates in more detail theories of how and why the structure and function of the central and peripheral nervous systems impact stress, sex, aggression, appetite, drug use, and sleep. The module will be taught through a combination of lectures and seminars. The ‘content’ lectures (12 x 2 hours) will focus on the academic material and the ‘research focused’ lectures (10 x 1 hour) will present how this academic material is used in the real world. In order to explore the practicalities of conducting research in this area there will be small group research seminars (3 x 2 hours) where students will conduct an experiment under the supervision of a member of staff. Material will be available to students online (e.g., lecture slides, stream captured sessions, online activities, group discussion forum, formative and summative feedback). The module is assessed via coursework (a policy document) and end of term written examination.
This module will introduce students to more advanced statistical analyses, including ANOVA and regression, and teach students how to perform these tests on appropriate data using statistical software. The module will be taught via 10 x 1.5 hour lectures, 11 x 1.5 hour practical classes, and 5 x 1 hour small group research practical sessions with academic advisors . By the end of the module successful students will be able to independently use statistical software to perform ANOVA and Regression, understand the underlying theory behind these tests and generate appropriate hypotheses and test them. Two practical classes in the session will focus on exam practice and give formative feedback. The module will be assessed by coursework (a literature review and ethics application) and end of term short answer written examination.
This module will cover data analysis, building on knowledge gained from previous modules, specifically it will include Qualitative approaches (Grounded theory and Interpretative phenomenological analysis) and Quantative approaches (psychometric testing, advanced ANOVA). The module is taught via 10 x 1.5 hour lectures, 11 x 1.5 hour practical classes, and 5 x 1 hour small group research practical sessions with academic advisors. By the end of the module successful students will be able to demonstrate broad understanding of qualitative and quantitative analysis techniques, psychometric testing and be able to correctly report these analyses. Two practical classes will focus on exam practice and give formative feedback. Learning outcomes will be assessed using coursework (project report) and a short answer examination.
Year three will provide an unparalleled opportunity for you to learn at the cutting edge of psychology research and be taught by world-leading academics in subjects like the psychology of pain, addiction, psychosis and forensics as well as current debates and controversies. Central to this year is the research project, designed as a platform for students to display applied learning to a research topic that can be related to their chosen specialisation.
The research project is an empirical investigation conducted in a specific area of psychology. Students will be supported by taught sessions, supervisory meetings, and online content. The module will be assessed via an oral presentation (10%), and final written report (90%).
This module explores issues in our relationship with food from a biopsychological perspective. Topics include: 1, the rising incidence of obesity and its implications for health, 2, associated causes and treatments, 3, developmental aspects of eating, 4, appetite control and 5, hedonics and the resulting concept of food addiction.
The module will be taught via lectures and online discussions which will develop both subject specific knowledge and transferable skills. Learning will be assessed via a written exam and coursework (blog).
The module covers key issues relating to Forensic and Investigative Psychology. Successful students will be able to: critically evaluate how theoretical models, and relevant research are used to address global issues in Forensic and Investigative Psychology; debate global crime problems and critically evaluate how they are addressed; critically appraise international forensic and investigative psychology issues from different cultural, social, and ethical perspectives. Students will benefit from research-led teaching with academic staff. . The course will be delivered via 1 x 2-hour lectures each week, alongside 1 x 2-hour workshop at the beginning of the module to support the students carrying out a piece of authentic assessment (writing an online science article). There will also be 12 x 1 hour online tasks to be completed after every lecture. Learning will be assessed via coursework submitted mid semester and an essay exam in the exam period. Material will be available to students via the VLE (e.g., lecture slides, online activities, group discussion forum, formative and summative feedback).
This module covers some of the great debates in psychology, philosophy, neuroscience and the social sciences (without assuming any prior knowledge or reading). The module will examine the role of genes and experience in determining behaviour. It will also address the question of consciousness and free will and the differences in human belief systems.
The module will be taught via lectures and seminars. Learning will be assessed by an essay (30%) and by exam (70%). Students will participate in (non-assessed) group work and oral presentations throughout.
