PSY3012

Faculty of Science
and Technology

PSY3012
LIFESPAN PSYCHOLOGY

Module Leader: Dr Jackie Meredith (Hen)

Yana Bhageerutty (MRU)
Term (AY/JS/T3) 2020-21

Duration of the module in weeks: 24 weeks

Document Version 1.0

Department of Psychology
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This handbook can also be accessed via MyLearning.

Other formats available

This handbook is available in a large print format. If you would like a large print copy
or have other requirements for the handbook, please contact Dalillah at the Disability
Support Service d.kalla@mdx.ac.mu or call +230 4036400

Disclaimer

The material in this handbook is as accurate as possible at the date of production. You
will be notified of any minor changes. If there are any major changes to the module
you will be consulted prior to the changes being confirmed. Please check the version
number on the front page of this handbook to ensure that you are using the most
accurate information.

Other documents

Your module handbook should be read and used alongside your programme
handbook and the information available to all students on My Learning, including the
Academic Regulations. Your programme handbook can be found on the My Learning
programme page.

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Table of Contents

1. Module Introduction ......................................................................................................... 5

2. The Module Team ............................................................................................................ 5
3. Staff Student Communication ........................................................................................ 6
Notices.................................................................................................................................... 7
Emails ..................................................................................................................................... 7
4. Module Overview.............................................................................................................. 7
5. Learning Resources ....................................................................................................... 10
6. Making the most of this module ................................................................................... 10
Participation and engagement ......................................................................................... 10
Attendance policy .............................................................................................................. 11
Lateness policy .................................................................................................................. 11
Mobile phones .................................................................................................................... 11
7. Module overview and learning schedule .................................................................... 12
TERM 1: MODELS AND FRAMEWORKS (Useful for both assessments) ............................... 12
TERM 1: LIFE STAGES AND TRANSITIONS (Coursework 1) ................................................... 12
TERM 2: LIFESPAN TOPIC AREAS (Coursework 2) ................................................................ 13
8. Assessment ..................................................................................................................... 15
Assessment 1 (50%) ............................................................................................................. 16
Research Proposal Template and Formative Submission Details ..................... 17
BASIC Criteria your Proposal must meet with in order to pass: ...................................... 17
Assessment 2 (50%) ............................................................................................................. 18
Choosing a Topic .............................................................................................................. 18
Relating Theory to Research – Perspective and Process ................................................. 18
Critically Evaluating the Contribution of Theory to Knowledge ...................................... 18
Basic criteria your Essay must meet with in order to pass: ............................................. 19
Formative Essay Plans ...................................................................................................... 19
Overall module grade........................................................................................................ 19
Assessment process ......................................................................................................... 22
E-Assessment ....................................................................................................................... 22

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9. Guides to Marking – the Grademark Rubrics ................................................................... 23

GUIDE TO PROPOSALS MARKING on 20-point scale .................................................... 23
GUIDE TO ESSAY MARKING on 20-point scale ............................................................... 25
GENERAL GRADING CRITERIA – LEVEL 6 MODULES ..................................................... 27
• IMPORTANT NOTES: ..................................................................................................... 28
DEADLINES ....................................................................................................................... 28
Assessment Regulations specific to PSY3012 – please read carefully ...................... 28
FORMATIVE ASSESSMENT................................................................................................ 28
WORD COUNT .................................................................................................................. 28
PLAGIARISM ..................................................................................................................... 28
TOPIC CHOICE .................................................................................................................. 28
SUBMISSION..................................................................................................................... 28
• READING MATERIALS ................................................................................................... 29
Key/ESSENTIAL Reading .................................................................................................. 29
Recommended.................................................................................................................... 29
Term 2 topics if interested ............................................................................................... 29
Useful Electronic Resources ............................................................................................. 30
• APPENDIX 1 – FORMATIVE ASSESSMENT FORM 1 – PROPOSAL .......................... 31
• APPENDIX 2 – FORMATIVE ASSESSMENT FORM 2 – ESSAY .................................. 32
• APPENDIX 3 - PLAGIARISM.......................................................................................... 34

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1. Module Introduction

The aim of this module is to provide you with understanding of the psychological development
of humans across the lifespan and to consider this in relation to contemporary issues and
concerns. It will equip you with knowledge about the ways in which development over the
lifespan can be investigated and understood. It will use research developed within a variety of
frameworks to identify and explore understanding from cognitive, biological, psychodynamic
and developmental psychological perspectives. There will be opportunity to develop your own
research proposal that will focus on a stage of lifespan development that particularly interests
you. The module draws on the knowledge capacity of the lecturer and potentially of visiting
speakers. It is hoped that you will consider each area covered in relation to aspects of your
own life and draw on this knowledge to develop your insight into human psychological
development.

2. The Module Team

Dr JACKIE MEREDITH
Role Module Leader
Room number: A113
Email: y.bhageerutty@mdx.ac.mu
Telephone +230 4036400
number:

Visiting and Guest Lecturers will deliver some sessions in Term 2. For Mauritius this may be
dependent on availability of specialised speakers otherwise your lecturer will deliver those.

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3. Staff Student Communication

The process for contacting your lecturer is as follows:

1) A request for contact can be made via email. Gentle reminder that you will need to
approach your lecturer by email in a respectful and polite manner. Start your email with
Dear Madam / Sir,…explain what you need in the following format 1) What is the issue
you wish to address; 2) if there are feelings to be expressed, kindly do so in a polite
manner; 3) State your need in relation to the situation you need to address; 4) Make
your request in a polite way; 5) Sign off with “regards”. Gentle reminder, you will need
to give your lecturer a timeframe of a minimum of 24 hours to respond to your email.
2) You can contact your lecturer by office phone for urgent and important matters. The
procedure is to call the front desk and ask to speak to the lecturer. If the lecturer is
unavailable, leave a message at front desk with a return number (only for emergencies)
and your lecturer will get back to you when she/he is available. The number to the front
desk is +230 4036400. If this is not an emergency, send an email to your lecturer about
what you want to address in the format outlined above.
3) Your lecturer has office hours for contact. No contact will be accepted outside of office
hours unless it is an emergency.
Staff will contact students by e-mail, phone, the My Learning module page and via lectures
and seminars.
Kindly note that your lecturer can request to meet with you / a group of you / the whole class
for diverse reasons.
1) For individual appointments, your lecturer will send you an email and request a meeting
outlining a brief reason for the request
2) Your lecturer will propose a meeting time during contact time
3) It is your responsibility to confirm your attendance to the meetings
4) When you come for the meeting you will need to inform the front desk manager so she
can inform your lecturer that you have arrived for your meeting
5) When a meeting is set, it is your responsibility to come at least 10 minutes ahead of the
given time so the lecturer can meet you at the agreed time.
6) While waiting, it is your responsibility to remain in the front desk area so you can be
visible to your lecturer so you can proceed to the meeting room.
The team may send urgent group and/or individual messages about the module to you by email,
so it is important that you read your University email regularly.
All staff have office hours, it is necessary to book an appointment before you drop in.
The procedure for addressing issues pertaining to the class is as follows:
1) If it is an individual issue of a private nature, kindly follow step one for sending emails
to communicate this to your lecturer
2) If it is an issue about the class, assignment, deadline,… send an email to your class
representative and copy your lecturer in. If you wish the issue to be communicated in
an anonymous way, you will need to send an email to your class representative, who
will then communicate the information to the lecturer anonymously. (It is your

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responsibility to be familiar with the information in this handbook. Any information

request pertaining to information found in the handbook will not be addressed)
3) The protocol for raising ANY issue about the class needs to be forwarded to the lecturer
in writing using the format provided in the sending email section. Your lecturer will
send you an acknowledgement of receipt email and deal with the presented issue within
a timeframe determined by the nature of the issue raised, and this will be communicated
to you via email. Should you not be satisfied with the outcome of the intervention done
by your lecturer, you can contact the Program coordinator, only after you have
demonstrated evidence of trying to resolve the issue with your Module Leader first.
In the first instance problems should be dealt with by raising the issue via email to your lecturer.
You can give feedback on this module to the module leader, your Student Voice Leader, to
your personal tutor, and through the end of module evaluation survey.

