Psychology with Placement Year BSc
Cover the breadth of psychology and apply your knowledge and skills with a year-long work placement. Study topics from social, health and clinical psychology, to cognitive and developmental psychology, neuroscience and psychological research methods.
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A Levels
AAB -
UCAS code
C803 -
Duration
4 years -
Start date
September
- Accredited
- Course fee
- Industry placement
Explore this course:
Course description
Why study this course?
BPS accreditation makes you eligible for graduate membership – the first step to becoming a chartered psychologist, and necessary for courses in clinical, health and occupational psychology.
Spend a full year on a work placement and test out a career path you're considering.
According to The Times and Sunday Times Good University Guide 2025.
Gain the skills and experience to understand human behaviour and the brain processes behind it with this British Psychological Society accredited course.
Our four-year Psychology with Placement Year BSc allows you to study across the breadth of the subject before putting your new knowledge into practice during a year-long work placement. From your very first week at Sheffield, you’ll start to cover five key areas:
- Cognitive psychology
- Developmental psychology
- Neuroscience and clinical psychology
- Social and health psychology
- Research methods
Within these five areas, you'll get the chance to explore important topics with real world relevance such as addictions, eating disorders and depression. You'll run your own experiments and learn from some of the UK’s top psychology researchers, too.
In the first year of your degree, you'll study fundamental psychology topics, including how memory works, how we interact with others and our environment, and the biology behind human behaviour.
In second year, you go even deeper into these core subjects. For example, you’ll learn about eating disorders, how children learn, and why people struggle to follow through with their intentions.
Your advanced research methods training that runs alongside this will teach you how to use professional statistical analysis software, and how to take ethical considerations into account when designing research projects. This will give you an excellent foundation of subject knowledge and the technical skills you’ll need, ready to specialise in the topics you’re most passionate about in your third year.
Alongside your studies, during your second year you’ll embark on your placement hunt. Placements aren't guaranteed - it’s your responsibility to secure one, but there’s plenty of support available. From regular emails about opportunities specifically for psychology students, to workshops on CV and application writing, job hunting and preparing for interviews, the school employability team and the University careers service are on hand to support you.
A placement is a great opportunity to test out a career path that you're considering, whether that's within the field of psychology or applying your transferable skills in industry. Our students have previously completed their placements with organisations including the NHS, Prison and Probation Services, and local schools, in roles including assistant psychologist and HR business development.
When you return to Sheffield for your final year, you’ll have a huge range of optional modules to choose from. Topics range from criminal psychology and the psychology of sleep, to clinical psychology, the psychology of eating behaviour, and weight management. You can focus on the areas within psychology (and beyond) that interest you the most, to support your career goals.
The biggest part of your course is the in-depth research project which students often report to be the best part of their degree. You’ll work with an expert in an area of psychology that you’re interested in and do a genuine piece of research, designing, conducting, and analysing your project over six months.
Examples of recent student research projects include:
- Semi-structured interviews exploring online dating during the Covid pandemic
- The effect of the framing of alcohol problems on stigma and problem recognition
- Neurovascular coupling in a preclinical model of Alzheimers disease
This course is accredited by the British Psychological Society (BPS) and makes you eligible for graduate membership. This is the first step to becoming a chartered psychologist. It's necessary for courses in clinical, health and occupational psychology.
Modules
A selection of modules are available each year - some examples are below. There may be changes before you start your course. From May of the year of entry, formal programme regulations will be available in our Programme Regulations Finder.
Choose a year to see modules for a level of study:
UCAS code: C803
Years: 2025
In the first year of your degree, you'll study fundamental psychology topics, including how memory works, how we interact with others and our environment, and the biology behind human behaviour. You’ll take modules across the breadth of psychology ranging from developmental psychology and social psychology, to cognitive psychology, neuroscience and clinical psychology. Through your training in psychological research methodology you’ll also be learning how psychological experiments are designed and conducted, and get experience of how to analyse data and present findings.
Core modules:
- Social Psychology I
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This module will provide an overview of the fundamentals of social psychology. The module will introduce and explain key theories and research, and their application, for understanding social psychological phenomena. Content is organised around two themes: How people think, and how people feel and behave. The module will include lectures that will provide opportunities to learn how to critically evaluate social psychological research and theories, as well as to describe how social psychology theory can be applied to address real world issues.
20 credits - Cognitive Psychology I
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This unit provides an overview of core components of cognition, and principles of their investigation. The module covers perception, attention, performance, cognitive neuroscience, language, learning, memory and reasoning. It introduces and explores key concepts, theoretical perspectives and foundational methods. Examples of key studies in cognitive psychology will be considered critically.
20 credits - Neuroscience and Clinical Psychology I
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This unit aims to provide students with an understanding of the key principles within neuroscience and clinical psychology. The module will introduce students to the basic structure and function of the brain, techniques and assessments used within neuroscience and clinical psychology, and an awareness of the ethical issues. The module will cover the aetiology, development, assessment and treatment of specific psychological and neurological disorders. Students will develop their knowledge, skills and understanding by attending lectures, engaging with activities/discussions within the lectures and engaging with the reading for this module.
20 credits - Developmental Psychology I
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This module provides an overview of the fundamentals of Developmental Psychology from infancy to adolescence, and into later life. The module introduces concepts of development, including cognitive development, social development, and neurological development. It summarises major developmental changes, and discusses theoretical perspectives underlying developmental research. Examples of key studies in developmental psychology will be considered critically.
