A group of students seated around small tables, writing on notebooks. A group of students seated around small tables, writing on notebooks.

Accreditations


Course Summary

The School of Psychology at Chester offers degrees accredited by the British Psychological Society (BPS). The degree structure will allow you to study a wide range of areas of Psychology.

If you are interested in a professional career in psychology, there are specialist routes through the course where you can take relevant elective modules at each level.

As well as allowing you to study a broad range of optional modules at all levels alongside the core areas required for British Psychological Society accreditation, a Psychology degree from Chester will equip you with a broad range of employability skills, including literacy, numeracy, critical appraisal, data handling, communication, and logical problem-solving skills.

Through studying Sociology, you will be given the skills and support you need in order to develop a ‘sociological imagination’ of your own. You will be introduced to cutting-edge research and theoretical perspectives that will help you to challenge dominant understandings of social problems, issues and debates.

Our teaching team has a wide range of backgrounds and experience. Modules are written by staff in line with their research interests and include areas such as inequality and the welfare state, race and racism, gender identity and the body, globalization, sustainability, protest and social change. How is ‘globalisation’ reshaping the world we live in? What are the major social divisions and conflicts affecting society today? How does the mass media influence our perception of these conflicts and divisions? These are just some of the questions that you will be asked to think about while studying Sociology at Chester.

 

Switch combined course content

What you'llStudy

Year 1 emphasises key skills you will need to perform well during your degree, based on the BPS curriculum. You will also choose three optional modules. 

Module content:

Development of effective learning, including academic writing and statistical reporting; Understanding essay or research questions and applying problem-solving skills to answer them; Literature searching, citing and referencing using the APA publication format; Experiencing research as participant and researcher; Ethics; Scientific method and report writing; Statistics and concepts relevant to research design and analysis, including, for example: qualitative and quantitative methods, reliability and validity, observation, content analysis, surveys, correlation, experiments, scales of measurement, data distributions, tests of assumptions, descriptive and inferential statistics, statistical software packages; Team-working skills; Presentation skills


Module aims:

1. To develop students’ study skills

2. To introduce students to the logic and practice of scientific thought, ethics, and psychological research methods

3. To introduce students to a range of investigative and analytical techniques

Module content:

The lectures will cover the major topic areas in Psychology: The historical foundations of Psychology, Psychobiology, Cognitive Psychology; Social Psychology; Developmental Psychology; Individual Differences; Health Psychology and Positive Psychology. The major different theoretical approaches and perspectives within each topic area will be explored.   The research and perspectives of well-known theorists, past and present, will be compared. Through the teaching of these exciting and essential topics, the seminars will focus on building a range of core and transferable skills which will aid students personal and career development.


Module aims:

To introduce the major areas of psychological research and debate.

To introduce the philosophical underpinnings and historical development of modern psychology.

To demonstrate the role of empirical enquiry in contemporary academic psychology.

To introduce students to a range of psychological literature including journal articles.

To introduce students to a range of core and transferable skills.

In Year 2, you will study areas of the BPS Psychology curriculum in more depth, and take two optional modules. 

Module content:

Part A:      

Preparation for Experiential Overseas Learning will take place at the university of Chester during level 5 and will include:  

  • The multiple facets of Global citizenship
  • Ethical engagement and practice
  • Cross-cultural issues and sensitivity
  • Intercultural communication

Theories, models and strategies of learning

  • Theories and models Intercultural competence
  • Theories and models of Integration and Multiculturalism
  • Critical thinking skills and models of Reflection
  • Experiential learning models
  • Self-directed experiential learning

Personal and placement-related skills

  • Enhanced independence
  • Improved command of multicultural behaviour
  • Increased knowledge and confidence in their individual facets of personal identity
  • Effective time management and organisational skills
  • Project management – working away from University and independent study
  • Self-management and personal development
  • Team building and team work

Part B:            Overseas

Students will engage in experiential learning activities overseas for at least 150 hours 


Module aims:

The purpose of this module is to enhance students’ prospects of completing an overseas placement to the best of their ability consequently it aims to:

  • To equip participants with appropriate knowledge and skills to study or work in a different cultural, linguistic and/or social environment; enhancing ethical, cultural and intercultural awareness.
  • To enhance students understanding of the ethical issues related to living and working abroad.
  • To increase students Global Citizenship skills
  • To provide an opportunity for students to reflect critically on their experience of living and learning within an unfamiliar culture, to their 'home' culture or ethnic group.