This module is designed to familiarise students with the principal theories, concepts, and research methods relevant to the area of emotions. The lectures aim to acquaint students with both evolutionary and constructivists views in the area of emotions. It will focus mainly on biological correlates of emotional processing. Successful students will achieve a broad understanding of the neural bases of different emotions ranging from basic ones such as fear to more complex emotional states such as love and admiration. This module has a strong biological component. All the content reviewed tends to be approached from this perspective. The empirical evidence provided is usually based on animal models and research in humans that usually involves techniques that quantify biological parameters such as imaging techniques and physiological measurements. The module will be delivered mainly by 11 two hour lectures, which will include discussions and a revision lecture. It will be assessed by a short answer test (15%) and an essay type exam (85%).
Pain is an unpleasant subjective experience signalling potential damage of tissue or a threat of such damage. However, adaptive features of pain are of little benefit in chronic pain, and may even worsen the painful condition. Pain itself may represent a more serious clinical complication than the pathological process provoking pain. Prolonged chronic pain has detrimental effects on both the physical and mental state of the patient and often leads to social isolation. Cognitions, emotions, and attitudes toward pain may either exaggerate or mitigate chronic pain. Knowledge of neurophysiological and psychological mechanisms of pain opens new avenues toward interventions for pain relief. This module addresses two principal questions related to psychobiology of pain: 1. What are the biological and psychological factors predicting the development of chronic pain? 2. Can we apply the knowledge of psychobiological mechanisms of pain to alleviate clinical pain? Information, theoretical concepts, and clinical aspects related to possible predictors and treatment of chronic pain will be presented in a series of lectures. The module provides comprehensive information about acute and chronic pain states ranging from pain sensors to higher-order cognitive modulation of pain. Physiological and psychological changes occurring in chronic pain patients will be outlined. Cognitive-behavioural and other methods of pain treatment will be presented. Lectures 1 and 2 provide the necessary neurophysiological and clinical information about experimental and chronic pain. This part of the curriculum will be examined using short-answer questions. The module will also be assessed via a written exam.
The module is designed to develop an understanding of the way that increasing age influences the psychological experiences of adults. These issues will address the broad spectrum of psychological experience from cognitive, social, health and wellbeing perspectives. The focus will be on non-clinical experiences. Attention will be drawn to the necessity for well-designed research to be conducted with respect to ageing. The module draws on a number of perspectives including psychology, behavioural science, epidemiology and gerontology. Students are also given the opportunity to explore 4 current debates during lecture time in interactive sessions. Students will be assessed by a poster presentation, which precisés an academic paper (30%), and a two part final examination (70%). The two part essay-based examination will consist of Section A, with a choice of 1 out of 4 drawn from the syllabus, and a Section B which will have a choice of 1 out of 3 drawn from the debates discussed during the interactive lecture sessions.
This module allows students to conduct a systematic review of relevant psychological literature in order to answer a question of their own devising in an area of particular interest to them. They will be supported and guided by a supervisor while also participating in taught classes that guide them through the systematic review process. Students will receive 5 1&1/2 hour taught sessions and a minimum of 4 hours of direct supervision. The assessment will be entirely by means of a 4000 word systematic review along with a 2000 word data extraction table. This will be double marked by the supervisor and a second member of staff. A systematic review is a structured approach to reviewing relevant secondary literature. This structuring helps to ensure that the final review is comprehensive, critical and relevant to the chosen question.
T his module allows students to conduct a systematic review of relevant psychological literature in order to answer a question of their own devising in an area of particular interest to them. They will be supported and guided by a supervisor while also participating in taught classes that guide them through the systematic review process. Students will receive 5 1&1/2 hour taught sessions and a minimum of 4 hours of direct supervision. The assessment will be entirely by means of a 4000 word systematic review along with a 2000 word data extraction table. This will be double marked by the supervisor and a second member of staff. A systematic review is a structured approach to reviewing relevant secondary literature. This structuring helps to ensure that the final review is comprehensive, critical and relevant to the chosen question.
This module will introduce students to the clinical phenomena associated with diagnoses such as schizophrenia and bipolar disorder by examining the historical development of concepts of psychosis, and the controversies around diagnosing and treating psychosis. The course will give students the opportunity to consider contemporary approaches to theories of psychosis and its diagnosis, with a focus on biomedical and neuropsychological models, and the influence of social environmental factors. Moreover, the values and limitations of pharmacological and psychological interventions for psychosis will be examined. The course will comprise ten lectures and five seminar sessions which give the students opportunity to further explore the lecture topics. The module will be assessed through a Patient Health Information Leaflet coursework mid-term assessment which is 20% of final mark, and a two hour, Seen Essay Based Examination worth 80% of final mark, during the Exam period.