Notices
Kindly note that there may be instances where your class is cancelled due to your lecturer’s
indisposition to conduct the class. In this case, you will be advised by your class representative
within the shortest delay. In the advent of weather warnings, cyclones,…you will be advised of
cancellation of classes when there is notice sent to you by the school. If the school does not
communicate anything, your lecturer will run the class as usual. If the class will be run online,
you will be advised.

In the advent of a public holiday falling on the day of the lecture, a recorded version of the lecture
will be uploaded on Unihub in that same week and it is your responsibility to attend to that. Any
related questions will need to be forwarded via email.

Emails
Please use your UNIVERSITY EMAIL for communicating with tutors. Please include your student
number and the module code (PSY3012) in all correspondence. Your module leader is also
responsible for other modules…

Module Overview

PSY3012 Lifespan Development

Module Code PSY3012
Module Title Lifespan Development
Credit: 30

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Aims: The module aims to explore the psychology of lifespan development using
theoretical and research orientated approaches. It considers how
psychological knowledge of ways in which development over the lifespan can
be investigated and observed using research can be undertaken from a variety
of perspective, s as well as how it can be understood using models of cognitive,
biological, socio-ecological, psychodynamic and developmental psychology.
The module aims (a) to develop students’ understanding of how theoretical,
empirical and personal examples arising in the fields of academia, research
and clinical practice contribute to understanding of each topic and (b) to
encourage students to think reflectively about the relevance of these to their
own life, experience and learning.
Learning Outcomes:
On completion of this module students will be able to:
1) Demonstrate knowledge of all, and a detailed understanding of at least
two, of the areas covered in the module (Assessments 1 and 2)
2) Critically analyse existing research in psychological lifespan development
(Assessments 1 and 2)
3) Compare and contrast models of lifespan development drawn from across
the psychology discipline, and critically analyse their application and
relevance to topics of importance to individual, and social human
development (assessment 2)
4) Conduct information searches and retrieval to construct arguments to
support empirical and theoretical evidence (Assessments 1 and 2)
5) Demonstrate the ability to clearly communicate ideas in writing
(Assessments 1 and 2).
Syllabus: The application of psychology to individual and social development. Models
of Lifespan Development. Ways of investigating lifespan development –
across the lifespan, during particular phases of the lifespan and at times of
critical incident in the lifespan. Chronological development across the lifespan
from Adolescence to Adulthood, Ageing, Dying, Bereavement and Mourning.
Topical focus on life development of Gender and Sexuality, Femininity,
Masculinity and Motherhood. Effects of external events on lifespan
development: Trauma and Childhood Trauma, Cultural issues, Disability and
Stigma.
Learning, Teaching Formative assessment:
& Assessment Assessment 1: 1 x 200 word outline research proposal on a topic selected
Strategy: from Semester 1 using template provided (LOs 1,2,4,5)
Assessment 2: 1 x 200 word essay outline on a topic selected from the 2nd
Semester (LOs 1,2,3,4,5).

Summative Assessment
Assessment 3: Research proposal (50%): A proposal (2,300 words) on an
agreed topic selected from the stages of lifespan development covered in the
first term (Weeks 1-10). The student must design a research study to
investigate their topic (LOs 1,2,4,5). To assess Learning outcomes 2 and 3.
Assessment 4: Essay: (50%): A written essay (2,300 words) on a topic chosen
from any lifespan issue presented in term 2 (weeks 12-21 the focus must differ
to that of the Research Proposal (LOs 1, 2, 3,4, 5).

Assessment Weighting
Assessment 100% coursework: (50% research proposal, 50% essay)

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Learning Materials: All reading lists should now be available online via the My Study area of
MyUniHub. Please discuss with your liaison librarian if you require assistance
with your reading list or advice on supported referencing styles for your
Faculty.

Total Notional Learning Hours

300

Your lectures only represent a small portion of the time you will need to devote to study. The two-hour
sessions represent notionally about 30% of your learning hours; you should be spending the equivalent of
70% of your time in independent study.

RESEARCH ETHICS
NO CLASS OR RESEARCH RELATED ACTIVITY IS TO BE INITIATED ABOUT
THIS CLASS WITHOUT FOLLOWING THE ABOVE-MENTIONED PROTOCOL
FOR COMMUNICATION AND A FORMAL APPROVAL FROM YOUR MODULE
LEADER WHERE THIS IS NEEDED
• The teaching, learning, assessment and research activities undertaken in this module have been
considered and are not likely to require ethical approval.
• However, please seek advice if undertaking the module entails carrying out any research activities
involving human participants, human data, animals/animal products, precious artefacts, materials
or data systems. If you submit work that includes data gathered from or about people, this may be
treated as academic misconduct and could lead to fail grade being awarded.
• Research ethics approval seeks to ensure all research is designed and undertaken according to certain
principles of ethical research. These include:
1. Primary concern must be given to the safety, welfare and dignity of participants, researchers,
colleagues, the environment and the wider community
2. Consideration of risks should be undertaken before research commences with the aim of minimising risks
to those involved – i.e. human participants or animal subjects, colleagues, the environment and the wider
community, as well as actual or potential risks to those directly or indirectly affected by the research.
3. Informed consent should be freely given by participants, and by a trained person when collecting or
analysing human tissue (details on accessing and completing online training for gaining informed consent for
HTA purposes can be found below in Section 8).
4. Respect for the privacy, confidentiality and anonymity of participants
5. Consideration of the rights of people who may be vulnerable (by virtue of perceived or actual differences
in their social status, ethnic origin, gender, mental capacities, or other such characteristics) who may be less
competent or able to refuse to give consent to participate
6. Researchers have a responsibility to the general public and to their profession; as such they should
balance the anticipated benefits of their research against potential harm, misuse or abuse which must be
avoided
7. Researchers must demonstrate the highest standards of ethical conduct and research integrity. They
must work within the limits of their skills, training and experience, and refrain from exploitation, dishonesty,
plagiarism, infringement of intellectual property rights and the fabrication of research results. They should
declare any actual or potential conflicts of interest, and where necessary take steps to resolve them.
8. When using human tissues for research, Human Tissue Act and Human Tissue Authority (HTA)
requirements must be met. Please contact the relevant designated person (DP) in your department or the
HTA Designated Individual (DI) (Dr Lucy Ghali - L.Ghali@mdx.ac.uk). Further information is provided below
in the section: "Human Tissue Authority Information", see 'Governance Structure" document and SOPs etc. 
9. Research should not involve any illegal activity, and researchers must comply with all relevant laws.
• For more information about ethics go to the Middlesex Online Research Ethics (MORE) system which
has information and guidance to help you meet the highest standards of ethical research using this link:
https://MOREform.mdx.ac.uk

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• Information and further guidance on how to complete a research ethics application form (e.g., video
guides and templates) can be found on the MORE MyLearning site*:
http://mdx.mrooms.net/enrol/index.php?id=12277 (Log in required)
*Middlesex University Definition of Research document can be located on this site.

4. Learning Resources
This module has a variety of learning resources available for you to use to support your learning.
These include module notes, links and extra reading suggestions which can be accessed online
via the module page. Please visit the module page regularly to make use of these.

5. Making the most of this module

The lecturer is here to help and support you achieve your goals. One of the key elements to
successfully completing this module is engaging with all the learning opportunities we offer as
well and working with your peers to support one another.

Participation and engagement

This module is designed as a combination of contact sessions and independent study. This
means you must attend all the allocated sessions and you must work on your own outside them.
Students are expected to take an active part in all learning sessions. Where sessions are optional
this will be indicated in the schedule guide.

Student attendance is monitored during lectures, and any unexplained absences will be
followed up via e-mail. If for any reason you are unable to attend a session you must inform
the module leader.

To make the most of this module please complete the following every week:

• Read through the notes making a note of any points you need to discuss with your tutor.
• Complete the set activities before the next session, making a note of any points you
need to discuss with your tutor.
• Go to the module My Learning page, attempt the quizzes, make use of extra material,
view the podcasts, and access the activity solutions. Make a note of anything you wish
to discuss with your tutor.
• Complete further reading from the core text online.