To challenge students to learn about themselves as global citizens in terms of life skills, career choices and academic development outside the classroom.

Module content:

Preparation for the year abroad will take place in Chester during level 5 and will include:

  • Cross-cultural issues and sensitivity
  • Host-country orientation, study methods– economic, political and social reality of the country
  • Orientation specific to exchange – health, education, gender issues
  • The United Nations Sustainable Development Goals
  • Practical matters relating to living and studying in the wider world

Theories, models and strategies of learning

  • Critical thinking skills, experiential learning       and models of reflection

Personal and placement-related transversal skills

  • Effective self-motivation and independent resourcefulness
  • Effective time management and organisational skills
  • Project management – working away from University and independent study
  • Self-management and personal development

Whilst abroad:

Students will undertake study at one of UoC’s partner universities; it is expected that students will choose a series of modules at the university abroad, which equal a full-time study load. This must be agreed by the host institution and the International Tutor. Students must supply details of their courses/modules on a learning agreement within 4 weeks of arrival at the host university, note students who fail to supply this within 4 weeks may have the opportunity withdrawn.


Module aims:

  1. To experience academic life in country outside of the EU, enhancing cultural and intercultural awareness and increasing transversal skills.
  2. To reflect on the impact of the experience in their destination on one’s own personal, academic and professional development.
  3. To engage with the experience of study at a partner university to gain extensive first-hand knowledge and understanding of the relevant society from the perspective of the resident.
  4. To further develop independent learning techniques.
  5. To foster critical evaluation.

Module content:

  • The multiple facets of global citizenship
  • Ethical engagement and practice
  • The United Nations Sustainable Development Goals
  • Cross-cultural issues and sensitivity
  • Intercultural communication
  • Culture shock
  • Cultural adjustment
  • Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess-with a strong focus on understanding the intercultural competencies (ICC) needed to live and work abroad.
  • Critical analysis/evaluation of individual requirements in relation to culture/cultural adjustment/culture shock/visas/medical.
  • Critical analysis/evaluation of skills already acquired in relation to key skills related to ICC.
  • Devising strategies to improve one’s own prospects of working abroad in the future.
  • Devising an action plan to address gaps in transferable skills based on organisational analysis and sector opportunities.

Module aims:

This module promotes a reflective and critical approach to interculturality and aims to enhance students’ prospects of gaining overseas graduate employment, which will enable them to:

  1. Examine and evaluate a chosen aspect of the society of a target country
  2. Enhance cultural and intercultural awareness and further develop related skills.
  3. Articulate clearly their career plans and take steps to prepare for their first paid overseas graduate role,
  4. Take responsibility for their own learning and acquisition of identified employability skills,
  5. Articulate, orally and in writing, their findings and their employability skills.

Module content:

This module focuses on the investigation of crime, offender profiling and the use of forensic psychology on the criminal justice system. Indicative topic areas include: the process of criminal investigation; interviewing witnesses; the psychology of evidence (including eyewitness testimony); offender profiling – theoretical and practical approaches to this method and the controversy that surrounds it; geographical profiling; the principles of investigative psychology; the legal system; trial; juries and issues surrounding their effectiveness; mental health and crime; sentencing; the prison system;  rehabilitation and recidivism


Module aims:

  • To develop understanding of psychological theories and research relating to the criminal investigation, the criminal justice system and crime
  • To introduce some of the main methods of investigation used in forensic psychology
  • To introduce current theories and research regarding the issue of offender profiling and detection
  • To encourage discussion of current modes of rehabilitation for offenders in forensic settings
  • Promote skills in retrieval and organisation of information.