Applied social psychology brings together social psychology theory and intervention techniques and their practical application for solving real world social problems. The module will explore how traditional topics in social psychology, such as self esteem, social cognition, social influence and group behaviour can be applied to a variety of real world social problems. Broad topic areas will include interpersonal relations and helping behaviour, aggression, prejudice and intergroup conflict, leadership and social influence and the impact of social media. There will be an emphasis on ways of reducing social ills or promoting beneficial behaviour, such as reducing prejudice, promoting reconciliation after conflict, promoting environmentally friendly behaviour and employing social media in ways which benefit the users’ wellbeing. An interactive revision session will be held at the end of the module, considering ways in which the lectured material can be usefully brought together. Discussion boards will be used throughout the module to provide deeper reflection and understanding of the lectured material. There will be a written blog assessment and a final two hour examination in which students will answer two from a choice of six essay questions.
The module is aimed at third year undergraduate psychology students. It is designed to develop an understanding of how people find out about what is out there in the world, how people build up their memories and represent abstract knowledge about the world, and then how people use that information to decide how to act. Key topics will cover how we use our senses (in particular, vision and touch) to learn about other people, everyday objects and the space around us and what happens when brain damage disrupts this processing. Over the semester, students will review studies in cognitive psychology (focussing on behavioural rather than biological or neuroscience approaches) and neuropsychology (focussing on individual studies of patients, usually following a stroke). The course will be delivered via two hours of content lectures each week. Successful students will develop skills in understanding, assessing, communicating and drawing conclusions about topics in this area that have provoked debate and where there is ongoing disagreement. Learning will be assessed via a blogpost based on personal reflections related to one of the research topics and submitted mid semester together with two essays written during a two hour exam in the Semester 1 exam period. Material will be available to students online (e.g., lecture slides, stream captured sessions, reading material, group discussion forum, formative and summative feedback).
This module gives an introduction to contemporary research and theories in perception from a constructivist approach. The topics covered in each week are different examples of constructions, mainly from visual perception but also including construction and update of body representation. Teaching takes the form of a weekly two hour core lecture, plus a poster exercise which uses both online and non online facilities. Assessment is in the form of a poster presentation, 30%, and a final essay question exam in which students have to select two essays titles from six, 70%.
This module allows students to undertake an employment placement that will be undertaken during the summer-break between Year 2 and Year 3. Students will have to find and secure their own placement, which will need to be approved by the module leader beforehand. Placements will typically be 6-8 weeks. Early in Year 2 there will be an introductory event to present the module and advise students on how to search for placement opportunities. This session will be available to all students (including those who do not wish to enrol on the placement module). Students will be encouraged to search for placements during Semester 1, with the support of Academic Advisers and the Careers and Employability Service. Other seminar activities will take place during Semester 2 of Year 2 to prepare students for the placement work. More taught sessions will be delivered in early Semester 1 of Year 3, which include lectures on relevant psychological theories and research (e.g., workplace performance, leadership, motivation) and reflective group sessions on placement experience. The module will provide students with an opportunity to develop their employability skills by direct engagement in a commercial, research, voluntary or similar professional organisation that will support future plans, develop skills and graduate attributes. Module assessments include a skill audit and reflective log to be completed before and during practical work placement, and final written recommendations-to-employer report based on reflection on the placement experience of the individual student and the wider cohort, supported by relevant employability and occupational theories.
The module will introduce students to a range of important subject areas within media psychology. These include the use of media to persuade the consumer (e.g., advertising) and the influence of specific media content (e.g., media violence), media representations (e.g., gender stereotypes), and online behaviour (e.g., social media). The manner in which researchers investigate these subjects, research limitations, and emerging practice will also be examined. Relevant material will be provided from a range of subject disciplines including psychology, advertising, political science, public relations, and journalism. The module will be assessed through (1) written coursework (15% of the final mark) and (2) a two hour Essay Based Examination (85% of the final mark) taken during the exam period.
This module offers an in-depth understanding on cyberpsychology, as technology has become integral part of our everyday lives. The topics are related to social psychology, cybercognition, mental health and the problematic use of the Internet, education and cybercrimes. Additionally, by following this module students develop their own digital literacy skills through the blog preparation (digital writing, digital imaging, and digital audio-visual editing).
