This course combines the insights of psychology with those of sociology, enabling you to better understand human behaviour and the different genetic, biological, individual, social and developmental factors that can influence it. You’ll have the opportunity to specialise in areas of interest, such as ethnicity, youth and workplace psychology.
In the most recent Destinations of Leavers from Higher Education (DLHE) survey, 100% of all 2017 graduates from this course were in work or further study within six months.
This joint honours degree will allow you to look at human behaviour from two different perspectives. Psychology integrates theory and evidence-based knowledge from areas including genetics, biology, individuality and development. Sociology looks at contemporary social issues, practical sociological research and social relations.
Over the course of this degree you’ll develop an understanding of both disciplines and gain the essential research and analytical skills required in both subjects. You’ll look at humans as individuals and communities, while exploring issues that are becoming increasingly relevant in today’s society such as global inequality, gender and sexuality and religion.
This degree offers the best of both worlds. While not a qualifying psychology degree, it opens doors for further study and a career in a wide range of sectors. It will equip you with an understanding of social themes, as well as practical and transferable skills that are applicable within any sphere of your work life. If you’re interested in becoming a qualified psychologist, you’ll be able to complete a conversion degree after graduation.
You’ll have the opportunity to undertake a work placement in your third year, giving you the chance to gain valuable hands-on experience. In the past, our students have completed relevant placements in public and third sector organisations such as the NHS, Notting Hill Genesis and St Mungo’s.
We’re a tight-knit course group, which means we’re able to offer you outstanding support during your studies. You’ll experience support from fellow students on the course and through one-to-one meetings with your academic tutor. As a student of London Met you’ll also gain access to a range of services including career advice.
You'll be assessed through essays, critical reviews, multiple choice tests, examinations, experimental reports and presentations. You’ll also complete a psychology and sociology dissertation on a topic of your choice.
In addition to the University's standard entry requirements, you should have:
If you do not have traditional qualifications or cannot meet the entry requirements for this undergraduate degree, you may still be able to gain entry by completing the Psychology Extended degree.
Applicants with relevant professional qualifications or extensive professional experience will also be considered on a case by case basis.
Entry from appropriate foundation and access courses will also be considered.
To study a degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a Tier 4 student visa you may need to provide the results of a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.
If you need (or wish) to improve your English before starting your degree, the University offers a Pre-sessional Academic English course to help you build your confidence and reach the level of English you require.
If you have relevant qualifications or credit from a similar course it may be possible to enter this course at an advanced stage rather than beginning in the first year. Please note, advanced entry is only available for September start. See our information for students applying for advanced entry.
Specific qualifications that may make you eligible for advanced entry to this course include a relevant foundation Degree, HND or equivalent.
The modules listed below are for the academic year 2019/20 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.
Year 1 modules include:
The aims of the module are aligned with the qualification descriptors within the Quality Assurance Agency’s Framework for Higher education Qualifications. Specifically, this module aims to introduce students to some of the foundational theories within cognitive psychology and developmental psychology, including a prehistory of cognition that examines some of the earlier approaches to human thought and behaviour. Students will also be introduced to some classic research studies that will help them to evaluate theories of cognition and development. In the cognition tutorials there will be the opportunity to replicate, and participate in, classic experiments and in the developmental seminars, the opportunity to watch and discuss existing developmental research. This module also aims to provide students with the qualities and transferrable skills necessary for employment requiring: written communication skills, discussion contribution, independent study and time keeping, summation and evaluation skills, and understanding of the scientific method and ethical research consideration
The aims of this module are to (1) provide students with an understanding of key theories and models of personality as explanations for individual behaviour along with social psychological theories which seek to understand individual behaviour in its wider social context; and (2) develop students’ understanding of how psychological explanations of individual differences and social behaviour can be applied to real world events and experiences. This knowledge and understanding will help students’ employment skills by enabling them to appreciate the different perspectives that are needed to fully understand individual behaviour in everyday life. The module also develops students’ understanding of some key principles underlying psychological research, which will facilitate progression to modules at Level 5. The aims of this module are aligned with the qualification descriptors within the Quality Assurance Agency’s Framework for Higher Education Qualifications.
This module provides the foundation for an explicit, clear focus on social research throughout Sociology and related degrees in addition to supporting students to acquire understanding of and skills in academic literacy. The methodological principles and perspectives for effective social research are explained and also illustrated through exploration of research case studies. It will additionally provide experience in using the vast array of text, visual and statistical primary documentary sources and their interpretation for research. Research as process will be examined including main research approaches, the formulation and development of research questions and social, ethical and political contexts of research practice.
This module will provide students with an introduction to the discipline of Sociology and some of the basic skills of identifying, applying and evaluating sociological approaches, concepts and debates to everyday situations (LO1; LO2). It will also provide an introduction to constructing sociological arguments, thinking critically and assessing sociological evidence (LO3; LO4).
Year 2 modules include:
The aims of this module are to provide students with an understanding of (1) key theories and models of personality and individual differences and related research; (2) key theories and models of social behaviour and related research; (3) how these areas can be scientifically investigated using appropriate research methodologies; (4) how knowledge of individual differences and social psychology can be applied to the ‘real-world’ and their relevance to a range of settings. This will develop students’ employability by providing a basis of knowledge and understanding which will be beneficial in future work and training (e.g. understanding interpersonal and intergroup relations). The module also fosters students’ knowledge of research methodology (e.g. psychometrics) and fosters skills in the development of psychological assessment, academic argument and critical evaluation.