Module content:

This module will cover how psychology graduates use their psychological knowledge in a range of professions. Taught sessions will intend to focus on providing students with the theoretical knowledge about the use of psychology in the workplace, and will cover topics such as professional interactions, relationship management, effective communication, and ethical practice. These sessions will aim to provide students with the opportunity to develop skills in accessing and evaluating psychological research and theory, applying this knowledge to a professional setting, and using problem-solving processes. Guided workshops aim to provide students with practical sessions to apply and discuss theoretical knowledge to key workplace issues. Students will be encouraged to participate in individual and group work within these sessions, and engage in discussions about theories and the application of relevant theories. Talks will be held which may involve guest speakers. These sessions aim to provide students with the opportunity to see how psychology is used in everyday practice, and the use of psychology in to resolve problems. Students will be expected to use these events as opportunities to reflect on, and apply relevant theories and research.


Module aims:

1. To understand and develop an appreciation for the applications of psychological theory and research in a range of professional settings.

2. To explore the use of psychological theory and research in problem-solving techniques to resolve professional issues

Module content:

  1. Introduction, overview, and historical context.
  2. Theoretical underpinnings of some important counselling, therapy, and coaching approaches.
  3. The current empirical evidence of efficacy and effectiveness of a range of oft-used approaches.
  4. Values and ethics in applied psychological practice.

Module aims:

  1. To review historical and modern empirically backed techniques for psychological intervention including psychotherapeutic, counselling and coaching approaches.
  2. To examine the links between epistemological assumptions, theoretical developments in basic psychology, and ultimately applied psychological practice.
  3. Students will be encouraged to assess critically the current evidence base for at least one dominant psychotherapeutic or coaching model.
  4. Students will gain some experience in observing coaching and counselling sessions.

Module content:

The content of this module will examine a broad range of key theories and empirical research in the Psychology of Parenting.  This module will allow students to explore current theory and practice and how this impacts on children and family life.

 


Module aims:

This module examines the theoretical and empirical basis of attempts to understand parenting. The module draws upon broad psychological ideas and specialist research.

Module content:

This module is intended to enable students to develop an understanding of three key research methodologies with allied statistical / qualitative analysis techniques. Methodologies are (1) experimental design, (2) survey design and (3) the design of studies that yield qualitative data. A range of quantitative analysis techniques (e.g., one-way and k-way ANOVA, with subsidiary a priori and post hoc comparisons, simple and multiple regression, factor analysis and reliability analysis (e.g. Cronbach’s alpha)), and qualitative analysis techniques (e.g., thematic analysis, grounded theory, discourse analysis, IPA and narrative analysis) will be covered. Students will be introduced to relevant methodological ideas and theories, as well as receive training in practical skills (e.g. the use of Jamovi for analysis). Ethical issues relevant to the methods addressed in the module will be covered.


Module aims:

The aims of this module are as follows: 

  1. To enable students to develop an understanding of key methodologies used in empirical studies in psychology
  2. To enable students to analyse data using appropriate software and / or analysis techniques
  3. To enable students to develop their data reporting skills

Module content:

  1. Historical approaches to the study of attention, filter models and feature detection models.
  2. Historical approaches to the study of perception, ecological and constructivist approaches to visual perception and computational models of visual perception, the neuropsychology of vision.
  3. Historical approaches to the study of memory, working memory, levels of processing theory, encoding specificity, memory retrieval, schema theory, semantic and episodic memory, everyday memory, computational models of learning and memory, the neuropsychology of memory.
  4. Types of knowledge required for language understanding, theories of lexical processing, syntax, semantic knowledge, text comprehension, models of speech production, computational models of language, models of reading and dyslexia.
  5. The use of transformational problems, the use of analogy in human problem-solving, expert-novice differences, computational models of problem-solving.
  6. Intelligence (e.g. traditional/hereditarian, behavioural and multiple intelligences.
  7. General issues in cognitive psychology: for example, cognitive architectures, computational modelling, cognitive neuropsychology, the relationship between cognition and emotion, consciousness.
  8. Throughout the module methodological design and analysis will be covered.