The module leader is committed to support you and your fellow students whilst you undertake
this module. In order for you to get the most out of sessions you need to come prepared and
ready to contribute. Please ensure that any work set by the lecturer has been completed before
sessions. For some weeks you will be asked to read the lecture notes before the session and
consider some questions that will be discussed. After each class please review what has been
covered and make a note of anything you would like clarification on.

It is important that you are respectful and supportive to your fellow students and tutor.
Adopting this approach will create a positive atmosphere within sessions and is something you
can use in your professional life.

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To access some of the rooms and specialist space used for this module you will need your
University ID card. Please remember that your University ID should be carried with you always.

Attendance policy
Please email Yana Bhageerutty (y.bhageerutty@mdx.ac.mu) if you are concerned about your
attendance or have a valid reason for absence. If you have a serious long-term issue that is
preventing you from attending your course please also make an appointment at the Unihelp
Desk to see a student advisor and contact your programme leader. Serious long-term conditions
will be taken into account when assessing your attendance, if we are made aware 1) at the
beginning of the academic year or 2) at the time when this begins to have an impact on your
studies.

Lateness policy
Please ensure you are on time to sessions as tutors will start sessions promptly. Please note
that if you are more than 10 minutes late you will not be permitted to join the session until
after the break unless you have a strong reason or have informed the module leader in
advance.

Any advice for lateness will have to be communicated to the class representative at least 15
minutes before the start of the class. It is the responsibility of the class rep to inform the lecturer
of any advised lateness at the beginning of the class and follow-up with an advice email after
the class for record. Any non-advice will be treated as an absence.

Kindly note the door will be locked after 10 minutes of the start of the class. You can choose
to join in after the break which will be given on the hour after the start time of the class for a
period of 10 minutes only.

Mobile phones
All mobile phones must be switched to silent during sessions unless directed by your tutor
to do otherwise. Calls and texts cannot be made or received during sessions unless agreed
with the tutor prior to the session starting. If you are observed using your mobile phone you
will be asked to leave the session.

Academic Misconduct
Academic misconduct is a breach of the values of academic integrity and can occur when a
student cheats in an assessment or attempts to deliberately mislead an examiner that the work
presented is their own when it is not. It includes, but is not limited to, plagiarism,
commissioning or buying work from a third party or copying the work of others, breach of
examination room rules.

Students who attempt to gain unfair advantage over others through academic misconduct will
be penalised by sanctions, according to the severity of the offence, which can include exclusion
from the University. Links to the relevant University regulations and additional support
resources can be found here:

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Academic Integrity Awareness Course

Access to course. (You will have to log into to MyUniHub and then MyLearning to
access the course)
Section F: Infringement of Assessment Regulations/Academic Misconduct:
https://www.mdx.ac.uk/about-us/policies/university-regulations
Referencing & Plagiarism: Suspected of plagiarism?:
http://libguides.mdx.ac.uk/c.php?g=322119&p=2155601
Referencing and avoiding plagiarism:
http://unihub.mdx.ac.uk/your-study/learning-enhancement-team/online-
resources/referencing-and-avoiding-plagiarism
The MDXSU Advice Service offers free and independent support face-to-face in
making an appeal, complaint or responding to any allegations of academic or non-
academic misconduct.
https://www.mdxsu.com/advice

Extenuating Circumstances
There may be difficult circumstances in your life that affect your ability to meet an
assessment deadline or affect your performance in an assessment. These are known as
extenuating circumstances or ‘ECs’. Extenuating circumstances are exceptional, seriously
adverse and outside of your control. Please see link for further information and guidelines:

https://unihub.mdx.ac.uk/your-study/assessment-and-regulations/extenuating-circumstances

6. Module overview and learning schedule

The module will cover psychological development across the human lifespan by introducing
topics pertinent to different transitional stages and wider topics that influence the whole of life
development. Lectures will be interwoven with workshops and seminars designed to provide
practical consideration of research into lifespan development and surgery tutorials to enable
individual and small group feedback on assessed work. As all students are required to take a
year-long Developmental Psychology module as part of their course, this Level 6 module will
look at lifespan stages from entering adolescence onwards, and there will be no focus on
infancy and early childhood. These areas are covered adequately in Developmental
Psychology.

The course will be conducted in two parts: Part 1 (Weeks 1-11) will focus on Stages and
Transitions of the Lifespan (Assessment 1); Part 2 (Weeks 13-23) will focus on Lifespan
Development Issues (Assessment 2). The programme will include the following:

TERM 1: MODELS AND FRAMEWORKS (Useful for both assessments)

Psychosocial stages of development, psychoanalytic approaches to development, cognitive
models of development (including atypical cognitive development) and psychobiological
models of development.

TERM 1: LIFE STAGES AND TRANSITIONS (Coursework 1)

Adolescence (transition from childhood), early adulthood (transition from adolescence),
middle adulthood (transition from YA), late adulthood, ageing and old age (including transition

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into retirement, end of life issues, cognitive decline) and dying, bereavement and mourning
(grief processes, transition after loss).

TERM 2: LIFESPAN TOPIC AREAS (Coursework 2)

Gender and sexuality: femininity issues, masculinity issues, parenthood, trauma and the
lifespan, trauma in childhood, cultural issues, disability and stigma. Lifespan topics are related
to theoretical models of process and progress in issues across the lifespan, not only in one stage.

On the following page you will see a weekly guide/learning schedule for the module.

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LEARNING SCHEDULE 2019-20: TUESDAY 5-7pm W154

LW Wk Topic Lecturer
Beginning
TERM 1 – LIFE SEASONS/STAGES
1 28-Sep YB
Introduction & Models of Lifespan Development

2 5-Oct Investigating the Lifespan YB

3 12-Oct Writing Research Proposals YB
4 19-Oct Adolescence YB
5 26-Oct Early Adulthood YB
6 9-Nov READING WEEK
7 16-Nov Middle Adulthood YB
8 23-Nov Late Adulthood YB
9 30-Nov Dying, Bereavement and Mourning YB
Group Tutorial + Workshop Day
10 7-Dec Submission of Formative Proposal Plan Monday 9th YB + SLA
December

11 READING WEEK
14-Dec
Feedback from Proposal plan on Unihub by 20th Dec

14th Dec – 4th Jan XMAS VACATION

TERM 2 - LIFESPAN ISSUES

12 11-Jan Applying Models and Theory in Essays YB
CWK: Assessment 1 - MONDAY 13th JANUARY
13 18-Jan Gender and Sexuality YB
14 25-Jan Gender Issues: Masculinity YB
15 1-Feb Gender Issues: Femininity – (Assessment 1 Feedback) YB
16 8-Feb Motherhood and Parenthood YB
17 15-Feb READING WEEK
18 22-Feb Cultural Issues YB
19 1-Mar Disability and Stigma YB
20 8-Mar Trauma and the Lifespan YB
21 15-Mar Childhood Trauma YB

22 Writing at Level 3 – Final Group Tutorial

22-Mar YB
Submission of Formative Essay Plan Monday 25th March
23 29-Mar Assessment Tutorials (Optional) YB + SLA
24 ASSESSMENT PREPARATION WEEK
5-Apr
Feedback from Essay plan On Unihub by 8th April
WED 22nd April CWK: Assessment 2 - WENDESDAY 22nd APRIL

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7. Assessment

There are two assessments on this course, a research proposal and an essay. Each is weighted
at 50%. Each has a formative component enabling you to obtain feedback on the structure of
your work prior to development and final submission. Dates for the formative and summative
submissions are shown on final page of this handbook. You must pass both Summative
Assessments in order to pass the module.

A basic criterion for assessment is ORIGINALITY - YOUR work, and your work alone.
Where you refer to literature this should be in support of your argument, not in place of your
argument. You must demonstrate critical thinking and evaluation in your assessments.

THE DIFFERENCE BETWEEN FORMATIVE AND SUMMATIVE

A FORMATIVE assessment is one that is mandatory or optional for the course, and from
which you receive feedback to enable you to enhance and direct your final assessment. It
is not graded and there is no pass/fail criteria attached to a formative assessment.

