Access to HE Diploma Guide Psychology and Sociology. Version 4.0 (September 2018)

Transcription

1 Access to HE Diploma Guide Psychology and Sociology Version 4.0 (September 2018) QAA Diploma: QAA Learning Aim: Validation to: 31 st July 2019

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3 Contents 1. About this Access to HE Diploma guide Access to HE Diploma Access to HE Diploma (Psychology and Sociology) Rules of Combination and Assessment Grid Access to HE s of Assessment Details Assessment guidance Page 3 of 41

4 1. About this Access to HE Diploma guide This Access to Diploma specification is intended for Tutors, Assessors, Internal Quality Assurers, Centre Quality Managers and other staff within Gateway Qualifications Access to HE approved providers/or prospective providers. It sets out what is required of the student in order to achieve the Access to HE Diploma. It also contains information specific to managing and delivering the Access to HE Diploma (s) including specific quality assurance requirements. The guide should be read in conjunction with the Gateway Qualifications Centre Handbook and other publications available on the website which contain more detailed guidance on assessment and verification practice. In order to offer this Access to HE Diploma you must be Gateway Qualifications recognised centre and approved to offer Access to HE Diplomas. If your centre is not yet recognised, please contact our Development Team to discuss becoming Gateway Qualifications Recognised Centre: Telephone: Website: Page 4 of 41

5 2. Access to HE Diploma The Access to HE Diploma is a nationally recognised qualification with common requirements relating to the description of student achievement. The Diploma is a creditbased, graded qualification, and requirements relate to both the award of credit and to the award of grades. Details of the credit framework and requirements relating to the award of credit are provided, with the general specifications for the qualification, in The Access to Higher Education Diploma and credit specifications. Individual named Diplomas are identified by separate titles and are validated at local level by Access Validating Agencies (AVAs). Each Diploma has its own approved set of units of assessment, governed by rules of combination, which are appropriate to the subject of the particular Diploma. The common grading requirements apply to all individual Diplomas. 2.1 Aims of the Access to HE Diplomas The primary aim of the Access to HE Diploma is to provide an appropriate preparation and recognised qualification to enable students to progress to Higher Education (HE). It aims in particular to provide an opportunity for those who wish to progress to study in HE and have the ability to do so but who left school with few, or any, of the usual qualifications for entry. The programme aims to: reintroduce students to education recognising prior skills and experience and the particular needs of those returning to learn offer students a responsive, supportive and user friendly return to learn experience at a level appropriate for entry to HE develop the study and interpersonal skills necessary to enable students to succeed in their HE career address issues of widening participation and social inclusion provide appropriate support and guidance according to individual needs raise student awareness of the opportunities that a return to study and lifelong learning can bring. 2.2 Objectives The purpose of the Diploma is to enable students to: satisfy the general academic requirements for entry to HE and provide evidence to admissions tutors that they are capable of succeeding at higher education level prepare students for HE level study generally and in subject areas appropriate to an intended HE course destination demonstrate appropriate levels of competence in subject specific skills and knowledge demonstrate practical, transferable and intellectual skills develop their confidence and ability to cope with a return to education at an advanced level enhance personal and career opportunities develop as independent and lifelong learners. Page 5 of 41

6 2.3 Access to HE Diploma structure The Access to HE Diploma structure for Psychology and Sociology is set out in table 1. The structure sets out the units required to be achieved the Access to Diploma, comprising of: Graded Academic mandatory units Level 3. Graded Academic optional units-level 3. Graded Research units-level 3. Ungraded units Level 2/3. Page 6 of 41

7 3. Access to HE Diploma (Psychology and Sociology) Rules of Combination and Assessment Grid Graded Academic Mandatory Learners must achieve 12 credits from this group. Code name Level Credit Academic content (A) Grade Descriptors Assessment methods QU Introduction to Sociology 3 6 A 2,7 Written assignment Presentation QU Approaches to Psychology 3 6 A 1,2,7 Exam Presentation Volume (word count, time etc.) 1500 words 25 mins 1.5hrs 15mins Grade Academic Optional Code name Level Credit Academic content (A) Grade Descriptors Assessment methods QU Abnormal Psychology 3 3 A 2,7 Written assignment Leaflet QU Individual Differences 3 3 A 1,2,7 Written assignment Information booklet QU Crime and Deviance 3 3 A 2,7 Written response to case studies QU Child Development 3 3 A 2,5,7 Written assignment Poster QU Household and Family Structures 3 6 A 2,7 Written assignment Role play presentation QU Media Representation 3 3 Written assignment Small scale content analysis presentation Volume (word count, time etc.) 1000 words A4 750 words 2 x A words 1000 words A words 15 mins 750 words 15 mins Page 7 of 41