20 credits - Psychological Research Methodology I
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This module provides an introduction to the knowledge and skills that underpin the science of psychology. We consider why psychological scientists conduct empirical research the way they do, and how to conduct research in psychological science. Topics span the various stages of the research process, including the logic of hypothesis testing; types of research designs, methodologies, and measurement strategies; descriptive statistics; simple qualitative and quantitative analytic techniques; and critical thinking about published research. Students will develop their knowledge and skills by attending lectures and participating in activities and discussions in workshops and tutorials.
20 credits
Students will also be able to take 20 credits of optional modules.
- Social and Historical Constructions of Childhood
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In this module students will explore how childhood has been portrayed across different societies and at different times, and will examine how childhoods are shaped and influenced by the societies in which children live, learn and are cared for. Through a series of lectures, group work and individual study tasks, students will think about the ways in which childhood has changed over time and how different views and perspectives on childhood create different expectations of children. Through the study of historical and social constructions of childhood, students will develop a fuller understanding of how ways of working with children can be shaped by external influences.
20 credits - Philosophy of Religion
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Religious teachings and practices raise many philosophical questions. For example, how should we understand the nature of God for purposes of evaluating evidence for and against God's existence? Are there persuasive arguments for believing God does exist, or for believing God doesn't? Could the universe itself in some sense be divine? Is there any evidence for thinking that people can survive the death of their physical bodies? Does the pervasiveness of religious disagreement provide support for suspending judgment about religious claims in general? Does it make any sense to follow a religion without believing what it teaches? This module will interrogate philosophical work bearing on questions such as these.
10 credits - Philosophy of Sex
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Sex is one of the most basic human motivators, of fundamental importance in many people's lives, and a topic of enormous moral, religious, and political contention. No surprise, then, that it turns out to be of great philosophical interest. We will discuss moral issues related to sex' asking when we might be right to judge a particular sex act to be morally problematic; and what political significance (if any) sex has. We will also discuss metaphysical issues, such as the surprisingly difficult questions of what exactly sex is and what a sexual orientation is. Throughout our study, we will draw both on philosophical sources and on up-to-date contemporary information.
10 credits - Music Psychology
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In this module you will engage with some of the most provocative questions about musical thought and behaviour: What are the characteristics of the musical mind? Why do we feel emotions when listening to or performing music? How does music and music therapy influence our health and wellbeing? Can music make you smarter? The module is designed such that no prior formal musical or psychological training is necessary.
10 credits
You will develop knowledge of the scientific methods used to study music from a psychological perspective, and how findings can inform applications in education, healthcare, and the creative industries. - Child Psychology
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This module explores the relationship between psychological theory and educational policy and practice, considering some of the ways in which Education and Local Authority services have been influenced by ideas about children developed in psychological research. Some of the core concepts of Psychology are introduced such as cognitive psychology (intelligence, language and learning), behaviourism (including modification techniques), social and emotional development (including family and attachment, trauma) as well as the study of individual differences (with reference to psychopathologies such as autism, attention deficit/hyperactivity disorder).
20 credits - History of Philosophical Ideas
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The history of philosophy is made up of a series of debates between competing philosophical traditions and schools: for example, idealists argue with realists, rationalists with empiricists. And at different times, distinctive philosophical movements have dominated the discussion, such as pragmatism, existentialism, phenomenology, analytic philosophy, and critical theory. This module will introduce you to some of these central movements and traditions in the history of philosophy from Plato onwards, and the key philosophical concepts and issues that they have brought in to western thought.
10 credits - Truth, Reality and Virtual Reality
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This module examines the idea that there is an objective reality to which the things we say and believe are answerable, which makes some claims true and others false. The emphasis is not so much on the question of whether and how we know things, but on metaphysical questions concerning truth and reality. 'What is Truth?' is one of these questions. Different attempts to define truth - including the Correspondence Theory of truth and the Pragmatic Theory of truth will be examined. Another question the course will tackle is the question of whether relativism about reality can be successfully refuted. And the module will address arguments relating to virtual reality, including arguments to the conclusion that what we think of as the real world is in fact a simulation, and arguments that call into question the supposed difference between reality and virtual reality. There are political and moral questions that hinge on answers to our metaphysical questions. The aim of the module is to introduce theories, concepts and frameworks that will be helpful to attempts to grapple with the metaphysical questions and further questions that hinge on them.
10 credits - Death
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This module is mainly about death itself . What is death? What happens to us when we die? Could there be an afterlife? Would it be a good thing if there were? What is it about death that we dislike so much, or that makes it bad? Is it rational, or even possible to fear death? What is the right attitude towards our own death? Do we have moral duties towards the dead? The course will clarify these questions and attempt to answer them. Readings will be taken from both historical and contemporary sources.
10 credits - Introduction to Media and Communication in Society
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This module examines the relationship between media and society. It examines the nature of influence and persuasion, representation, ownership, and identity in contemporary media environments.
10 credits
In second year, you'll build on your first year studies and explore core psychological topics in greater depth. For example, you’ll learn about eating disorders, how children learn, and why people struggle to follow through with their intentions. You'll gain more advanced research methods skills this year too as you learn how to use professional statistical analysis software, and take ethical considerations into account when designing research projects.
Core modules:
- Social Psychology II
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The module continues from the linked first year social psychology module, Social Psychology 1 to cover specific social psychological topics in greater detail and depth. Lectures cover key theories and empirical research in social psychology. Lecture activities provide opportunities for applying social psychological theory and empirical research to explain or solve real world issues.