A SUMMATIVE assessment is one that is mandatory for the course and for which you receive
a grade on the 20-point university system. This is the final assessment.

WHY FORMATIVE ASSESSMENT?

Formative assessment is for YOUR benefit alone, and is designed to:

• Ensure you are on target to complete your work by the module deadline
• Test out your ideas before you start writing your final assessment submission.
All areas included in the formative assessment must be expanded on in detail in your final
submission. Formative feedback is designed to ensure that your proposed project or essay
is workable, meaningful and will contribute to knowledge. It will not examine your writing
style or check for grammatical issues. This is your responsibility as a Level 6 student. If you
are concerned about your use of English, please contact the Learning Development Unit.

COPYING AND THE USE OF INTERNET SOURCES

Any material which has been taken from another source and reworked to be presented as
your own, REGARDLESS OF WHETHER YOU HAVE CITED THE SOURCE will be sent to our
Academic Integrity Officer for a decision and may be referred as Plagiarism. This includes
sections of material for either assessment which can be identified as being taken from the
internet or other sources and used to structure and complete your assessment – i.e. is not
your work or original thought. There is a fine line between reporting/evaluating and
paraphrasing when using literature to support your work, and as finalists you should know
by now where this line falls.

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Assessment 1 (50%) Between 2500-3000 words recommended

Summative Research Proposal of at least 2300 words and a formative draft of 200 words. You
are asked to select a topic from TERM 1 Stages and Transitions in Lifespan Development
covered up to this point in the course (Weeks 4-9) and to design a research study to investigate
the transition you choose. You do NOT have to carry it out, so are not limited by the same
constraints as a final year project. This is an advanced proposal that would be asking for
funding from a research committee or public or governmental body, so it must be ambitious.

The Proposal must identify:

1. The stage and transition of the lifespan being investigated (for example the transition
from childhood to adolescence = Adolescence), with a specific working title indicating
the broad research question
2. The theoretical approach being adopted, relating to existing literature in the target area
3. Existing research in this field – both historic and contemporary
4. Gaps in current knowledge and how this proposal will contribute to knowledge
5. The research method to be employed and rationale for its use
6. The specific participant requirement and how they will be recruited
7. Ethical concerns specific to the actual proposal (not general ethics; these can be positive
aspects of conducting this research)
8. Challenges and considerations of the proposed methodology (rigour)
9. How your personal assumptions and experience may influence the research process
(reflexivity)

A Formative Proposal outline of no more than 200 words using the areas specified in the
template below must be submitted in Week 10 in note form for feedback. Please use the
template form in APPENDIX 1 for this submission. You must answer the questions in the
PROPOSAL DETAILS section as indicated below.
Full SUMMATIVE Research Proposals (minimum 2300 words) are submitted for formal
assessment on Monday morning 13th JANUARY 2021 at 9am –
electronically through TURNITIN.

IMPORTANT: This proposal is HYPOTHETICAL ONLY. You MUST NOT produce information,
consent or debriefing documents or complete an Ethical Approval form. You will not get
credit for this and it is a WASTE OF YOUR TIME. The only Appendices to this proposal should
be interview scripts or questionnaires which will be implemented in the research as the
marker will be able to determine their suitability to answer the research question.

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Research Proposal Template and Formative Submission Details

SECTION PROPOSAL DETAILS

Title: What stage and transition are you investigating?
What is the working title of your proposal?
Introduction: This will be a literature review directly related to the topic and should lead into the
study aims. You must consider what areas of literature you propose to review which
would demonstrate that your proposal will add to knowledge - so what gaps are there
in current knowledge?
Aim of Study A clear research question.
Methodology: Provide a rationale for using 1) the chosen approach (i.e. qualitative, quantitative,
mixed-method) and 2) the actual method of data collection (i.e. questionnaire,
interview, survey). THIS SECTION MUST CONTAIN REFERENCE TO ACTUAL
TESTS OR AN ACTUAL INTERVIEW
Participants: Who will be your participants and how many. How will you recruit these people?

Data Gathering: The process your research will take - the amount of time, whether you need
assistance, whether there are any stages to this research. If you are using a mixed
method make sure you specify which aspect of the study would be applied first.
Ethical What particular ethical issues might arise with your chosen project? Are there
considerations: ethically positive outcomes of your proposed research?

Reflexivity: What impact do you think you will have on the research process? (Your choice of
design, your role, etc.)

Rigour: What might be a problem with your choice of investigation and what will you do to
ensure that the research process is trustworthy/valid?

IMPORTANT: All these areas will be assessed when marking your proposals. If you leave any
sections out of your write-up you will get ‘20’ on the university scale. The Grademark RUBRIC
(provided later) will calculate your overall grade for the assessment, so make sure you
complete all sections of your coursework.

BASIC Criteria your Proposal must meet with in order to pass:

1. A clear topic related to one of the lifespan stages/transitions between stages presented
in weeks 4-9, articulated in a meaningful working title.
2. An introduction supported by Academic Literature by means of CITATIONS.
3. A clear METHODOLOGY. This means actual tests to be used or ACTUAL
interview/focus group questions (script if it is qualitative). Without a detailed method
there is no proposal to assess and it will be counted as a fail
o The non-completion of any required area – e.g. Reflexivity, Rigour or Ethics – will
result in a 20 grade for that section, which may result in a fail if too many sections are
missing.
4. An Introduction supported by citation. No proposal can pass without an academic basis.
No citations = FAIL.

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 PSY3012

5. A substantial portion in your own words; no evidence that you are using work that is
not your as your own Work that is not your own = FAIL and referral for Academic
Misconduct.

Assessment 2 (50%) Between 2500-3000 words recommended.

A Summative written Lifespan Issues Essay of at least 2,300 words on a specific topic chosen
from the topics presented in Term 2 Lifespan Issues (Weeks 13-21) and a formative draft of
200 words.

The essay should show clear evidence of a full literature review that compares and contrasts
theoretical and empirical evidence pertinent to that topic. Students will be asked to compare
and contrast at two theoretical understandings of the topic and to critically evaluate how the
theories and research underpinning them have contributed to their understanding of that topic.

Choosing a Topic
The idea of introducing two theories in your essay is to offer a psychological explanation for
what happens to an individual in relation to the topic you choose. This can be any topic from
the SECOND TERM – Some example ideas are:

• the psychology of why women may be susceptible to media conceptions of femininity

in modern society;
• the psychology of how men cope with the pressure of popularised icons of masculinity;
• understanding the process of feeling stigmatised because of mental health issues;
• the psychology of why some people cope better with traumatic circumstances early in
life;
• the psychology of how culture affects the development of identity – for example
religious, gender, occupational;
• the psychology of dealing with conflicted sexuality;
• how and why attitudes towards parenthood in society affect self-esteem.
These are just a few possibilities. It will be up to you as the lifespan psychologist to firstly
pick a lifespan issue and secondly find a special focus to investigate. The focus must be
psychological, not medical.

Relating Theory to Research – Perspective and Process

All lifespan models suggest internal processes that in turn affect outward coping and behaviour.
We call these ‘theoretical models’ because they are theories based on a unique perspective and
proposed process. Your task in the essay is to:

1) choose and present clearly two theories which you can relate to the topic in terms of
perspective on the topic and a process of psychological adjustment;
2) to evaluate the usefulness of each model in explaining findings in literature and
3) to decide which one best offers an interpretation, in your opinion, of the topic you have
chosen - after your investigation.

Critically Evaluating the Contribution of Theory to Knowledge

The essay must therefore PRESENT TWO CLEAR MODELS at the outset. These models must
be RELATED TO THE TOPIC. The models must then be DISCUSSED WITH REFERENCE

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 PSY3012

TO RESEARCH ON THE TOPIC. The essay will then culminate in a summary/conclusion

where you decide whether WHICH MODULE OFFERS THE BEST EXPLANATION of the
psychological process you are investigating. You may feel that both models do this – so in
what way? Be careful not to just report different studies in isolation but RELATE them to the
models you’re investigating. Guidance will be given on this in sessions. Please remember
this is a Level 6 module and requires an ability to think abstractly and creatively about theory
and process. This is what is being examined in this assessment.