Module aims:

  1. To describe the information processing approach to the study of human mental activity.
  2. To develop an understanding of current controversies in cognitive psychology.
  3. To explain the different methodologies used to investigate human mental activity.
  4. To explain the relationship between cognition and intelligence.
  5. To explain the relationship between cognition and other aspects of human behaviour.

Module content:

Content includes definition, discussion and evaluation of social psychology and personality, two key areas in the BPS core curriculum.  Examples of typical content covered include the description, history and comparison of various methodologies and tests; issues involved in accuracy of assessment, with a focus on psychometrics; the description and evaluation of different theoretical approaches (historical and contemporary) to the understanding and explanation of personality (e.g. psychodynamic, trait, phenomenological, behaviourist, cognitive social, neo-Darwinist); specific coverage of key areas of social psychology, such as the self and social identity, social constructionism, attitudes, attribution, social cognition, culture, close relationships and building on group processes and intergroup relations  introduced previously, looking at pro-social behaviour, anti-social behaviour and prejudice, aggression); understanding aspects of development and variation in social psychology and personality (e.g. nature/nurture, temporal stability and situational consistency, cross-cultural  research, emotion/motivation)and the applications and implications of these areas – e.g. for mental and physical health, forensic situations,
etc


Module aims:

  1. To critically explore social psychology and personality, in terms of definitions, methodology, historical and contemporary theories, issues and applications.
  2. To develop an understanding of the interaction of personal and social influences on behaviour.

Module content:

  1. Introduction to the psychological theories and empirical research underpinning parenting and education.
  2. Family and student diversity. To consider a range of familial and student factors that impact on the family and school experience (e.g., additional needs, differences in ability, socio-economic status, race and ethnicity, gender).
  3. Applications of psychological theories and research in the experience of personal, social, emotional and health issues related to parenting and education. These topics are illustrative only; actual topics will depend upon staff interests and availability.
  4. Ethical issues related to psychology in parenting and education.

Module aims:

  1. To introduce psychological theories and research methodologies which inform parenting and educational practice.
  2. To examine research evidence offered in explanation of approaches to parenting and the learning experience.
  3. To examine the impact of diversity upon parenting styles and the school experience.
  4. To examine ways in which the psychology of parenting and education has informed personal, social, emotional and health issues.
  5. To introduce a range of approaches to parenting, teaching styles and learning.
  6. To begin to develop a broad understanding of ethical issues in the psychology of parenting and psychology of education.

Module content:

This module concerns the application of psychology in the context of citizenship, communities, and social action. Key ideas and concepts are introduced which underpin community psychology, exploring the nature of communities, the issues faced by communities, the community construct, as well as characteristics of communities and individual citizens of those communities. As part of this, the module then explores social action &/ change.  Illustrative module content includes:

Culture, Power and Institutions

The Psychology of Fake News and Political Decision Making

Culture and Unusual Beliefs

Disability

Religion

Community and Meta Science

Challenging Individualism


Module aims:

It will foster a critical evaluation of psychological theories and research to connect ideas of equality, identity, and citizenship to real-world psychological practice in diverse contexts

To explore how psychology frames social categorisation and how this shapes society both locally and globally.

To examine how psychological theory and research applies to human self-identity, social identity, and community.

Module content:

Pre-placement:

  • Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
  • Writing an effective CV. Constructing a letter of application.*
  • Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

  • The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
  • Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
  • Devising a strategy for integrating into the workplace and work based teams
  • Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

  • Devising and implementing strategies to improve own approach and performance
  • Critical analysis/evaluation of approach to skill development and performance in the workplace;
  • Influencing the Placement Provider’s appraisal;
  • Devising an action plan to develop gaps in transferable skills based on the placement experiences;

Module aims:

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

  • Develop their understanding of workplace practice and lifelong learning;
  • Enhance their work readiness and employability prospects through development of transferable skills;
  • Take responsibility for their own learning and acquisition of workplace employability skills;
  • Articulate, in writing, their employability skills.