20 credits - Cognitive Psychology II
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This unit builds on the overview of core components of cognition established at level 1 (Cognitive Psychology I). The module covers the same broad topics as Cognitive Psychology II - perception, attention, performance, cognitive neuroscience, language, learning, memory and reasoning. It expands on key concepts and introduced additional details of experimental methods and theoretical nuance. Applications of fundamental science are discussed.
20 credits - Neuroscience and Clinical Psychology II
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This unit will build on the content of Neuroscience and Clinical Psychology I, to provide students with a more in depth understanding of principles within neuroscience and clinical psychology. The module will cover the aetiology, development, assessment and treatment of more complex psychological and neurological disorders. Students will develop and build on their knowledge, skills and understanding by attending lectures, engaging with activities/discussions within the lectures and engaging with the reading for this module.
20 credits - Developmental Psychology II
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This module provides an in depth understanding of development from infancy to later life. The module builds on the overview of Developmental Psychology established at level 1 (Developmental Psychology I). The module examines how cognition, language, perception, and social skills develop, as well as considering individual differences in development and developmental disorders. It summarises major developmental changes, and discusses theoretical perspectives underlying developmental research. Examples of key studies in developmental psychology will be considered critically.
20 credits - Psychological Research Methodology II
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This module builds on knowledge and skills developed at Level 1 to introduce more advanced concepts and techniques in research methods and statistics. Topics including research ethics; scale development; questionnaire design; advanced qualitative and quantitative analytic techniques; and critical thinking about published research. Students will develop their knowledge and skills by attending lectures and participating in activities anddiscussions in workshops and tutorials.
20 credits
Students will also be able to take 20 credits of optional modules.
- Critical Issues in Teaching
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This module introduces you to key issues and roles involved in being a teacher. It is suitable for those who definitely want to teach and those who have not yet considered teaching as a career. The focus of the module is teaching in England. It covers teaching across the age range, with sessions devoted to early years, primary, secondary and further and higher education. The module also deals with issues such as assessing students' learning, managing challenging behaviour, working with parents and other professionals. By the end of the module you should have a clear idea of what's involved in 'being a teacher'.
20 credits - Psychology and Learning Communities
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This module explores learning as conceptualised by different approaches within the broad umbrella of psychology. It examines how and why these different approaches emerged, how they compare to one another, and how they have come to inform different understandings of what learning is, how it happens and how it might be facilitated. It also explores how these different conceptualisations have come to impact individual learners, and particular learning communities. Critical attention is drawn to the way in which language facilitates social practices including those involved in the construction of different kinds of knowledge. In this sense, knowledge relates to formal conceptualisations of learning provided by developments in scientific disciplines (e.g. psychology) and the social sciences (e.g. education and sociology). It is also concerned with informal understandings such as the continual constitution of learner's identities through social engagement. The module aims to challenge notions of learning as an individual enterprise and to support students in critical reflection upon their own learning experiences in connection to the approaches discussed.
20 credits - SLT Developmental differences in speech, language and communication
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This module aims to give a detailed overview of the developmental differences in children's speech, language and communication (including literacy) abilities. The module profiles these developmental differences in children and adolescents, and including learning difficulties, autism spectrum conditions and other neurodevelopmental differences. The module examines these developmental differences in the context of the diverse environments children grow up in. The impact of these developmental differences on children's lives as they grow older (eg. educational experiences, learning and well-being) are highlighted. Other perspectives are explored such as those of the parent/carers.
20 credits - Philosophy of Science
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It is virtually impossible to overstate the importance that science has in our everyday life. Here is a brief list of things that would not exist without modern science: computers, phones, internet, cars, airplanes, pharmaceutical drugs, electric guitars. Imagine your life without these things. It looks very different doesn't it? Science, however, is not important only in virtue of its practical applications. in fact, many would agree that the the primary value of science is that of being the best available source of knowledge about the world. Indeed, it seems fair to say that we made more discoveries after the 17th century scientific revolution [e.g. the laws of planetary motion, the principles underlying biological evolution, the laws governing quantum phenomena, the structure of DNA, the cellular architecture of the brain] than in all the previous millenia. This raises important philosophical questions.
20 credits
First, what is science? What are the criteria that demarcate science from non-science? For example, what is the difference between science and religion? Second, how does science work? What are the methods and eplanatory strategies that make it so successful? Is there such a thing as the scientific method, and what counts as a scientific explanation? Third, is science objective? That is, is science a form of rational and unbiased inquiry, or does it reflect ethical, political, and social factors? Finally, is science the fundamental source of knowledge about the world? Does science tell us how things really are? These are some of the questions that we will tackle in this course. - Contemporary Issues in Psychology A (Semester 1)
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The School of Psychology is a leading centre for research in psychology with most of our research outputs classified as world leading or internationally excellent. This module will introduce you to some of the big questions or issues that your lecturers and other staff in the department are trying to address right here in Sheffield, right now. You will be taken to the very forefront of understanding in a range of exciting topic areas spanning the breadth of modern psychology. You will also be given insights into cutting edge research techniques/approaches, the challenges that research can present, and how we hope to make a difference in the world. A different version of the module (covering different topics) will run in both the autumn (A) and spring (B) semesters: you can therefore apply take it as a 10-credit option in either semester. If numbers permit you may be able to take both the spring (A) and autumn (B) semester. The module will be delivered through lectures which will include a range of learning activities. Your experience and performance on the the module will be enhanced by engaging with pre-lecture reading or other activities, where set.