This is a third year undergraduate evolutionary psychology module. The module will introduce students to the fundamental concepts of evolution at the biological level. The students will be made familiar with models developed in the field of evolution that account for nonhuman and human behaviour. The module will encourage an understanding of the individual as a product of a gene-environment interaction. The module will integrate the vast amount of knowledge that students have acquired in many branches of psychology into one theoretical model.
This module provides an advanced introduction to theoretical and empirical developments in studies of visual processing, including object, colour, spatial and movement processing in human vision from the perspectives of current research in clinical and cognitive neuroscience. Particular focus will be on investigations of object and colour perception. We will critically examine current evidence from studies of the neurologically normal brain in experimental psychology and cognitive neuroscience (e.g., fMRI, PET, TMS and ERP), and from clinical studies of cognitive impairments following brain injury (visual agnosia, prosopagnosia, Parkinson’s disease, and developmental deficits).
This module offers an in-depth understanding of visual processing, both in health and disease. The topics covered in this module are related to basic neuroscience, clinical neuroscience, neuropsychology, cognitive psychology, sensation, and perception. The students will develop skills in reading and comprehending scientific papers, as well presenting their ideas in a small-group setting.
Students will be taught through core lectures (10 x 2-hour), research-focused lectures delivered by guest speakers (2 x 2-hour), and student-led seminars (3 x 2-hour). The remaining 120 hours are covered by independent study. The module will have two assessment components: a presentation on a published research paper (coursework) and unseen written exam (final exam).
This is a third year undergraduate health psychology module. The module will introduce students to the fundamental concepts of health psychology and the theoretical models which have been developed to aid understanding of health-related behaviours and health outcomes. The module will discuss and debate the individual, psychological, social, and biological influences on health and healthcare delivery. Students will develop an understanding of the intersectionality of these factors and how they influence health and health behaviour. The module has clear links to professional health psychologist career pathways and would be a good foundation for students wishing to pursue postgraduate study in an area of health psychology.
This module represents an exciting and unique opportunity for Psychology students to develop highly desirable employability skills, such as business and entrepreneurial awareness, which are not necessarily covered in a traditional Psychology program.
In an increasingly competitive job market, it is critical to learn how to use knowledge creatively, to be able to create own job opportunities and stand out from the masses. This module is not only relevant to those with an interest in becoming entrepreneurs. Developing entrepreneurial awareness will be fundamental to practitioners, who work freelance and administer their employment independently. It will also benefit employees in providing significant contributions to any organisation by offering new innovative ideas, assisting in the organisation development and gaining competitive edge on problem solving.
Students enrolled in the module will develop a real start-up business as a team (approximately 5/6 people), under the supervision of expert mentors provided by Young Enterprise, who have experience working with Psychology undergraduates. The module includes 8 x 2 hours lectures on topics such as principles of entepreneurship, occupational and business psychology, creativity and innovation, planning and presenting a business idea; 6 x 1.5 hours of mentoring sessions per team; 2 x 8 hours of supervised teamwork. Students will be assessed via a reflective impact report, a pitch deck presentation and a Dragon’s Den group presentation.
The module’s material will be delivered by experts from the School of Psychology, Management School, Careers & Employability and Young Enterprise.
The module aims to provide the student with an understanding of how psychoactive substances work in the brain, the effects they produce, and how this affects behaviour and broader society. We will discuss historical uses of psychoactive substances, societal implications, psychopharmacological mechanisms of action, acute effects, abuse potential / dependence potential, consequences of long-term use, and potential therapeutic effects. We will also discuss how the study of psychoactive substances has led to discoveries about our normal regulatory physiological functioning.
We will cover a range of both animal and human research, and highlight the importance of studying centrally acting substances for development of novel treatments for various conditions (e.g., pharmacotherapy for addiction, cannabinoids for involuntary appetite loss, psychedelics for intractable depression). In addition we will cover the importance of understanding harms associated with illicit drug use in order to inform public health policy and harm reduction strategies.
The module will be taught via lectures and online discussions. Learning will be assessed via a written exam and coursework (conference style narrated e-poster).