Basic criteria your Essay must meet with in order to pass:

6. A clear topic related to one of the lifespan aspects presented in weeks 13-21, articulated
in a meaningful working title
7. A clear focus within the topic identified – i.e. not just ‘trauma’ but ‘recovery from single
incident trauma’ or some other specific aspect
8. Two clearly identified lifespan developmental frameworks presented broadly in
relation to the topic area chosen – IF ONLY ONE OR NO FRAMEWORK IS USED =
FAIL
9. An evaluation of how each of the two identified frameworks can explain findings in
research and literature.
10. A clear conclusion, evaluating the contribution of the two frameworks to knowledge in
your chosen area.
11. A substantial portion in your own words; no evidence that you are using work that is
not your as your own Work that is not your own = FAIL and referral for Academic
Misconduct.

Please note that any Assessment 2 Essay that does not integrate TWO LIFESPAN THEORIES
as above will be AUTOMATICALLY FAILED. This is because you are required to demonstrate
an ability to engage with theory and theory relating to research. It is also a common
problem with essays which are obtained through 'Essay Mills' - so an incentive not to cheat...

Formative Essay Plans

Essay Plans of up to 200 words can be submitted in Week 22 for formative feedback. Please
use the template form in APPENDIX 2 for this submission. Content must relate DIRECTLY
to point 1-4 made above, including a working title and a brief indication of how each chosen
framework might relate to the topic. This is designed to ensure you are investigating an
appropriate topic and have chosen two appropriate frameworks to relate to literature and
research in this area.

WEDNESDAY
Summative assessment (final submission, minimum 2300 words) is on
morning 22nd APRIL 2021 at 9am, electronically through TURNITIN.
Overall module grade

Each component of assessment will be marked directly onto the 20-point scale based on the
assessment criteria. To produce the overall module grade a weighted average percentage will

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 PSY3012

be calculated using the midpoint percentage in the scale below and then converted to a 20-point
grade.

Feedback on your Assignments

You will be provided with feedback on all assessment that is helpful and informative,
consistent with aiding the learning and development process. Feedback will normally be
provided within 15 working days of the published assessment component submission date.

Each component of assessment will be marked directly onto the 20-point scale based on the
assessment criteria. To produce the overall module grade a weighted average percentage will
be calculated using the midpoint percentage in the scale below and then converted to a 20-
point grade.

In order to pass this module, you need to pass all assessment tasks with a minimum grade of
16 or equivalent.

Before you submit your work for final grading, please ensure that you have accurately
referenced the work. It is your responsibility to check the spelling and grammar. If you have
submitted a formative or draft assessment, you will receive feedback but no grade. The
comments should inform you about how well you have done or tell you about the areas for
improvement. All assignments should be submitted online unless specified in assessment briefs.

Moderation of Work

You may notice that sometimes your grade awarded to you on Unihub may vary from the final
grade in your results. This is because some of your work goes through a process of moderation.
During this process a sample of your work is reviewed by independent reviewers from this
module to ensure the making is fair and consistent.

During the process it is sometimes recommended that grades be readjusted, not only for the
person who’s paper has been moderated, but for everyone in the class within a recommended
percentage.

Reassessment for this module normally takes place in the following way:

A single opportunity to resubmit the work will be possible at the next assessment opportunity
(i.e. July 2021). If any assessment is failed twice, the whole module will be deemed to be
failed.

Further information is available at:

https://unihub.mdx.ac.uk/study/assessment/regulations

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 PSY3012

PSYCHOLOGY
Undergraduate Postgraduate Grade Percentages Midpoint
First Distinction 1 80 100 90
2 76 79 77.5
3 72 75 73.5
4 70 71 70.5
Upper second Merit 5 68 69 68.5
6 65 67 66
7 62 64 63
8 60 61 60.5
Lower second Pass 9 58 59 58.5
10 55 57 56
11 52 54 53
12 50 51 50.5
Third 13 48 49 48.5
14 45 47 46
15 42 44 43
16 40 41 40.5
Compensatable fail Compensatable fail 17 35 39 37
(only in the 1st year) 18 30 34 32
Uncompensatable fail Uncompensatable fail 19 0 29 14.5

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 PSY3012

Assessment process
The following diagram provides an overview of the marking process for your module
assessment. Details of the programme external examiner can be found in the
programme handbook.

• You submit your assignment

1

• The first marker grades the work and provides feedback; this could be completed
2 anonymously depending on the assessment type.

• A moderator or second marker reviews a sample of the work to quality assure the
3 grades and feedback, to ensure they are accurate.

• A sample of work is sent to the External Examiner to check that the grading and
feedback is at the right level and in line with external subject benchmarks (this
4 applies to levels 5, 6, and 7 only)

• Your final grades are submitted to the subject assessment board.

5

E-Assessment
E-assessment enables you to submit your coursework and receive your feedback online. This
means that you will be able to engage with e-assessment processes from any computer
(university, home, work, etc) which is connected to the internet. As Level 6 students you should
all be familiarised with using Turnitin for electronic submission.

When submitting your work electronically the system will issue an electronic
receipt/confirmation which you may wish to save and/or print out. Please note that in the
unlikely event that the University’s network and/or MOODLE is not accessible on the
submission deadline then submissions will be accepted on the next working day on which the
University’s systems become available. Failure of a network and/or broadband access other
than the University network on campus (e.g. at home, work, etc) will NOT be accepted as
a reason for non-submission.

If you are having technical difficulties in submitting your coursework and receiving your
feedback please contact the WebHelpdesk for support (http://webhelpdesk.mdx.ac.uk/).

THERE IS NO HARD COPY SUBMISSION FOR THIS MODULE.

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 PSY3012

8. Guides to Marking – the Grademark Rubrics

GUIDE TO PROPOSALS MARKING on 20-point scale

This is the actual rubric which will be used for marking your proposals

1-4 5-8 9 - 12 13 - 16 17 - 19 20
Clear choice of life Clear choice of Reasonable Review lacks Not an adequate Missing or
no citations
INTRODUCTION - stage and life stage and coverage of focus in the area review either in = FAIL
CRITERION: comprehensive and good review of literature of investigation, terms of content
Clear well supported literature, well relating to a fails to tell a or focus on a
engagement with review of relevant supported but specific area, but coherent account clear research
an appropriate contemporary may lack a strong with some leading to a area.
Lifespan stage in literature, supported contemporary unsupported research
terms of throughout and focus or material and not question or is
contemporary demonstrating a evaluative stance. such a strong largely
literature review strong grasp of focus. unsupported.
and clear target theory and
of investigation. evaluation of
methodology.
AIMS OF Clearly defined Clearly defined Research aim Research aim No real mention Missing
RESEARCH - aims, grounded in research aim, presented in stated but not of the research
What is your previous research, based on previous general terms clearly defined aim, even if a
research filling an explicit research but no but could have and little idea hypothesis is
question? This gap in real explicit been better how this would provided.
must be clearly understanding. linking of this to defined or linked relate to the
defined, the acquisition of to the study acquisition of
including the knowledge. aims. knowledge.
study aims.
Explicitly states Rationale Reasonable There are a This section Missing –
rationale based on provided and a description of number of gaps does not contain no
METHODOLOGY previous research reasonable measures but not here enough method or
- CRITERION: with clear reasoning description of clearly linked to unfortunately - information to tests
rationale for and comprehensive measures but not previous your evaluate this given
using 1) the explanation of how as comprehensive research and not methodology methodology.
chosen approach to operationalise the as it could be. as needed to be You were
(i.e. qualitative, research question. Appendix of comprehensive more detailed required to
quantitative, Appendix of interview script if as it could be and grounded in specify materials
mixed-method) interview script or required. and some previous and give some
and 2) the actual copies of measures aspects required research and the rationale for
method of data if required OR are missing. actual provision your choice.
collection (i.e. questionnaires of materials is
questionnaire, described in good lacking.
interview, survey) detail along with
and appendix if citations if the
necessary. original is not
available.