10 credits - Neural circuits, behaviour and memory
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This module aims to provide you with a broad understanding of neuroscience. You will cover areas such as neurophysiology, molecular biology, model organisms and simple behaviours. The topics covered will add to your knowledge and understanding from first year, putting in place a more advanced understanding of the concepts needed to support the more complex topics concerning higher brain function, behaviour, biological psychiatry and neurodegenerative disease.
10 credits - Children and Digital Cultures
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Digital technology has transformed the lives of many, impacting on culture and society. Many young people have quickly seen ways of extending and deepening social networks through their uses of technology, and immersed themselves in Virtual Worlds, Facebook etc and enjoyed browsing on shopping sites. This module examines new technologies and associated social practices impacting on children's lives, considering the nature of new digital practices and how these affect identity, society and culture. Educational implications of new technologies is a developing field of research and students will engage critically with debates within the field alongside examining websites and new practices.
20 credits - Philosophy of Mind
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This module provides a survey of philosophical theories of the mind, looking at such questions as: How is consciousness possible? Why is it that vibrations in the air around us produce conscious experiences of particular auditory experiences in our minds? Why is it that electromagnetic waves hitting our retinas produce particular visual experiences in our minds? What makes our thoughts represent things in the world? What is it about your thought that cats have whiskers that makes it about cats and whiskers? What is it about your thought that there are stars in the universe too far away for any human to have perceived them that makes it about such stars? What is the relation between thoughts and conscious experiences and brain states? We'll look at a variety of answers to these and related questions and examine some of the most important and influential theories that contemporary philosophers have to offer.
20 credits - Contemporary Issues in Psychology B (Semester 2)
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The School of Psychology is a leading centre for research in psychology with most of our research outputs classified as world leading or internationally excellent. This module will introduce you to some of the big questions or issues that your lecturers and other staff in the department are trying to address right here in Sheffield, right now. You will be taken to the very forefront of understanding in a range of exciting topic areas spanning the breadth of modern psychology. You will also be given insights into cutting edge research techniques/approaches, the challenges that research can present, and how we hope to make a difference in the world.A different version of the module (covering different topics) will run in both the autumn (A) and spring (B) semesters: you can therefore apply take it as a 10-credit option in either semester. If numbers permit you may be able to take both the spring (A) and autumn (B) semester.The module will be delivered through lectures which will include a range of learning activities. Your experience and performance on the the module will be enhanced by engaging with pre-lecture reading or other activities, where set.
10 credits - In Sickness and in Health: The Sociology of Medicine
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Covid conspiracies and care home crises. AIDS activism and autism advocacy. Questions relating to health and illness are amongst the most crucial facing society today. From before people are born until the moment they die, everyone is profoundly shaped by their engagements with medicine.
20 credits
In this module, you will examine the ways in which bodies, minds and societies are formed through engagements with and understandings of health, illness and medicine. You will explore topics such as: intersecting inequalities in healthcare provisions, patient experiences of ill health, activism and the fight for recognition, contemporary health crises, and the COVID pandemic.
By critically examining these examples, you will develop a nuanced understanding of the role of health, illness and medicine within contemporary society. - Social Problems: Policy and Practice
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Drawing on current examples and comparative references, you will explore social and ideological constructions of social problems and the role of the state and other agencies in responses to them. This module is team taught which means sessions are delivered by a range of leading experts on different social problems.
20 credits
Some of the key concepts and themes in social policy and practice that you will cover include inequality, justice and fairness, individual versus collective responsibility, and welfare versus social control. The content of this module mainly focuses on major contemporary issues, including welfare and work, housing and homelessness, and community participation.
By the end, you will be equipped with the necessary critical perspective and skills to understand and explore social problems.
You'll spend your third year on a work placement, testing out a career path and gaining valuable skills and experience to make you stand out from the crowd. Previous students have found placements with organisations including the NHS, Prison and Probation Services, and local schools, in roles spanning Assistant Psychologist and Human Resource Management.
In your final year, you’ll have a huge range of optional modules to choose from. From criminal psychology and the psychology of sleep, to clinical psychology, or the psychology of eating behaviour and weight management, you can focus on the areas within psychology (and beyond) that interest you the most, to support your career goals. You could even choose to do a short part-time work placement, making a real contribution to a local community partner.
During this year you’ll also put the skills you’ve learnt so far into practice during your in-depth research project. You'll complete a project on a topic of your choice, working with a member of academic staff with expertise in that area.
Core modules:
- Extended Essay in Psychology
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The extended essay is intended to give students an opportunity to study in some depth a topic of particular interest to them within the subject of Psychology. The topic must be approved by the supervisor. The essay will not entail the student conducting empirical research. Rather, it is intended to provide an opportunity for the student to write critically about a selected area in considerably more depth than is possible in a tutorial essay. The work is presented as a typed essay no longer than 3000 words not including abstract or references. Students will also write a short critical reflection on the resources they have used to write their essay. The reflection will form part of the assignment cover note submitted with the essay and will be no longer than 500 words.