Module content:

  • The organisational context: research-informed analysis of the sector’s role, development opportunities or career paths.
  • Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; developing a positive work attitude, resilience, building rapport with co-workers).
  • Devising strategies to improve one’s own career.
  • Critical analysis/evaluation of skills already acquired.
  • Devising an action plan to address gaps in transferable skills based on organisational analysis and sector opportunities.

Module aims:

This module aims to enhance students’ prospects of gaining graduate level employment, which will enable them to:-

  • Enhance their work readiness and employability prospects through identifying relevant transferable skills for their chosen career path,
  • Clearly articulate their career plans and take steps to prepare for their first graduate role,
  • Take responsibility for their own learning and acquisition of workplace employability skills,
  • Articulate, in writing, their employability skills.

In Year 3, you will cover further areas of the BPS curriculum and conduct independent research, alongside two optional modules. 

Module content:

Literature searches, planning and discussions with tutor

Preparing an application for ethics approval

Preparing and delivering a short presentation

Supervised empirical research: gathering data and undertaking appropriate analysis

Preparing for and undergoing a short oral exam

Preparing the final report 


Module aims:

  • To give experience of independent supervised research
  • To consolidate and extend expertise in research methods

This will involve generic issues, and specific expertise in relation to the selected research topic and the particular methodology adopted.

Module content:

The content of this module will examine a broad range of key theories and empirical research in Developmental Psychology.   This module will allow students to explore current theory and practice in Developmental Psychology from childhood through the life-span. 


Module aims:

The module aims to promote students understanding and analysis of human development by examining various perspectives and theories used to explain human development across the life-cycle.

Module content:

As defined by Rothman and Cooper (2007, p.ix.), "Organizational and Work psychology is an academic subject and a profession which focuses on human behaviour related to organizations, work and productivity".  In short, it applies principles and theories of psychology to the place of work.  Organizational and Work psychology (often referred to as 'organizational behaviour' and to 'human resource management' or 'industrial psychology', respectively) are, also, growing areas of applied psychology, and this module provides students with a broad introduction to the key theories and approaches in several key areas in this field. The following topics provide an indication of likely content: job analysis, recruitment and selection; employee motivation and development; ergonomics, occupational stress, leadership and teams; organisational culture. Emphasis is given to academic research findings, discussion of recent trends, and practical application issues, as well as to critical evaluation of key theories, models and approaches.


Module aims:

To provide students with a broad appreciation of several key topics in organisational and work psychology, to enable them to evaluate theories and modules for application in work and organisational contexts. The module will be of interest both to students with a general desire to learn more about applying psychology in business, management and HRM-related situations, and to those who may wish to pursue a specialised postgraduate course in this area.  

Module content:

  1. Research methods and ethics in clinical psychology.
  2. Models of and approaches towards mental health issues, e.g., diagnosis and formulation.
  3. A range of psychological disorders, e.g., mood disorders and psychosis.
  4. Treatment approaches and interventions for psychological disorders.
  5. Psychological perspectives on mental health issues, e.g., developmental, social, biological, and cognitive.
  6. Special topics related to understanding and treating mental health issues, e.g., self-harm, stigma, prevention.

Module aims:

  1. To review major research methods used in understanding and testing interventions for mental health issues.
  2. To review current conceptualisations of psychological disorders.
  3. To review evidence-based treatments and interventions for mental health issues.
  4. To review individual and societal circumstances surrounding mental health issues.

Module content:

This is a multi-disciplinary approach covering different (e.g. clinical, educational and social) models of specific neurodevelopmental disorders as well as touching on the effects of neurological and sensory impairments. Particular emphasis will be placed on the way such disorders can be conceptualised, issues of specificity and comorbidity, and the effects of having such a disorder or being labelled with one. The module will cover some of the problems of identification, with an interrogation of the efficacy of DSM and ICD classifications, as well as aetiological, assessment and intervention issues. Students will have the opportunity to study psychological approaches to a range of neurodevelopmental disorders (these may include, but not be limited to, dyslexia, developmental coordination disorder, attention deficit/hyperactivity disorder, autism spectrum disorder, tic disorders).