8 Code name Level Credit Academic content (A) Grade Descriptors Assessment methods QU Poverty 3 3 A 2,7 Academic Essay and references QU Sociology of Health 3 6 A 2,7 Written assignment Presentation Volume (word count, time etc.) 1500 words 1500 words 15 mins QU Psychology and Law 3 3 A 2,5,7 Written assignment Essay (LO1 & LO2) Presentation 1000 words 15 mins QU The Psychology of Offender Profiling 3 3 A 1,2,7 Controlled assessment 1.5 hours QU Social Psychology 3 3 A 2,4,7 Controlled assessment Presentation QU Health Psychology 3 6 A 1,2,7 Written assignment Poster Presentation QU Understanding Counselling Theories 3 6 A 1,2,4,7 Written assignment Research and presentation 1 hour 15mins 1500 words A3 30 mins 1000 word Research 250 words + 15 mins Graded Research Learners must achieve 6 credits from this group. Code name Level Credit Academic content (A) QU Research Project - Methodology Grade Descriptors Assessment methods 3 6 A 2,3,4,6,7 Research project & proposal 3000 words Volume (word count, time etc.) Page 8 of 41

9 Ungraded s Learners must achieve 15 credits form this group. Code name Level Credit Academic (A)or other content (O) Grade Descriptors Assessment methods Volume (word count, time etc.) QU Study Skills - Academic Skills 3 3 O U Timetable, cross referenced research, file of notes QU Examination Skills 3 3 A U Revision plan, exam answers linked to Approach to psychology QU Preparation for Higher Education. 3 3 A U Portfolio of evidence from a range of tasks and activities, UCAS application and personal statement. Timetable, 500 words selection, file of notes Revision plan, exam answers (1.5 hrs) linked to Approach to psychology Personal statement max 4000 characters, in addition to a range of evidence. The checklist of activities will be monitored and signed off by tutor along with hard copy of activities. QU Introduction to Psychology 3 3 A U Timeline, presentation Timeline poster, presentation (20minutes) QU Sociological Perspectives and Methods 3 3 A U Presentation Presentation (20 minutes) This report shows the rules of combination for the above Access to HE Diploma. Where there is more credit available in the group than required to complete the qualification, unit selection will to be QAA dictated. Page 9 of 41

10 4. Access to HE s of Assessment Access to HE Diplomas are a unitised qualification based on units of assessment which are structured in accordance with the Access to HE unit specification set out by QAA. 4.1 specification A common unit specification applies to all units with Access to HE Diplomas the unit specification follows a standard template covering the following elements: title level credit value unit code learning outcomes assessment criteria grade descriptors type of unit (academic subject content or not). The units of assessment for the Access to HE Diploma (Psychology and Sociology) are contained within this Access to HE Diploma Guide. 4.2 Academic subject content A unit is classified as having academic subject content, if the unit s knowledge and skills are directly related to the subject of the name of the Access to HE Diploma. s will not meet the academic subject content requirement if they are principally concerned with personal development, generic English or mathematics, or study skills. 4.3 Graded and ungraded units Graded units grading operates at unit level and only applies to units which have been approved by Gateway Qualifications within a named Access to HE Diploma. Student achievement for graded units is recorded as Pass, Merit or Distinction for each unit, as set out in the QAA Access to HE Grading Scheme, Graded units will also satisfy the criteria of academic subject content. There is a common set of broad generic grade descriptors which are used as the basis for all grading judgements on all courses: 1 Understanding the subject 2 Application of knowledge 3 Application of skills 4 Use of knowledge 5 Communication and presentation 6 Autonomy / Independence 7 Quality. Page 10 of 41