20 credits - Research Project in Psychology
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The research project is intended to give students an opportunity to investigate a topic in Psychology in depth, by empirical research or computational modelling over two semesters. The topic must be approved by the Level 3 Tutor and the Departmental Ethics Committee.Staff may offer ideas for research project work and/or students are encouraged to develop their own ideas. They are expected to carry out the research themselves, although assistance is given, as appropriate, with equipment, programming or other technical requirements. The completed project is presented as a typed dissertation. There is an 8000 word limit.
40 credits
Optional modules:
A student will take a minimum of 40 and a maximum of 60 credits from this group.
- Understanding and Evaluating Psychological Research: Real-world implications.
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What is this module about?
10 credits
If you would like to improve your ability to understand and critically evaluate the strengths and weaknesses of psychology research papers, this module is for you. This module will:1) Provide a clear framework to read and evaluate psychology research papers critically2) Provide direct experience practising critical evaluation in a supportive tutorial environment3) Help you better understand and evaluate the real-world implications of scientific literature
Who is this module for?The module aims to make critical evaluation of research papers accessible and interesting for all students - including those who have found it challenging or confusing during Levels 1 and 2. The module will be useful for students interested in applying psychological research to solving real-world problems, science communication, or pursuing further study and research. - The psychology of sexual orientation and gender identity
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Diversity in sexual orientation and gender identity is a fact of human existence. Starting from the end of the 19th century, scientists have made efforts to understand the psychology underlying this diversity. Since then, and in the last decades in particular, societal attitudes towards sexual/gender diversity have changed substantially. Our scientific understanding followed suit. This module charts through the history of these changes, covers current scientific understanding of sexual/gender diversity, and introduces endeavours to understand and improve the lives of LGBTQ+ (lesbian, gay, bisexual, transgender, queer, and other sexual/gender minority) individuals.
10 credits
At the beginning of the module, we will consider scientific attempts to define sexual/gender categories. Then, throughout the module, we will cover empirical psychological research past and present: developmental research, mental health research, and social psychological research. We will cover major themes in these fields of research, including current research of the development of LGBTQ+ identities, social stereotypes and prejudice, parenting and relationships. This module shall give a wide background to anyone interested in the psychology of LGBTQ+ individuals and will develop critical thinking relevant for researching LGBTQ+ issues. While the module will be research-oriented, it will also be valuable for anyone who professionally interacts with LGBTQ+ individuals, such as psychotherapists. - Neurodiversity
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The neurodiversity movement emerged from early online autistic culture which was self-advocating against ableist practices. The concept of biological diversity was adapted to state that neurodevelopmental disabilities, such as autism, dyslexia and ADHD, are all part of natural variation in the human species rather than disorders that need to be corrected. The neurodiversity movement asserts that: a) diversity in cognition and behaviour has collective benefit for humanity b) neurodivergent people should be granted rights and opportunities to lead on decision making which impacts their lives.
10 credits
These ideas have led to the development of the neurodiversity paradigm which is reshaping psychological research and practice. The aim of this module is to introduce students to neurodiversity and how these ideas contrast with those derived from the medical model of disability. Students will explore the implications of the neurodiversity paradigm for psychology. This will involve engaging with contemporary theories and research from a range of disciplines. - Cognitive Behavioural Therapy for Eating Disorders
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The broad aim of this module is to introduce students to the link between academic evidence and clinical practice when delivering evidence-based psychotherapies. The more specific aim is to introduce principles and practice of cognitive behavioural therapy, as applied to the treatment of eating disorders, linking evidence and practice explicitly. The module will commence with an introduction to cognitive-behavioural models of eating disorders. It will then address the evidence that supports those models and the effectiveness of the therapy overall. Subsequent lectures will introduce and demonstrate therapist skills and impact on patients (e.g., formulation; cognitive restructuring; behavioural experiments; exposure; psychoeducation).
10 credits - Criminal Psychology
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This module will introduce students to the psychological aspects of criminal behaviour. Developmental, social, biological, and genetic perspectives on the origins criminal behaviour will be considered. Different types of crimes, including homicide, crimes against children, crimes committed by gangs, and sexual and intimate partner violence, will be introduced and research in those areas will be critically evaluated. Following lectures, students will engage in independent study to critically evaluate causes of crime and to compare and contrast relevant preventions, using a self-selected case study. The module focuses on important aspects of criminal psychology. No prior knowledge of criminal psychology is assumed.
10 credits - The neuroscience of learning and memory
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The aim of the course is to explain current research, both experimental and theoretical, into the brain mechanisms that underlie basic forms of reward processing, associative learning and the formation of episodic memories. The lectures first cover the neural responses to pleasurable stimuli, including drugs of abuse. Next, the main characteristics of classical conditioning are outlined, followed by an account of cerebellar anatomy and physiology: a necessary basis for the evaluation of models of cerebellar function as applied to classical conditioning. Then, the anatomy and physiology of the hippocampus and its involvement in learning and memory will be described. Focus will be on episodic memory and how neural coding in the hippocampus might be used to store and recall memories.
10 credits - Occupational Psychology
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To introduce and explore psychological issues in work settings, examining people's behaviour, thoughts and feelings related to their work. The course also focuses on some key organisational practices and processes, such as training and development, and leadership.
10 credits - Psychology of eating behaviour and weight management
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This module will cover key theories and empirical research on the psychology of eating behaviours and weight management. We will consider the main drivers of eating behaviours and strategies to reduce overconsumption, as well as considering effective strategies for weight loss and weight loss maintenance. Throughout the course, we will consider why some individuals are more susceptible to overconsumption and weight gain compared to others. We will also cover the stigma that people with obesity experience and consider stigma-reducing strategies. You will learn about the methods used and the challenges faced by researchers in this area. You will also have the opportunity to apply your learning to inform interventions and/or programmes to promote successful weight management and/or reduce weight stigma. The module will be delivered via lectures.