Module aims:

Aims:

1. To help students develop an understanding of differing approaches to, and mental models of neurodevelopmental conditions. 

2. To consider the aetiology, identification, consequences and life-course of neurodevelopmental and specific learning disorders and to be able to communicate issues around these topics to different audiences.

3. To familiarise students with the ways in which various psychological models have informed intervention techniques.

 

Module content:

Historical and current theories and approaches in health psychology.

The role of health psychology and health psychologists in health care.

Psychological factors in the aetiology of disease, including the contribution of stress, personality and behavioural risk factors.

Psychological factors in the prevention and management of physical health problems, with a particular emphasis on the area of behavioural change interventions at both an individual and community levels.

The psychological experience of physical illness, with particular reference to the psychological consequences, and management, of chronic illness for the patient and their family.

The interaction between the patient and the healthcare system, for example, delayed presentation with symptoms, and communication between health care professionals and patients.

The application of psychological interventions for those affected by illness.

Health psychology perspectives on important ethical issues in health care.


Module aims:

To develop critical knowledge and understanding of the role of psychological factors in the aetiology, progression and management of disease.

To explore motivations for engaging in behaviours beneficial and harmful to health.

To explore the role of health psychology and health psychologists in effectively enabling behaviour change.

To develop a realistic understanding of the work of a health psychologist and related professions.

Module content:

Animal psychology and behaviour: examples illustrating causal, developmental, functional and evolutionary perspectives; Social structure and behaviour, including mating systems, reproductive strategies, parental care, play and conflict; Cognitive abilities, including language, self-awareness and theory of mind; Methodology in comparative psychology including critical issues such as anthropomorphism and ethics; Theoretical approaches to understanding animal behaviour, including the role and relative influence of genes, learning and cognitive processes in comparative psychology, optimality theories associated with parental care, foraging and predation risk; Topical focus on research.


Module aims:

1. To provide students with an overview of animal psychology for those interested in the field.

Module content:

Biological psychology is a dynamic interdisciplinary subject in psychology. The module is designed to cover the key areas of biological psychology as laid out in the 2019 QAA benchmarking documents, which is also adopted by the British Psychological Society as their core curriculum.

Content: Basic neurochemistry and neurophysiology of nerve transmission; the structure and organisation of the central nervous system; sensation and transduction of physical stimuli into electrochemical signals; biological basis of psychological abnormalities; hormones and behaviour; biological bases of human and non-human animal behaviour; psychopharmacology, the brain and reward, drug action and behaviour;  typical and atypical human neuropsychology; disorders of consciousness; evolutionary / comparative psychology; social neuroscience; behavioural genetics.


Module aims:

  1. To provide students with a solid understanding of brain structure and function, neural communication and sensory systems.
  2. To provide students with a critical awareness of key subject areas within biological psychology that are relevant to the most current understanding of behaviour.

Who you'll Learn from

Dr Liz Whelen

Senior Lecturer
Dr  Liz Whelen

Dr Nancy Evans

Programme Leader, BSc Sociology
Dr Nancy Evans

How you'll Learn

The Department of Psychology is housed in two linked buildings, which include lecture theatres, experimental rooms, and computing suites. Our degree has a strong focus on real-world applications, and there is an emphasis on learning through practical activity where possible.

Our accessible and friendly Sociology lecturers are committed to teaching in a variety of ways, in large lectures or smaller seminar groups, where debates are encouraged.

Assessment methods for each module vary and include: reflective writing; reviews; critical reports; research proposals; workshop tasks; presentations; case studies; and essays.

Beyond the Classroom

On this course, you have the opportunity to spend five weeks working for a host organisation via our innovative Work Based Learning module. You’ll have the chance to test-drive a future career, boost your CV and gain real work experience.

Our Experiential Overseas Learning module offers a unique opportunity to participate in a short-term placement around the world.