11 Further guidance is available as set out in the QAA Access to HE Grading Scheme, 2012 at component level and details requirements for Merit and Distinction. Not all grade descriptors are used with every unit. A selection of grade descriptors is assigned when the unit is validated, on the basis of a judgement on which descriptors are relevant in assessing how well a student has performed on the unit. The grade descriptors are a formal part of the specification of that unit and changes can only be made through the Gateway Qualifications formal process for amendments to units. Ungraded units within the Access to HE Diploma specification a total of 15 credits must be achieved from units achieved at level 2 or level 3 which are ungraded. The ungraded units will have the same format as the ungraded units. 4.4 Revisions to Access to HE s of Assessment Gateway Qualifications reserves the right to review and amend units of assessment and will provide centres notification of the changes to the units of assessment. Page 11 of 41

12 5. Details Graded Academic Content - Mandatory QU Grade Descriptors: Academic subject content/other: Assessment details: Introduction to Sociology GD2 GD7 Academic Subject Content Refer to assessment grid 6 This unit has 4 learning outcomes. 1 Understand the essential focus of sociological enquiry. 2 Understand the basic concepts of the three major sociological perspectives. 3 Understand social and economic aspects of demographic trends. 1.1 Evaluate the sociological approach to the study of human behaviour. 1.2 Summarise the similarities and differences between the sociological approach to human behaviour and those of the other social sciences. 1.3 Define a wide range of sociological terminology relating to the topic. 2.1 Evaluate the major elements of argument involved in a) functionalism b) Marxism c) interactionism. 2.2 Evaluate the impact of the perspectives on the focus of research, techniques of data collection and the analysis of data. 2.3 Discuss the political basis of the perspectives. 3.1 Critically consider the differences between the concepts of description and explanation. Page 12 of 41

13 4 Understand sociological differentials in mortality and morbidity. 3.2 Discuss the data presented in a pie chart, histogram and graph. 3.3 Extract and evaluate data from prescribed sources to illustrate and support argument relating to demographic trends. 3.4 Analyse the strengths and limitations of quantitative data. 4.1 Explain the pattern of social differentials in mortality and morbidity, including social class, gender and ethnicity. 4.2 Critically evaluate competing explanations, for example, biological, cultural and artefact. 4.3 Discuss the need to multifactor explanations. Page 13 of 41

14 QU Approaches to Psychology GD1-Understanding the subject Grade Descriptors: GD2-Application of knowledge GD7-Quality Academic subject Academic Subject Content content/other: Refer to assessment grid Assessment details: 6 This unit has 3 learning outcomes. 1 Understand the difference between the major schools in psychology and how they have influenced the modern discipline. 1.1 Describe, compare and contrast the major school approaches to explaining behaviour and critically evaluate their impact on the development of modern psychological thought. 1.2 Identify their impact on the development of modern psychological thought. 2 Understand the influence of social and cultural factors on behaviour. 2.1 Assess the relevance of various theoretical and research evidence on the influence of social and cultural factors in shaping behaviour. 3 Be able to demonstrate the impact of theory and research in development psychology. 3.1 Evaluate the importance of research and theories in explaining changes in behaviour. Page 14 of 41

15 Graded Academic Content - Optional QU Grade Descriptors: type: Assessment details: Abnormal Psychology GD2 GD7 Academic Subject Content Refer to assessment grid 3 This unit has 3 learning outcomes. 1 Understand the concept of psychological abnormality. 2 Understand biological and psychological models of abnormality. 3 Be able to demonstrate a knowledge of eating disorders. 1.1 Analyse definitions of abnormality in terms of; statistical infrequency, deviation from social normal, failure to function adequately, deviation from mental health. 1.2 Assess limitations associated with these definitions (e.g. cultural relativism). 2.1 Analyse assumptions made by biological models of abnormality. 2.2 Analyse assumptions made by psychological (psychodynamic, behavioural and cognitive) models of abnormality. 3.1 Analyse eating disorders in terms of the biological and psychological models of abnormality. 3.2 Evaluation research studies on which these explanations are based. Page 15 of 41

16 QU Grade Descriptors: type: Assessment details: Individual Differences GD1 GD2 GD7 Academic Subject Content Refer to assessment grid 3 This unit has 2 learning outcomes. 1. Understand approaches to intelligence. 2 Understand theories of personality. 1.1 Explain historical and contemporary theories of intelligence. 1.2 Critically evaluate historical and contemporary theories of intelligence. 1.3 Critically evaluate methods of measuring intelligence. 1.4 Clarify key issues in intelligence research for example: a) validity b) heredity-environment debate c) ethnocentrism. 2.1 Define personality. 2.2 Explain key theories of personality to include those of: a) Eysenck b) Cattell c) Mischel. 2.3 Critically evaluate theories of personality. Page 16 of 41