10 credits - How children learn to use language for social communication
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How do children learn to use language with other people? This is the question addressed by research on pragmatic development. This module will start with some theoretical background on the nature of human language and the definition of pragmatics. It will then introduce you to the series of pragmatic skills acquired during infancy, childhood and adolescence (from prelinguistic communication right up to sarcasm and story-telling). We will finish up by considering individual differences in pragmatic development and atypical developmental trajectories. Throughout the course, we will highlight the research methods used to test pragmatic skills, the learning mechanisms that drive developmental change and the real world applications in computational, educational and clinical domains. The module will be delivered via lectures.
10 credits - Using Behavioural Science to tackle Sustainability Challenges
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Human behaviour is one of the biggest contributors to climate change, loss of biodiversity, and deforestation. As such, understanding behaviour, and learning how to change it, has the potential to have a significant impact on these issues. This module will provide students with an understanding of how theories and methods used in the behavioural sciences are being used to tackle real-world environmental challenges. Students will use theoretical models of behaviour (e.g., Theory of Planned Behaviour, COM-B) and previous research to understand the barriers and enablers of pro-environmental attitudes and behaviour. Students will also evaluate a range of lab- and field-based interventions designed to promote pro-environmental behaviour (e.g., via incentives, fines, and persuasive technologies) and will consider the impact that environmental challenges have on our health and wellbeing (e.g., in the case of eco-anxiety and climate grief). Through lectures and activity-led workshops students will gain skills in designing and evaluating behaviour change interventions and disseminating research to relevant stakeholders (e.g., by responding to government consultations). This module will also provide students with an overview of the innovative sustainability research taking place within the School of Psychology here at Sheffield and will demonstrate how psychologists can (and should) collaborate with scientists from other disciplines to avoid unintended negative consequences (i.e., an outcome of an intervention that was not expected, but had a negative impact on the environment) and develop interdisciplinary solutions.
10 credits - Offending Behaviour: Rehabilitation and Resettlement
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This module will introduce various concepts related to the field of Forensic Psychology, specifically considering what happens after a person has been convicted of a criminal offence. You will learn about different factors that contribute to the rehabilitation and resettlement of people with various conviction types. Example topics might include: post-conviction living environments, offending behaviour treatments, risk considerations, resettlement issues, and desistance from crime. You will learn about these issues for people with various different offence types. The module aims to develop your understanding of topics that are central to reducing reoffending, and aiding people with convictions to live positive, offence-free, lives.
10 credits - Coding for psychologists
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Managing large datasets is increasingly seen as a key skill by employers both inside and outside of academia. Best practice in this area often borrows from fields such as data engineering, where the ability to write code and understand programming principles is crucial. Students who complete this module will gain an understanding of these principles, and will learn the fundamentals of how to code using R, an approachable open source coding language commonly used in psychology, data science engineering, and bioinformatics.
10 credits
This module provides an introduction to processing and managing data sets with R, with a focus on processing data from psychological research. After collecting the data, both students and researchers can be overwhelmed by the huge amount of data and different files and are at risk to get lost in the many steps of preprocessing and analyses. In this module, students will learn how to organise and prepare data for the next steps of analyses. The module will teach fundamental coding principles, and cover how to develop routines for checking the plausibility and quality of data. By the end of the module, students will have acquired the knowledge to write a set of scripts and routines to preprocess empirical data sets from psychological research. - Psychology in the Community and in the Workplace
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The aim of this
20 credits
module is to provide students with the opportunity to apply their learning from
the first 2 years of their Psychology degree by undertaking a six-week
part-time placement that would be completed alongside their other third year
modules. Students will work alongside local community partners to complete
project work that will make a tangible contribution to an organisation, local
community, or specific service user groups. This module will enable students to
see how a wide variety of professionals from different psychology, health,
education, social work, youth work and other backgrounds work together to
address the health and well-being of local communities. - Introduction to Counselling and Psychotherapy
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This module introduces students to the fundamental principles and practices of counselling and psychotherapy. It provides a comprehensive overview of different counselling approaches, models, and therapeutic techniques while emphasising the ethical considerations and self-awareness required for effective practice. Students will develop their active listening, empathy, and communication skills, gaining exposure to various intervention techniques and group dynamics. Through case studies and real-world scenarios, students will learn to apply counselling concepts to diverse client experiences, fostering critical thinking and reflective practice.
10 credits - Psychology of Sleep
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The module provides an overview of the neural basis of sleep and the changes in the brain which occur during various stages of the sleep cycle. It will also cover the reasons why we sleep and the functions of sleep, with examples from Cognitive Psychology. In addition to this, some of the most common sleep disorders will be examined, including explanations regarding their underlying aetiology and current available treatments. This module is broad and will make references to different areas of Psychology, including elements of Neuroscience, Clinical, Cognitive and Health Psychology.
10 credits - Current Controversies in the Psychology of Addiction
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This module will introduce students to controversial issues related to addiction from a psychological perspective. Topics will cover the nature of addiction, its determinants, underlying neurological basis, treatment, and prognosis. During each lecture, the controversial topic will be introduced before relevant evidence is described and critically evaluated. Clinicians and / or service users with direct experience of addiction may contribute to some of these sessions. Topics covered may vary from year to year as new controversies emerge, but are likely to include critical appraisals of the brain disease model of addiction, and the roles of compulsion and habit.