You will be taught using a balanced mix of lectures, workshops, seminars and tutorials and practical laboratory sessions, working cooperatively in small groups right from the beginning. Academic staff are available for 1-2-1 feedback and support. Course material is available 24/7 on our online learning platform; Canvas. Your third year will comprise of formative activities such as presenting seminars, creative writing and peer teaching along with your research project which will be done either individually or in a small groups.
Students on this course are assessed with a combination of exams and coursework. Coursework involves real world tasks such as writing position papers, educational blogs, policy papers, research proposals, posters, oral presentations, group projects, and research projects. You’ll submit coursework which contributes to your final grade during years two and three. During your final year, you’ll also submit your 3rd year research project.
We have a distinctive approach to education, the Liverpool Curriculum Framework, which focuses on research-connected teaching, active learning, and authentic assessment to ensure our students graduate as digitally fluent and confident global citizens.
Studying with us means you can tailor your degree to suit you. Here's what is available on this course.
Day-to-day teaching takes place in one of the UK’s oldest academic psychology departments based at the Eleanor Rathbone Building. The Department undertakes cutting-edge research with real-world impact. You will have access to a wealth of learning facilities, renowned museums, libraries and galleries.
It always said in the brochure that there would be early clinical contact, but I never really expected how much. It really is great to be on the ward - and that’s how you learn. The Medical School is very good and very supportive. It’s definitely set me up well for my future career, and I’m looking forward to getting into the job.
Want to find out more about student life?
Chat with our student ambassadors and ask any questions you have.
Employability is embedded into the Psychology BSc(Hons) programme, from lectures through to integrating it within your chosen modules and your future employers can be reassured by the fact that the Psychology BSc (Hons) programme is accredited by the British Psychological Society (BPS).
At Liverpool you’ll be connected with the best student and graduate employers in the region. Our career coaches will help you explore jobs, connect with employers and guide you through the whole application process.
At Liverpool, our goal is to support you to build your intellectual, social, and cultural capital so that you graduate as a socially-conscious global citizen who is prepared for future success. We achieve this by:
Your tuition fees, funding your studies, and other costs to consider.
Tuition fees cover the cost of your teaching and assessment, operating facilities such as libraries, IT equipment, and access to academic and personal support. Learn more about tuition fees, funding and student finance.
|Full-time place, per year||£9,250|
|Year in industry fee||£1,850|
|Year abroad fee||£1,385|
|Full-time place, per year||£24,200|
We understand that budgeting for your time at university is important, and we want to make sure you understand any course-related costs that are not covered by your tuition fee. This could include buying a laptop, books, or stationery.
Find out more about the additional study costs that may apply to this course.
We offer a range of scholarships and bursaries to help cover tuition fees and help with living expenses while at university.
The qualifications and exam results you'll need to apply for this course.
My qualifications are from: United Kingdom.
AAB with a B or above in A level science
Applicants with the Extended Project Qualification (EPQ) are eligible for a reduction in grade requirements. For this course, the offer is ABB with A in the EPQ.
You may automatically qualify for reduced entry requirements through our contextual offers scheme.
If you don't meet the entry requirements, you may be able to complete a foundation year which would allow you to progress to this course.
Available foundation years:
|GCSE||GCSE Mathematics and English at grade B/6 are required.|
The required Science A level must be one of the following: Psychology, Biology, Human Biology, Chemistry, Physics, Economics, Statistics, Further Maths, Mathematics, Geology, Geography, Environmental Science, Computer Science or Applied Science
|BTEC Level 3 National Extended Diploma||
D*D*D in relevant diploma
BTEC National Extended Certificate in Applied Science; Health and Social Care or Applied Psychology accepted with two A levels
35 points including 6 in HL science subject
|Irish Leaving Certificate||H1, H1, H2, H2, H2, H3 including grade H2 in a Science|
|Scottish Higher/Advanced Higher||
Not accepted without Advanced Highers AAB
|Welsh Baccalaureate Advanced||Welsh Baccalaureate Diploma: B with AA at A level including a science subject.|
|Access||45 credits at Distinction from graded level 3 units in a relevant Diploma|
Many countries have a different education system to that of the UK, meaning your qualifications may not meet our entry requirements. Completing your Foundation Certificate, such as that offered by the University of Liverpool International College, means you're guaranteed a place on your chosen course.
Have a question about this course or studying with us? Our dedicated enquiries team can help.
Live chat is available Monday to Friday, 9am - 4pm.