17 QU Grade Descriptors: type: Assessment details: Crime and Deviance GD2 GD7 Academic Subject Content Refer to assessment grid 3 This unit has 3 learning outcomes. 1 Understand the social construction and relativity of crime and deviance. 2 Understand the measurement, extent and distribution of crime. 3 Understand sociological theories of crime and deviance. 1.1 Differentiate between crime and deviance. 1.2 Analyse the social construction of crime and deviance. 2.1 Evaluate the reliability and validity of official statistics, selfreport and victim surveys. 3.1 Evaluate a major sociological theory of crime. Page 17 of 41

18 QU type: Grade Descriptors: type: Assessment details: Child Development Academic Subject Content GD2 GD5 GD7 Academic Subject Content Refer to assessment grid Graded 3 This unit has 3 learning outcomes. 1 Understand Piaget's theory of child development. 2 Understand the importance of Piaget theory of child development Evaluate Piaget's theory of child development. Analyse how Piaget's theory of child development informs practice. 3 Understand emotional development in the early years Evaluate the application of theories about attachment and emotional development to early years setting. Page 18 of 41

19 QU type: Grade Descriptors: type: Assessment details: Household and Family Structures Academic Subject Content GD2 GD7 Academic Subject Content Refer to assessment grid Graded 6 This unit has 4 learning outcomes. 1 Understand the variety of forms to which the concept of family might be applied. 2 Understand the factors which influence household and family structures. 3 Understand the causes and consequences of changing marital trends. 4 Understand different sociological perspectives as applied to analysis of household and family structures. 1.1 Evaluate the difference between family and household forms. 2.1 Evaluate the influence of industrialisation on household and family structures. 2.2 Draw conclusions from crosscultural examples to illustrate varying family forms. 3.1 Evaluate the different reasons for marital breakdown. 3.2 Analyse the changing trends of marriage and divorce. 4.1 Explain and evaluate at least two different sociological perspectives on household and family structures. Page 19 of 41

20 QU type: Grade Descriptors: type: Assessment details: Media Representation Academic Subject Content GD1 GD2 GD7 Academic Subject Content Refer to assessment grid Graded 3 This unit has 3 learning outcomes. 1 Understand the notion of representation. 2 Understand practices of media representation. 3 Understand media representation of particular social groups. 1.1 Analyse the concept of representation and its significance for the study of culture. 2.1 Using two examples, analyse and evaluate how newspapers portray national events and/or aspects of culture. 3.1 Using examples from television, magazines or newspapers, analyse and evaluate the codes and values associated with a particular social group. Page 20 of 41

21 QU Poverty Grade Descriptors: type: Assessment details: GD2 GD7 Academic Subject Content Refer to assessment grid 3 This unit has 5 learning outcomes. 1 Understand measurements of poverty. 1.1 Provide three definitions of the term poverty. 1.2 Explain two approaches to defining and measuring poverty. 2 Understand causes of poverty. 2.1 Explain two contrasting explanations of the causes of poverty. 3 Understand continuation of poverty. 4 Understand theoretical perspectives on welfare. 5 Understand measures to tackle poverty. 3.1 Explain a cycle of poverty. 3.2 Evaluate views on the cycle of poverty. 4.1 Critically compare two theoretical perspectives on welfare. 5.1 Analyse one historical and one current measure for tackling poverty. Page 21 of 41

22 QU type: Grade Descriptors: type: Assessment details: Sociology of Health Academic Subject Content GD2 GD7 Academic Subject Content Refer to assessment grid Graded 6 This unit has 6 learning outcomes. 1 Understand differing sociological explanations of the distribution of life chances including health. 2 Understand the social construction of health and illness. 3 Understand the relationship between health, social class, gender, ethnicity and age. 4 Understand the differing explanations for the differences in health patterns. 5 Understand the medicalisation of mental illness and the social construction of mental illness. 6 Understand competing sociological explanations of mental illness. 1.1 Evaluate sociological explanations for differing life chances. 2.1 Examine the constructs of health and illness, with reference to health patterns in different cultures. 2.2 Explain sociological definitions. 3.1 Explain the relationship between health and social class, with particular reference to gender, ethnicity and age. 4.1 Evaluate the contrasting theories to explain the differences in health patterns utilising consensus, conflict and social action theories. 5.1 Explain the nature of mental as opposed to physical illness. 5.2 Explain the medicalisation of mental illness. 6.1 Evaluate sociological explanations of mental illness. Page 22 of 41