10 credits - Interventions and treatment in clinical psychology
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This module aims to increase students' knowledge of clinical psychology in practice. It will familiarise students with a range of treatments and interventions used in clinical psychology and their effectiveness, with an emphasis on current research evidence (where available). The module will concentrate on how therapeutic interventions can be used to alleviate emotional distress and improve functioning in common and complex mental health conditions; along with considering the use of transdiagnostic models where appropriate.
20 credits
A student will take up to 20 credits from this group.
- What is Learning?
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The module explores understandings about how people learn, and implications that these understandings have for how we conduct key social practices, including teaching, caring for children, assessing learning, and on educating generally. We will also look 'beneath' understandings of learning to the worldviews on which they stand, particularly 'realist' and 'constructivist' positions. This matters because 'realism' and 'constructivism' carry implications for how we conceptualise things we take for granted: the nature of truth, the process and products of science, the basis for ethics, the outcomes of research, and assumptions about what is. The module will explore these challenging issues.
20 credits - Biological Basis of Brain Disease 1: Neurodegeneration
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The module will examine recent and current research into human neurodegenerative disease including Huntington's, Parkinson's, Alzheimer's and motor neuron disease. In addition, reference may be made to the spongiform encephalopathies, frontal dementias and Lewy body disease, with emphasis on their inter-relationships and commonalities. The genetic and non-genetic aetiological influences, defining pathology and pathophysiology and current understanding of the underlying biology will be examined by a detailed consideration of current research in these areas. The module will also include discussion of the prevention and treatment of the diseases, highlighting possible therapies which may be useful in several pathologies.
10 credits
Students can also select Languages for All modules. For details please see www.sheffield.ac.uk/languages-for-all/choose-language
The content of our courses is reviewed annually to make sure it's up-to-date and relevant. Individual modules are occasionally updated or withdrawn. This is in response to discoveries through our world-leading research; funding changes; professional accreditation requirements; student or employer feedback; outcomes of reviews; and variations in staff or student numbers. In the event of any change we will inform students and take reasonable steps to minimise disruption.
Learning and assessment
You’ll learn in lots of different ways to make sure that you get the skills and knowledge that every psychologist needs. You'll attend lectures, take part in small group tutorials and workshops, and put what you’ve learnt into practice during research methods classes and project work.
Assessment
Throughout the course, you'll be assessed through a variety of methods including exams, tests and coursework.
Programme specification
This tells you the aims and learning outcomes of this course and how these will be achieved and assessed.
Entry requirements
With Access Sheffield, you could qualify for additional consideration or an alternative offer - find out if you're eligible.
The A Level entry requirements for this course are:
AAB
including a science subject
- A Levels + a fourth Level 3 qualification
- ABB including a science subject + B in a relevant EPQ (relevant EPQ topics include the fields of Psychology and Biology); ABB including a science subject + A in Core Maths
- International Baccalaureate
- 34 with 5 in a Higher Level science subject
- BTEC Extended Diploma
- DDD in Applied Human Biology, Applied Psychology, Applied Science or Medical Science
- BTEC Diploma
- DD in Applied Human Biology, Applied Psychology, Applied Science or Medical Science + A at A Level; DD + A in an A Level science subject
- T Level
- Distinction in the Health, Healthcare Science or Science T Level, including grade A in the core component
- Scottish Highers + 1 Advanced Higher
- AAABB + B in a science subject
- Welsh Baccalaureate + 2 A Levels
- B + AA including a science subject
- Access to HE Diploma
- Award of Access to HE Diploma in Science, with 45 credits at Level 3, including 36 at Distinction and 9 at Merit
-
Science subjects include Biology/Human Biology, Chemistry, Environmental Science, Maths, Further Maths, Physics, Psychology, or Statistics
-
GCSE Maths grade 6/B
The A Level entry requirements for this course are:
ABB
including a science subject
- A Levels + a fourth Level 3 qualification
- ABB including a science subject + B in a relevant EPQ (relevant EPQ topics include the fields of Psychology and Biology); ABB including a science subject + A in Core Maths
- International Baccalaureate
- 33 with 5 in a Higher Level science subject
- BTEC Extended Diploma
- DDD in Applied Human Biology, Applied Psychology, Applied Science or Medical Science
- BTEC Diploma
- DD in Applied Human Biology, Applied Psychology, Applied Science or Medical Science + B at A Level; DD + B in an A Level science subject
- T Level
- Distinction in the Health, Healthcare Science or Science T Level, including grade A in the core component
- Scottish Highers + 1 Advanced Higher
- AABBB + B in a science subject
- Welsh Baccalaureate + 2 A Levels
- B + AB including a science subject
- Access to HE Diploma
- Award of Access to HE Diploma in Science, with 45 credits at Level 3, including 30 at Distinction and 15 at Merit
-
Science subjects include Biology/Human Biology, Chemistry, Environmental Science, Maths, Further Maths, Physics, Psychology, or Statistics
-
GCSE Maths grade 6/B
You must demonstrate that your English is good enough for you to successfully complete your course. For this course we require: GCSE English Language at grade 4/C; IELTS grade of 6.5 with a minimum of 6.0 in each component; or an alternative acceptable English language qualification
Equivalent English language qualifications
Visa and immigration requirements
Other qualifications | UK and EU/international
If you have any questions about entry requirements, please contact the school/department.