Appropriate, clearly Appropriate Participant Very little in The participant Missing

defined and targeted participant group group relates to terms of sample specified
participant group and some good the research participant is not adequate
PARTICIPANT with consideration material but not question but is selection or how to test your
RECRUITMENT - for recruitment and clearly defined or not clearly they will be research
Who, how and any inclusion or no suggestion of defined neither obtained. question.
where will study exclusion criteria how they would is there any real
recruit? detailed clearly. be recruited. guide to how
participants
would be
recruited.

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 PSY3012

A clear and well A good attempt to A reasonable Only a very No real Missing
documented process detail the process attempt to detail basic attempt engagement with
for eliciting and acknowledge the process and here to detail the process or any
DATA
information which aspects of how to acknowledge process and data needed or
GATHERING -
acknowledges issues elicit data but this aspects of how acknowledge indeed and data
How will data be
that may be of could have been to elicit data but aspects of how proposed does
elicited and what
concern and is related in a more this does not to elicit data and not to the
issues might
strongly linked to thorough way to directly relate to material does research
there be with
the requirements of the research the research not directly question
collection?
the research question question question relate to the
research
question
Strong academically An illustration of Some Very little You have Missing
ETHICAL ISSUES in terms of both the academic thinking consideration of consideration presented only
- Possible issues ethics relating to the in terms of ethics ethics but with either positive or general ethical
that might arise specific area of but with some specific gaps negative with principles and
with your chosen investigation, gaps relating to relating to the the actual study little or no
project + methodology and the specific area specific area of in question, the material relating
ethically positive wider impact of the of investigation, investigation, methodology or to the study in
outcomes of study - both positive methodology and methodology or the wider impact question, which
proposed and challenging. wider impact of wider impact of you were
research the study the study required to do.

You have Some clear A reasonable Some attempt to No real attempt Missing
REFLEXIVITY - demonstrated a appreciation of attempt to consider your to consider
Impact of comprehensive your role and the consider your role and the role either the role of
research: appreciation of both role of your role and the role of the research yourself as
Personal personal and research in both of your research but either researcher or
reflexivity (choice epistemological personal and but this does not personal or wider
of design, role, reflexivity in the epistemological fully cover epistemological epistemological
etc.) + breadth and detail of reflexivity, but personal and reflexivity is aspects; this is
Epistemological this reflection. this could have epistemological missing not reflexivity
reflexivity been a little more aspects.
detailed.
The writer A good attempt at A reasonable Some No attempt to Missing
demonstrates a clear engaging with the consideration of consideration of interrogate either
understanding of specific research the challenges the challenges the strengths or
rigour in either methodology and and strengths of and strengths of challenges of
RIGOUR - qualitative or how the proposed the research the research your research
Perceived issues quantitative method will methodology but methodology but specific
with your choice methodology, minimise these are either these are not methodology
of investigation engaging with the challenges and not developed developed AND relating to a
and what will you specific research maximise OR there are there are notable research
do to ensure that methodology and strengths but this notable gaps. gaps. question. This is
the research providing a clear could have been not rigour
process is indication of how done with more
trustworthy/valid they will both thoroughness.
minimise challenges
and maximise
strengths of the
choice of method

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 PSY3012

Suitable title Suitable title Suitable title Poor throughout Very small Not an
reflecting good reflecting good reflecting with a specific reference list of acceptable
grammar and grammar and reasonable problem, such as largely non- standard
spelling throughout. spelling grammar and very little academic of work -
A good reference list throughout with spelling literature support sources and untidy,
of mainly only a few errors. throughout but (very few inaccurately badly
GENERAL - Title, contemporary A good reference there may be academic formatted, PLUS presented
References and authors, relevant to list with some lapses which citations), other omissions and full or
writing: spelling, the investigation. contemporary spoil the style of spelling or such as language errors. No
grammar, syntax, authors, most the essay. A grammar or writing style. citations
academic style. relevant to the moderate list of problems and This is not of the of
investigation. academic lapses or not accepted academic
sources but these written in an academic literature.
are not appropriate standard.
accurately academic style.
formatted or not
contemporary.

GUIDE TO ESSAY MARKING on 20-point scale

This is the rubric which will be used for marking your essays.

First Class Upper Second Lower Second Third Fail

Topic from term 2

Clear topic from term Essay covers one of Essay not covering
Topic from term 2, but a rather broad
2, with a clear and the topic areas but one of the required
TOPIC: Relevance of with a reasonable title focus rather than
explicit area of only loosely and in areas, or covering
topic to Term 2 issues but less clear what the indicating a
interest conveyed in a too generalized a the same area as
focus is particular area of
meaningful title fashion Assessment 1
interest

There may be two

general perspectives
Two perspectives
MODELS/THEORIES: engaged with, but
Two clear relevant Two clear relevant presented but these Only one lifespan
Appropriateness of these may not be
lifespan theories lifespan theories may not be clearly theory identified and
choice of 2 theoretical meeting the criteria
articulated clearly articulated at some relevant or engaged with =
Lifespan perspectives for lifespan models
from the outset point in the essay appropriately FAIL CRITERION
(frameworks/models) (process and
contrasting
psychological
outcomes)

CONTENT 1: Does
Models are clearly Models are
the essay contain Models are clearly
presented and presented but
evidence of presented but Models are barely Models are not
explained superficially and not
knowledge of the area explained more presented, are accurately presented
appropriately explicitly related to
outlined in the generally rather than unrelated to the and or there is no
according to the topic, the topic area. Little
question – key issues, relating them to the topic area and are engagement with
rather than just engagement with
research and topic area. Principles not related to research in the area
generally. Principles research in the area
frameworks pertaining are present and related research or literature relating to the
are present and related although there will
to two theoretical to research in the area in a meaningful way models
to research in the area be some attempt to
understandings of of choice
of choice do so
lifespan development?

This is done, but

CONTENT 2: Are the This is done This is done explicitly
more loosely AND Frameworks are
two frameworks explicitly, clearly and but only at the end of No attempt to
although relevant compared, but not in
appropriately throughout the the discourse rather compare and
literature is terms of the research
compared and discourse in a critical than being considered contrast the
presented there is and literature
contrasted in terms of and evaluative manner throughout OR not frameworks or
little attempt to available on the
relevance to research using research and done in an evaluative perspectives
evaluate this topic area
and literature? academic publications manner
material

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 PSY3012

The essay has a The essay does not

The essay has as a The essay does not
The essay has as a clear topic but not a have a clear topic or
CONTENT 3: Does clearly articulated have a clear topic or
clearly articulated clearly articulated focus and there is
the essay answer all question which is focus and there is no
question but this is question – although only a very basic
aspects of the question directly targeted in the sense of continuity
only loosely targeted some attempt to sense of continuity
set by the writer? discourse and referred throughout the
in the discourse answer the question throughout the
to in the conclusion discourse
is made discourse

No real structure;
Very little clear
STRUCTURE 1: Is There is a reasonable The structure of the essay appears more
There is an obvious structure; essay
the essay well planned structure which is essay is implied but a sequence of points
structure which is appears more a
with a coherent introduced at the not introduced; the and these are not
introduced at the sequence of points,
structure and argument beginning of the essay structure is not clear tied in to the topic
beginning of the essay although related to
backed up by evidence but does not tell a although there is an with academic
and tells a coherent the topic. Some
and answering all clear coherent story attempt to tell a evidence. Non-
story using academic attempt to tell a
aspects of the question using academic coherent story using academic sources
evidence coherent story using
set? evidence academic evidence may be predominant
academic evidence

There is little or no
Although the writer
The writer generally Academic evidence evidence of
expresses an opinion, More of the essay is
STRUCTURE 2: Is supports their is presented but this supporting evidence;
this is full supported speculation by the
argument backed up statement with is not consistent inappropriate
by theory and author and very little
by evidence academic evidence but throughout and there sources may be used
academic evidence is backed up by
throughout or this is not consistent are sections where and citation is
and this is done evidence in the form
unsupported? throughout and some speculative material minimum – this is
through appropriate of citation
citation is missing is included not an academic
citation
account