23 QU type: Grade Descriptors: type: Assessment details: Psychology and Law Academic Subject Content GD2 GD5 GD7 Academic Subject Content Refer to assessment grid Graded 3 This unit has 4 learning outcomes. 1 Understand the relevance of academic psychology to aspects in the law. 2 Understand the reliability of eyewitness testimony including identification parades. 3 Understand theory and research into group processes and decision making by jury. 4 Understand the role of the psychologist as an expert witness. 1.1 Evaluate the contribution psychology can make to a variety of legal processes. 2.1 Evaluate research into the reliability of eye witness testimony including identification of suspect. 2.2 Apply research to suggest improvements in obtaining accurate and reliable eye witness testimony. 3.1 Apply findings from research into group processes to decision making by juries. 3.2 Evaluate reliability of decisions reached by juries. 4.1 Assess the reliability of the concept of an expert witness. 4.2 Evaluate the role of the psychologist as expert witness. Page 23 of 41

24 QU type: Grade Descriptors: type: Assessment details: This unit has 3 learning outcomes. The Psychology of Offender Profiling Academic Subject Content GD1 GD2 GD7 Academic Subject Content Refer to assessment grid Graded 3 1 Understand the role of profilers within the legal system. 2 Understand a range of profiling approaches. 3 Show an appreciation of critical issues concerning offender profiling. 1.1 Critically consider the contribution that profilers make to assist the police in apprehending criminals. 1.2 Evaluate the merits and pitfalls of profilers as experts. 2.1 Explain and evaluate FBI profiling. 2.2 Explain and evaluate investigative psychology. 2.3 Explain and evaluate geographic profiling. 3.1 Discuss and evaluate issues including differences in frameworks, differences between individual profilers, cultural differences and information gathering techniques. Page 24 of 41

25 QU Grade Descriptors: type: Assessment details: Social Psychology GD2 GD4 GD7 Academic Subject Content Refer to assessment grid 3 This unit has 2 learning outcomes. 1 Understand theories of social cognation and perception 2 Understand social influences on individual and group behaviour. 1.1 Analyse theories of social cognition and perception which explain the causes of social and cultural stereotypes, prejudice and discrimination, and measure to reduce prejudice and discrimination. 2.1 Evaluate factors affecting conformity and obedience with reference to relevant research studies. 2.2 Analyse ethical issues arising from research studies on conformity and obedience. Page 25 of 41

26 QU Grade Descriptors: type: Assessment details: Health Psychology GD1 GD2 GD7 Academic Subject Content Refer to assessment grid 6 This unit has 4 learning outcomes. 1 Understand the role of Psychology in health. 2 Understand causes and consequences of stress and means of controlling/coping with stress. 3 Understand theories of pain, biopsychosocial aspects of pain, methods of pain assessment and pain management. 1.1 Discuss definitions of health. 1.2 Discuss current perspectives in health psychology e.g. biopsychosocial. 1.3 Compare and contrast research methods used in health psychology. 2.1 Discuss the various physiological mechanisms underlying stress. 2.2 Evaluate research in relation to sources of stress. 2.3 Explain how stress effects health. 2.4 Explain the treatments and methods of coping with stress. 3.1 Examine the qualities and dimensions of pain e.g. acute vs chronic. 3.2 Analyse theories of pain e.g. gate control theory. 3.3 Explain how social and emotional experiences affect pain management. 3.4 Evaluate the main methods of assessing pain e.g. selfreports. 3.5 Discuss the main methods of pain control (medical, behavioural, cognitive, etc.). Page 26 of 41

27 4 Understand patient/practitioner interactions and patient's compliance with medical advice. 4.1 Discuss the behaviour and style adopted by both patient and practitioner and their effect upon interactions. 4.2 Analyse the reasons why people do not always adhere to medical advice. 4.3 Discuss research into ways of improving a) patients' understanding and b) patients' satisfaction in medical consultations. Page 27 of 41