Graduate careers
School of Psychology
You won’t be short of career options with a degree in psychology from Sheffield.
Many of our graduates go on to qualify as clinical psychologists after further postgraduate training, working in areas such as clinical, occupational, health or educational psychology or counselling. Others continue their education by studying for a masters or even a PhD.
Our degree is accredited by the British Psychological Society, and covers all the topics and training that you need to complete the first steps towards becoming a Chartered Psychologist if this is the route for you.
But you don’t have to complete a Doctorate in order to apply psychology in your career. You could work in hospitals, for charities and local psychological services as a counsellor, psychotherapist or psychological wellbeing practitioner (PWP) trainee, for example.
A good degree from a great university can take you far, whatever you want to do. We have graduates putting their knowledge of human behaviour and data analysis skills to good use in marketing and communications, human resources, data science, management and teaching.
Careers support
As a psychology student, you'll get lots of support to help you work out what you want to do after graduation, and the steps you need to take to get there.
We have skills development sessions built into the curriculum where we’ll teach you how to handle data, solve problems, and communicate complex ideas to a range of audiences. These are all important transferable skills that employers are looking for.
We also regularly hold employer events, networking sessions, and even talks from alumni and visiting psychology professionals.
We’re here to give you advice too, with an employability team based in the School of Psychology who work alongside the University’s careers service. We’ll help you with CV and application writing, job hunting, and preparing for interviews, and support you in finding placements, volunteering, or part-time work opportunities tailored to your future plans.
School of Psychology
Research Excellence Framework 2021
The School of Psychology at Sheffield is focused on exploring the science behind the human brain and behaviour.
Our teaching is informed by cutting-edge scientific research, which ranges from cognitive and neural processes across the lifespan to the wellbeing of individuals and society. All of this has an impact on the population.
Our work explores child development, psychological therapies, health and wellbeing, lifestyle choices, cognitive behavioural therapy, safe driving, mother-baby interaction, autism, Parkinson's disease, and reducing prejudice and inequality. It’s research like this that you’ll get the chance to be involved in throughout your course.
School of Psychology students are based at the Interdisciplinary Centre of the Social Sciences (ICOSS) in the heart of campus where you'll find seminar rooms and social space, all within easy reach of the main University facilities, including our 24-hour libraries and award-winning Students' Union.
Facilities
During your modules, you’ll learn about the latest techniques in psychological research from the psychologists who are using them in their published studies. These include eye-tracking technology used in perception studies, state-of-the-art EEG for measuring brain activity, biomimetic robots, motion capture, and virtual reality equipment.
You can access a range of tools for testing participants in your third year research project. This includes running psychophysical experiments using Heart Rate Variability equipment, cognitive experiments using computer stimulus presentation software, or carrying out qualitative data collection and analysis.
University rankings
Number one in the Russell Group
National Student Survey 2024 (based on aggregate responses)
92 per cent of our research is rated as world-leading or internationally excellent
Research Excellence Framework 2021
University of the Year and best for Student Life
Whatuni Student Choice Awards 2024
Number one Students' Union in the UK
Whatuni Student Choice Awards 2024, 2023, 2022, 2020, 2019, 2018, 2017
Number one for Students' Union
StudentCrowd 2024 University Awards
A top 20 university targeted by employers
The Graduate Market in 2024, High Fliers report
A top-100 university: 12th in the UK and 98th in the world
Times Higher Education World University Rankings 2025
Fees and funding
Fees
Additional costs
The annual fee for your course includes a number of items in addition to your tuition. If an item or activity is classed as a compulsory element for your course, it will normally be included in your tuition fee. There are also other costs which you may need to consider.
Funding your study
Depending on your circumstances, you may qualify for a bursary, scholarship or loan to help fund your study and enhance your learning experience.
Use our Student Funding Calculator to work out what you’re eligible for.
Work experience
Each year undergraduate students can apply to join the Sheffield Undergraduate Research Experience (SURE) scheme. This gives you the chance to spend around six weeks working in one of our research groups over the summer.
It's a unique paid opportunity to pursue research in an area that you’re excited about, and can help inform your future career aspirations.
Sheffield Volunteering is also popular with our psychology students. Run by the Students’ Union, the scheme helps you gain valuable experience whilst making a positive impact in our city. Student volunteers have worked on projects ranging from assisting mental health charities to preparing and serving meals to the homeless.
Visit
University open days
We host five open days each year, usually in June, July, September, October and November. You can talk to staff and students, tour the campus and see inside the accommodation.
Subject tasters
If you’re considering your post-16 options, our interactive subject tasters are for you. There are a wide range of subjects to choose from and you can attend sessions online or on campus.
Offer holder days
If you've received an offer to study with us, we'll invite you to one of our offer holder days, which take place between February and April. These open days have a strong school focus and give you the chance to really explore student life here, even if you've visited us before.
Campus tours
Our weekly guided tours show you what Sheffield has to offer - both on campus and beyond. You can extend your visit with tours of our city, accommodation or sport facilities.
Apply
The awarding body for this course is the University of Sheffield.
Recognition of professional qualifications: from 1 January 2021, in order to have any UK professional qualifications recognised for work in an EU country across a number of regulated and other professions you need to apply to the host country for recognition. Read information from the UK government and the EU Regulated Professions Database.
Any supervisors and research areas listed are indicative and may change before the start of the course.