A clear conclusion is
A clear conclusion is There is a
CONCLUSION: Is present evaluating the The essay is
present but this does conclusion, but this No explicit
the essay suitably contribution of each concluded but not in
not directly evaluate is more a summary conclusion to the
concluded in terms of framework to terms of the
the contribution of the than an attempt at essay
supported theory? knowledge in the frameworks chosen.
frameworks evaluation
topic area

Arguments are
Arguments are presented but the Points and
All arguments are
presented in a writing style is loose arguments are made
presented in a good This discourse will
CLARITY: Are the reasonable academic and does not but do not indicate a
academic style be full of errors that
ideas and arguments style showing critical demonstrate critical strong writing style
showing critical obfuscate clarity in
presented clearly and thinking but the reader thinking and the or a good grasp of
thinking and an ability both argument and
terms explained is not convinced that reader is not complex theoretical
to engage with the presentation of
explicitly? the writer understands convinced that the ideas. There may be
complex theoretical ideas and terms.
complex theoretical writer understands many errors in
ideas
ideas complex theoretical grammar or meaning
ideas

The writer tends to

The writer not only offer a series of
QUALITY OF
presents clear facts, such as
ANALYSIS: Does the The writer not only The writer presents
academic arguments ‘another study
essay demonstrate presents clear academic arguments The writer tends to
but demonstrates that showed that’ rather
evidence of academic arguments but does not offer a series of
they understand these than engaging with
understanding the but demonstrates that demonstrate that facts and makes no
but critically meaning and
issues discussed rather they understand these they understand attempt to discuss
evaluating but this is without any real
than offer a list of but critically these by critically these in any way
sporadic rather than a demonstration that
facts or other people’s evaluating throughout evaluating
feature of the they understand
explanation?
discourse these by critically
evaluating

There is very little in

RELEVANCE: Does This is a strongly The choice of topic terms of a clear Little clear
This is an evaluative
the essay demonstrate evaluative essay and and the material argument which argument and no
essay and there is a
relevance to lifespan there is a clear sense gathered make some could be said to real evidence of
sense that this it
development that links have been contribution to contribute to engaging with the
strengthens knowledge
psychology and make made which knowledge, but the knowledge, even material. This is
in the area, but this is
a contribution to contribute directly to lack of evaluation though an attempt more a series of
not as outstanding
knowledge? knowledge limits this has been made to facts.
engage with material

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 PSY3012

GENERAL: Suitable title with

There are problems
CRITERION: reasonable grammar
Clear title and Problems with with writing style,
Title, any headings Suitable title, good and spelling
presentation and good grammar and/or meaning and
and look of the grammar and spelling throughout but there
grammar and spelling spelling throughout grammar that spoil
document. Spelling, throughout with only a may be lapses which
throughout. Strong and poor style but this essay. This is
grammar, syntax, few errors. spoil the style of the
academic writing style passable. not an acceptable
academic writing essay.
standard
style.

REFERENCING
Very small
AND CITATION: A good reference list Very small reference
A moderate (8-12) list A moderate list of reference list of
Referencing and of more than 12 list (less than 8) of
of academic sources academic sources largely non-
citation should be academic sources, academic sources
and generally correctly but these are not academic sources
contemporary where correctly formatted and inaccurately
cited/formatted accurately formatted and inaccurately
possible and APA and cited with no gaps formatted
formatted
style

GENERAL GRADING CRITERIA – LEVEL 6 MODULES

These are the general criteria against which your work is marked. There will be occasions
where you have fulfilled the CRITERIA in the rubric, but the writing style or the depth of
thought illustrated does not match with a First Class categorisation. You must consider the
requirements of Level 6 assessment in addition to the aspects explicitly stated in the rubric.

GRADE
(on 20 point
scale)
Knowledge is comprehensive both as to breadth and depth. Student demonstrates an
1-4 exceptional ability to contextualise, to grasp concepts and their inter-relationship, and/or to
1st Class relate theory to practice. Clear evidence of independent thought. The presentation is highly
literate, fluent and accurate. The material is presented in a focused way, so as to help
sustain the argument. Citation is impeccable.
The knowledge-base is up-to-date and relevant, but may be broad or deep. Work reflects a
5-8 thorough grasp of concepts and their inter-relationship, and a significant ability to relate
Upper 2nd Class theory to practice. The presentation is very good, the material generally well-focused,
reflecting inter alia a high degree of literacy. Arguments may sometimes be outstanding,
even brilliant, and reflective of genuine independent thought, but not always consistently at
that level.
Arguments may be generally relevant but not necessarily comprehensive. The student
9-12 displays awareness of what concepts are, but the ability to conceptualise, and/or to relate
Lower 2nd Class theory to practice, is palpably limited. Frequent use of assertion rather than argument.
Grammar and spelling sound, but perhaps with occasional lapses.
Knowledge is adequate but limited and/or superficial, with a tendency to inaccuracy.
13-16 Limited awareness of concepts. Limited ability to contextualise, and to relate theory to
3rd Class practice. Frequently, evidence (which may be accurate) is deployed superficially, with lack
of focus. Almost always offer description/assertion rather than argument. Grammar may be
poor, or the linkage between paragraphs mat be weak.
Some accuracy but little relevance; very few relevant assertions. Minimal awareness that
concepts exist. Work frequently lacks clarity. Communication frequently inarticulate.
Fail Presentation is poor.

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 PSY3012

• IMPORTANT NOTES:
Assessment Regulations specific to PSY3012 – please read carefully

TOPIC CHOICE - You cannot use the same topic for both Assessments; so for example
investigating Gender roles in Adolescence for a Proposal and choosing Gender Issues as
the area for the Essay is a barred combination. Assessment needs to show that you have
engaged with 2 clearly separate topics throughout the course of this module. If you do,
the second submission will be failed.

SUBMISSION - All assessments, formative and summative, must be submitted via

UNIHUB using the TURNITIN links provided. There is no hard copy submission. You
cannot EMAIL your work.

PLAGIARISM – Any submission suspected of not being your own words throughout will be
referred to the Academic Integrity Officer and may be sent to Academic Registry (AR) as
plagiarism. If there is a high Turnitin count this will be examined and if the work is over-
reliant on copying and paraphrasing from other sources, it will also be referred. Any essay
or proposal which is deemed by the module leader to come from an essay mill/contract
cheating (purchase of work from an external source) will be referred regardless of the
TURNITIN count. This is your degree; you must earn it yourself.

WORD COUNT – The total number of words required for assessment at Level 6 is 5,000.
For this module this is shared between all assessments, formative and summative. The
University guideline is that a submission should be within 10% of the target word count
(i.e. 2,300 words for each Summative assessment). It is expected that you will not write
LESS than this amount. If you write a little MORE it will not be penalised, unless it is
excessive or the content is inappropriate or rambling. If you write too little - particularly
a submission under 2000 words - it is likely to fail as insubstantial and is unlikely to meet
the target either in terms of content or quality.

FORMATIVE ASSESSMENT – Formative submissions that do not use the forms provided in
Appendices 1 and 2, and do not contain the content requested, will not receive feedback.
Formative submissions are not entitled to receive feedback if submitted after the formative
deadline.

DEADLINES - There are two submission deadlines: Monday 13th January 2021 for the
PROPOSAL and Wednesday 22nd April 2021 for the ESSAY - both at 9am. Any requests
for deferred submissions must be made through the UNIHELP only. Requests are
normally only considered when submitted with full documentary support.

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 PSY3012

• READING MATERIALS

Key/ESSENTIAL Reading

Robinson, O. (2012). Development through Adulthood: An Integrative Sourcebook. London:

Palgrave MacMillan.
COVERS QUALITATIVE AND QUANTITATIVE RESEARCH
FOCUS ON INTERVENTION STRATEGIES AND REAL-WORLD APPLICATIONS
PROVIDES A CROSS-CULTURAL PERSPECTIVE
GOOD OVERVIEW OF THEORETICAL PERSPECTIVES
Beckett, C. & Taylor, H. (2010). Human Growth and Development. 2nd Edition. London: Sage
Publications Ltd.
CHAPTERS 2-5, 8, 10 = LIFESPAN MODELS.
CHAPTERS 6, 7, 11, 12 = LIFE STAGES.
CHAPTER 9 = DISABILITY TOPIC

Frost, N. (Ed) (2011). Qualitative Research in Psychology: Combining Core Approaches.