28 QU Understanding Counselling Theories GD1-Understanding the subject GD2-Application of knowledge Grade Descriptors: GD4-Use of information GD7-Quality Academic subject Academic Subject Content content/other: Refer to assessment grid Assessment details: 6 This unit has 4 learning outcomes. 1 Understand the key theoretical issues informing counselling. 2 Understand the main approaches to counselling. 3 Understand the historical background and development of counselling. 4 Understand the role of theory in understanding the process of counselling. 1.1 Critically assess the most significant theoretical issues which underpin the practice of counselling. 1.2 Explain how these issues can be addressed through counselling. 2.1 Describe the main approaches to counselling including Humanistic, Person Centred, Cognitive, Behavioural, Psychodynamic, Systemic and Transactional Analysis. 2.2 Critically assess the usefulness of these approaches in helping people. 2.3 Critically compare at least three approaches to counselling and outline the strengths and limitations of each. 3.1 Select three models of counselling and describe the historical background which led to their development. 3.2 Explain the relevance in today's society of the models chosen. 4.1 Identify three theories of counselling and outline the key beliefs behind each. Page 28 of 41

29 4.2 Explain how each theory has influenced models of counselling. Page 29 of 41

30 Graded Research QU Research Project - Methodology GD2-Application of knowledge GD3-Application of skills Grade Descriptors: GD4-Use of information GD6-Autonomy/Independence GD7-Quality Academic subject Academic Subject Content content/other: Refer to assessment grid Assessment details: 6 This unit has 5 learning outcomes. 1. Be able to plan a research project. 1.1 Identify and agree a research topic located within a knowledge domain relevant to the named diploma. 1.2 Produce and explain the aims of the research. 1.3 Develop, test, evaluate and refine appropriate research methodology. 1.4 Identify any ethical, practical or safety issues and how these will be managed/overcome. 2. Be able to conduct research. 2.1 Use a valid and appropriate method of investigation. 2.2 Identify and conduct detailed research from a wide range of sources. 2.3 Review research and relevant theory. 3. Be able to interpret research findings. 4. Know how to present research findings. 3.1 Interpret findings and draw appropriate conclusions. 4.1 Produce a research report. 4.2 Select and use the most appropriate format to present results. 4.3 Summarise information coherently in a conventional Page 30 of 41

31 5. Be able to evaluate own research project. style, appropriate to the knowledge domain. 4.4 Reference all findings using a recommended style of referencing. 5.1 Reflect on the project design and methodologies. 5.2 Evaluate findings in relation to aims, previous research and relevant theory. 5.3 Identify recommendations for the future. Page 31 of 41

32 Ungraded s QU Study Skills - Academic Skills type: Other Content Ungraded Grade Descriptors: Ungraded 3 This unit has 4 learning outcomes. 1 Be able to identify importance of time management and organisation and recognise the need to prioritise tasks. 2 Be able to identify sources and retrieve information and materials according to the task. 1.1 Demonstrate and discuss time management in coursework and its wider ranging application. 1.2 Prepare a detailed study timetable. 2.1 Use library search techniques to identify, locate and retrieve five sources of appropriate textual and visual information from a range of paper and electronic media. 3 Produce effective notes. 3.1 From a variety of presentations and written sources make useful linear notes. 3.2 Evaluate the effectiveness and limitations of different styles of note making. 3.3 Extract the key points from a presentation. 3.4 Make an accurate and well organised summary of ideas and opinions on a complex subject. 4 Use academic style and conventions. 4.1 Consistently write in a formal register, avoiding slang, abbreviations and inappropriate expression and repetition. 4.2 Structure a persuasive answer with a logical conclusion. 4.3 Analyse a point of view concisely and persuasively, Page 32 of 41

33 using good communication skills. 4.4 Produce a bibliography from a broad range of sources using the Harvard convention. 4.5 Accurately and consistently reference all sources, including direct quotes and where paraphrasing, using the Harvard convention. Page 33 of 41