This course offers the exciting opportunity to study abroad for a full academic year at one of our bilateral exchange partners or through ISEP (International Student Exchange Programs), a network of over 300 additional higher education institutions worldwide.

Entry Requirements

112 UCAS Points

UCAS Tariff

112 points

GCE A Level

Typical offer – BCC-BBC

BTEC

BTEC Extended Diploma: DMM

International Baccalaureate

26 points

Irish / Scottish Highers

Irish Highers: H3 H3 H3 H3 H4

Scottish Highers: BBBB

Access requirements

Access to HE Diploma, to include 45 credits at level 3, of which 30 must be at Merit or above

T Level

T Level  - Merit

OCR Cambridge Technicals

OCR Extended Diploma: DMM

Extra Information

Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer.  We will also consider a combination of A Levels and BTECs/OCRs. A GCSE grade C/4 (or above) in Mathematics and English is required. PLEASE NOTE: We cannot consider GCSE equivalencies but can consider the Edge Hill University GCSE Equivalency Test. 

Students from countries outside the UK are expected to have entry qualifications roughly equivalent to UK A Level for undergraduate study and British Bachelor's degree (or equivalent) for postgraduate study. To help you to interpret these equivalents, please click on your country of residence to see the corresponding entry qualifications, along with information about your local representatives, events, information and contacts.

We accept a wide range of qualifications and consider all applications individually on merit. We may also consider appropriate work experience.

English Language Requirements

  • IELTS Academic: Undergraduate: 6.0 (minimum 5.5 in each band)
  • Postgraduate: 6.5 (minimum 5.5 in each band)

For those who do not have IELTS or an acceptable in-country English language qualification, the University of Chester has developed its own online English language test which applicants can take for just £50.

For more information on our English Language requirements, please visit our International Entry requirements page.

Where you'll study Exton Park, Chester

Fees and Funding

£9,250 per year (2024/25)

Our full-time undergraduate tuition fees for Home students entering University in 2024/25 are £9,250 a year, or £1,540 per 20-credit module for part-time study.

The University may increase these fees at the start of each subsequent year of your course in line with inflation at that time, as measured by the Retail Price Index. These fee levels and increases are subject to any necessary government, and other regulatory, approvals.

Students from the UK, Isle of Man, Guernsey, Jersey and the Republic of Ireland are treated as Home students for tuition fee purposes.

Students from countries in the European Economic Area and the EU starting in or after the 2021/22 academic year will pay International Tuition Fees.

Students who have been granted Settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans and Maintenance Loans.

Students who have been granted Pre-settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans.

Irish Nationals living in the UK or Republic of Ireland are treated as Home students for Tuition Fee Purposes.

£13,950 per year (2024/25)

The tuition fees for international students studying Undergraduate programmes in 2024/25 are £13,950. 

This fee is set for each year of study. All undergraduate students are eligible for international and merit-based scholarships which are applicable to each year of study.  

For more information, go to our International Fees, Scholarship and Finance section.

Irish Nationals living in the UK or ROI are treated as Home students for Tuition Fee Purposes. 

Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees. 

If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills. 

 

The University of Chester supports fair access for students who may need additional support through a range of bursaries and scholarships. 

Full details, as well as terms and conditions for all bursaries and scholarships can be found on the Fees & Finance section of our website.

 

Your future Career

Job prosects

Many of our Psychology graduates go on to postgraduate studies in Psychology (e.g. Cognitive Neuroscience, Forensic and Sport Psychology) or have secured a graduate role in industries such as Marketing, Banking and Project Management due to their sought after transferable skills, such as communication, team working, analysis, creative and critical thinking.

Sociology graduates pursue diverse career paths including in the public sector and civil service, politics and government, social work, charity and advocacy work, public relations, advertising, market research, journalism, academia and teaching. The critical and analytical skills developed through studying Sociology are highly transferable and extremely sought after by employers.

Progression options

Social Work MA 

Careers service

The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.

Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.

We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs and postgraduate study.