Open University Press.
ESPECIALLY IMPORTANT FOR CONSIDERING QUALITATIVE PROPOSALS; DETAILS METHODS
AND STRATEGIES FOR PLANNING AND ANALYSING QUALITATIVE PROJECTS

Recommended

Creasey, G.L. (2006), Research Methods in Lifespan Development, Pearson, Allyn and Bacon
Flick, U. (2009) (4e) An Introduction to Qualitative Research, Sage
Glassman, W.E.& Hadad, M., (2004), Approaches to Psychology, (4e) Open University Press
Guest, A., (2009) Clashing Views in Lifespan Development, McGraw Hill
Smith, J. A, (2008) Qualitative Psychology: A Practical Guide to Research Methods. Sage.
Sugarman, L. (2001). Life-span Development: Frameworks, Accounts and Strategies. 2nd Edition. New
York: Psychology Press.
Willig, C. & Stainton-Rogers W., (Eds) (2008), The Sage Handbook of Qualitative
Research in Psychology. Sage.

Term 2 topics if interested

Chrisler, J.C., Golden, C.& Patricia, D.Rozee, (2008) Lectures on the Psychology of Women, (4e),
New York: McGraw Hill
Disch, E., (2009) Reconstructing Gender, A Multicultural Anthology (5e, McGraw Hill.
Lips, H.M. (2006) A New Psychology of Women: Gender, Culture and Ethnicity, 3e, McGraw Hill
Roazen, P., (1976) Erik H.Erikson: The Power and Limits of a Vision. The Free Press
Stainton, Rogers W. & Stainton Rogers R., (2004), The Psychology of Gender and Sexuality.
London: Open University Press.

NB: Individual lectures will be accompanied by a Reading List to supplement each topic. Occasionally
there may be required reading to be done prior to a Lecture or Seminar – please read notices on UNIHUB.

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Journals

You are strongly encouraged to consult relevant Journals to keep yourself up to date on current
research in the areas of Lifespan Development that you are interested in. This is your
responsibility as a Level 6 student.

Lecturers will also recommend key articles pertinent to their subject area. It is advisable to
check whether the library has access to these as soon as possible and to put your request in for
an Inter-Library Loan in good time if not. It is recommended that you share copies of articles
amongst yourselves. Make it a habit to browse through relevant journals on a regular basis.
Often you can do this online and you can also request to be alerted when articles on particular
topics are published.

Journals with relevant articles are likely to span many areas of psychology. The following is
an illustrative list that you can use as a starting point. You should build up your own list from
the references provided at the end of papers that you read and other sources. For example:

British Journal of Social Psychology

Developmental Psychology
International Journal of Aging and Human Development
Journal of Aging Studies
Journal of Infancy and Reproduction
Journal of Personality
Qualitative Research in Psychology
Qualitative Research

Useful Electronic Resources

PsycInfo
IBSS – The International Bibliography of Social Sciences
ISI Web of Science

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 PSY3012

• APPENDIX 1 – FORMATIVE ASSESSMENT FORM 1 – PROPOSAL

Use the form below to submit your Formative proposal. You may use notes and bullet points.
Please see page 8 for guide to content.

Cut and paste this form, including the header, onto a word document and save with the
filename Mxxxxxxxx Draft Proposal Qualitative/Mixed/Quantitative.docx
(only state the methodology you are proposing).

Please do not type in the Tutor Comment column.

STUDENT NO:

MIDDLESEX EMAIL ADDRESS (for feedback):

CHOSEN LIFE STAGE:

SECTION PROPOSAL DETAILS (200 words) COMMENT (Tutor Feedback)

Working Title:

Introduction:

Methodology:

Data
Gathering:

Ethical
considerations:

Reflexivity:

Rigour:

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 PSY3012

• APPENDIX 2 – FORMATIVE ASSESSMENT FORM 2 – ESSAY

Use the form below to submit your Formative essay. You may use notes and bullet points.
Please see page 9 for guide to content.

Cut and paste this form, including the header, onto a word document and save with the
filename Mxxxxxxxx Draft Essay_Femininity.docx
(Please give the title of the AREA you are proposing to write on – so this could be femininity,
trauma, culture, etc.)

Please do not type in the Tutor Comment column.

STUDENT NO:

MIDDLESEX EMAIL ADDRESS (for feedback):

1. CHOSEN TOPIC/LIFE ISSUE:

PROPOSED ESSAY DETAILS

SECTION COMMENT (Tutor Feedback)
(200 words)

2a. Working Title

2b. The specific

area of
investigation

3a. Lifespan
Model/Theory 1

3b. Lifespan
Model/Theory 2

4a. How do you

think Theory 1
relates to the topic,
in terms of
psychological
processes

4b. How do you

think Theory 2
relates to the topic,
in terms of
psychological
processes

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 PSY3012

5a. Themes
relating to Theory
1 that you will look
for in literature on
your topic area

5b. Themes
relating to Theory
2 that you will look
for in literature on
your topic area

Search terms topic

you intend to use in
Summon/Google
Scholar to find
relevant articles
(for example self-
esteem, coping
skills, self-concept,
assertiveness,
modelling, imitation,
attitude towards
authority, stress,
depression)

Please use this template in conjunction with a presentation that will be made available. This
presentation will explain what the different sections of the draft (i.e. 1a) should cover.

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 PSY3012

• APPENDIX 3 - PLAGIARISM
Plagiarism applies especially to essays, projects and dissertations, and is at its most simple the
deliberate copying of material - from any source - into your own work without acknowledging
that source, and with the wilful intention of deceiving assessors.

There are 4 basic forms of plagiarism:

1. Copying or paraphrasing from another source and presenting as if it were your own
thoughts.
2. Copying from another student and claiming it is your own work.
3. Coping from yourself: using material previously or concurrently submitted to gain
credit for another module and trying to claim credit in the current module. You cannot
gain credit for the same work twice – e.g. using material from your final year
dissertation in your proposal or using material you have written in a previous essay in
your current essay, or submitting over 20% of the same content to more than one
module (e.g. two psychology modules or psychology and sociology).
4. Purchasing work from an external source and claiming it as your own - e.g. Essay 'mill'.

No 1 - Covers the copying, verbatim or otherwise (paraphrasing), of text from published work,
electronic databases, web sources. Plagiarism may be defined as presentation of someone else's
work as one's own or the intention to gain credit for someone else's work. It ranks high in the
catalogue of academic sins, for obvious reasons. Originality is highly important, so that
someone who steals someone else's ideas and who thereby gains undeserved credit attracts the
anger and scorn of the whole academic community. Since in many respects the award of a
degree is equivalent to being admitted to the academic community, degree examiners punish
plagiarism very severely.

There are two ways of avoiding plagiarism. One is to be completely original, a way which is
closed to all but a few. The second, that has become the standard form of good academic
behaviour, is to ACKNOWLEDGE YOUR SOURCES. This does not mean you can copy
what the author has said – you must still use your own words alongside the acknowledgement
of the source of the research or ideas. There are a variety of ways of doing this:

a) The use of quotations is allowed to acknowledge where specific words are not your own but
discouraged as poor style generally. Direct quotations should be separated from your own text
by quotation marks, with the precise source (including page number) indicated (e.g. Bloggs,
2005, p.240). HOWEVER - Quotes should be used sparingly to illustrate a particular point
and should not take the place of your own words. They should in general be short (no more
than a sentence or so) and should not take the place of expository text, which should always
be in your own words.

b) Summarise in your own words the material and findings you are discussing but be sure to
name the person to whose work you are referring and place in brackets the author of the article
from where research or ideas were obtained and the date of publication (e.g. Bloggs, 2005).

c) Full details of all references cited in-text should be provided in a complete reference list.
Sources in your reference list should also appear as in-text citations.

d) Do not show your work to any other student unless they have already completed and
submitted their own work. Do not give or lend your file/s to anyone.

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