34 QU Examination Skills type: N/A Ungraded Grade Descriptors: Ungraded Academic subject content/other: Assessment details: Other Refer to assessment grid 3 This unit has 4 learning outcomes. 1 Be able to plan revision in preparation for examinations. 2 Be able to produce answers in time constrained conditions. 3 Be able to demonstrate competence and/or knowledge in the subject. 4 Be able to maintain a level of competence in language, processes and presentation as required by the subject. 1.1 Produce an effective and realistic revision plan. 1.2 Set priorities in his/her revision schedule. 1.3 Assess his/her progress and adjust the plan accordingly. 2.1 Follow all instructions accurately and complete the correct number and combination of questions. 2.2 Allocate sufficient time to individual questions. 3.1 Include the salient aspects in answers, with the accuracy and detail required by the subject. 3.2 Show in answers an in-depth understanding of the issues/arguments/problems, as required by the subject. 3.3 Apply knowledge or learning coherently in support of arguments and/or to resolve problems. 4.1 Answer in an appropriate style demonstrating careful attention to: - Grammar, punctuation and spelling. - Vocabulary and specialised terminology. Page 34 of 41

35 - Logical structure. - Presentation. - Processes used in the subject being examined. Page 35 of 41

36 QU Preparation for Higher Education type: N/A Ungraded Grade Descriptors: Ungraded Academic subject content/other: Assessment details: Other Refer to assessment grid 3 This unit has 4 learning outcomes. 1 Understand how to identify opportunities for Higher Education. 2 Understand the process of completing a Higher Education application form. 3 Understand preparation required for the interview process. 4 Understand the need to prepare for the transition to Higher Education. 1.1 Use information sources to research Higher Education courses. 1.2 Analyse processes and procedures necessary to gain entry to Higher Education and be proactive in using them. 1.3 Analyse information on Higher Education courses and make appropriate realistic choices. 2.1 Complete an application form with excellent attention to detail, meeting a given deadline. 2.2 Summarise and evaluate personal experiences, achievement and goals and communicate these clearly in a personal statement. 3.1 Conduct further personal research into courses at relevant institutions. 3.2 Prepare provisional answers to anticipated questions, making excellent use of previous experience and recent study. 4.1 Analyse the personal and academic qualities needed for successful study in Higher Education and monitor own Page 36 of 41

37 personal strengths and weaknesses. 4.2 Explain likely practical problems and barriers and seek strategies for overcoming these. 4.3 Analyse the nature of study in Higher Education. Page 37 of 41

38 QU type: Introduction to Psychology Academic Subject Content Grade Descriptors: Ungraded Academic subject content/other: Assessment details: Other Refer to assessment grid Ungraded 3 This unit has 3 learning outcomes. 1 Understand the historical development of psychology. 2 Understand the major theoretical approaches to psychology. 1.1 Explain the historical development of psychology with reference to its social and cultural context. 2.1 Analyse and evaluate the: a) psychodynamic b) behaviourist c) cognitive d) humanistic e) biological approaches to psychology. 3 Understand psychological methods of investigation. 3.1 Define the experimental, observational, case study and survey methods of investigation. 3.2 Analyse the advantages and limitations of each of these methods of investigation. Page 38 of 41

39 QU type: Sociological Perspectives and Methods Academic Subject Content Grade Descriptors: Ungraded Academic subject content/other: Assessment details: Other Refer to assessment grid Ungraded 3 This unit has 3 learning outcomes. 1 Understand the main features of key sociological perspectives e.g. Functionalism, Marxism, etc. 2 Understand different theoretical perspectives as applied to analysis of at least one aspect of sociological study, e.g. family, class, crime. 3 Understand major approaches to research in sociology. 1.1 Differentiate between main sociological perspectives and explain the main features of each. 2.1 Critically evaluate one aspect of society with reference to the main sociological perspectives. 3.1 Explain basic theory of research methods. 3.2 Critically assess the different research methods. 3.3 Discuss bias, validity and ethical issues. Page 39 of 41

40 6. Assessment guidance The method of assessment used for Access to HE Diplomas is portfolio of evidence. As part of the Access to HE Diploma development process the assessment types to be used are specified. This is set out for each Access to HE Diploma in the format of an assessment grid. Page 40 of 41

41 Diploma Number: Diploma Name: QAA Access to HE Diploma (Psychology and Sociology) Gateway Qualifications Gateway House 3 Tollgate Business Park COLCHESTER CO3 8AB enquiries@gatewayqualifications.org.uk