The principal focus of this module is for students to build on prior understanding and learning, exploring philosophical accounts of scientific explanation and the theory and practice of sociological research through the use of work-related interactive methods. The module provides work experience for students by developing research for a real world organisation (employer). Students will learn about doing research methods by conducting research for an employer. The employer will contribute to setting out small-scale research aims and objectives; being available to assess student proposals and bids or assess the analysis/ final presentation. The first part of this module examines the theory and philosophical accounts of research methodology, as well as introducing students to the practical skills of doing interviews, transcribing them, and analysing qualitative data (LO2; LO3). The second part of the module concentrates on quantitative methods, and requires students to design research for the requirements of an employer involved in both the aims and outcomes (assessment) of the research. The module provides work-related understanding and application of research methods by involving employer requirements and needs (LO1; LO4).
This module introduces students to some of the key sociological approaches used to explore and explain the sociological notion of ‘self’. This will involve an examination of a range of major 20th century sociological thinkers on the nature of the social construction of self - eg. Mead, Goffman - and it’s constrains - e.g. Parsons, Merton and Dahrendorf. The intention is to use some of the major sociological theorists and apply their insights into current concerns with the ‘project’ of self and identity. That is, to examine how much choice we have in becoming who we are.
To introduce students to sociological understanding and methodology of observing and explaining the everyday life: its routines, rhythms and those aspects of social life that we consider familiar and known.
The first aim of this module is to develop students’ knowledge and understanding of theories in cognitive psychology, and theories of cognitive and social change throughout the lifespan. The second aim is to facilitate students’ ability to think critically about these theories, especially in the context of empirical evidence. Thirdly, related to the previous aim this module also aims to develop students’ skills in locating primary sources, and to read, understand and accurately communicate the information within. The ability to source information, evaluate it and provide a summation is a useful transferable skill necessary in a wide variety of employment. The deployment of theoretical research into a practical based application is also a key transferable skill.
The aims of this module are aligned with the qualification descriptors within the Quality Assurance Agency’s, Framework for Higher Education Qualifications.
We live in an increasingly unequal world. This module examines the growth in inequalities globally. It also examines some of the key economic and political causes of growing world inequality. In particular, the module critically examines neo-liberal globalisation.
This module explores theories and conceptions of racism and ethnicity, and the practices of racism in contemporary societies. The historical roots of racism will be examined and its contemporary forms studied comparatively. Racism is specifically explored within the context of social and political conflicts.
• To analyse critically key concepts including racism and ethnicity themselves in order to develop an awareness of their contested nature.
• To look at these issues as worldwide problems and in a sociological context that explores the meanings ascribed to these terms, their historical origins and key examples of societies where these issues have been or still are important in shaping the social orders in which people live.
• To consider the impact of racism on specific communities and groups, including national, religious and ethnic groups.
• To examine the links between class, gender and ethnic differences.
A1. To provide students with a historical, theoretical and comparative understanding of the diverse forms of youth culture and youth social organisation;
A2. To explore the social origins of youth gangs and street violence;
A3. To consider the key developments in political mobilisation of young people;
A4. To investigate the concepts and nature of social control in relation to youth;
A5. To develop confidence in use of appropriate learning, analytical and discursive skills when dealing with current youth issues.
Year 3 modules include:
This module will provide students with an opportunity to engage with contemporary thinkers and debates in social theory. They will be required to critically examine the ideas of contemporary social theorists and explore the application of their ideas to an ever-changing world (LO1; LO2). The module will explore what it means to be human and examine how different perspectives on this impact upon a range of issues, from state policies to the development of artificial intelligence. Overall, the aim of the module is to develop the students’ capacity to utilise theoretical ideas taken from philosophy and sociological theory by applying them to the social world (LO3; LO4).
The students carry out an in-depth piece of a research and analysis in an area of their choice that is analysed from both sociological and psychological perspective. The students will use theoretical and empirical knowledge, research and analytical skills gained in their programme of study to investigate the topic and formulate a dissertation.
This module introduces students to Clinical and Health Psychology as applied areas within the discipline to allow informed and realistic decisions about further education and training in clinical and health psychology. The module aims to critically appraise key perspectives and approaches to clinical and health psychology as well as to evaluate diagnoses, explanations and treatments that are applied to a range of physical and mental disorders. Students will have the opportunity to investigate the role played by physiological, psychological and social mechanisms in the causation and treatment of physical illness and psychological disorders.
Students will gain experience in constructing case reports thus providing an additional transferable skill for future employment. The aims of this module have been developed in accordance to the QAA, CQC, NICE guidelines and BPS code of conduct and ethics.
This module introduces students to the discipline of counselling psychology as one of the main forms of applied psychological practice accredited by the British Psychological Society in the United Kingdom. The module will cover counselling psychology in theory, clinical practice and research. Through developing an understanding of this branch of applied psychology.
This module advances students’ knowledge of core social psychology with the focus on the application of psychological theory to contemporary issues. The module introduces some alternative and challenging perspectives on social psychological phenomena and applies these to issues as diverse as identity, prejudice, acculturation, group dynamics, rejection and inter-group contact.
The aims of this module are aligned with the qualification descriptors within the Quality Assurance Agency’s Framework for Higher Education Qualifications. Specifically, this module aims to provide students with a solid basis of knowledge and understanding of the application of empirical research and theory in psychology to the study of contemporary issues and processes within the criminal justice system.
Through engagement with the teaching, learning, and assessment opportunities provided, students will develop skills in the integration, evaluation and critical application of psychological literature, the construction of argument, self-assessment and reflection.
A final aim of the module is to provide students with an insight into and understanding of the potential for the practical application of psychology within forensic settings. This will be of benefit to students in making choices about the possibility of pursuing further study or a career in forensic psychology.
The module introduces students to the key concepts and theories relating to the social construction of gender and sexuality and their application to a range of social sectors and issues in the UK and abroad. The ways in which gender and sexuality are both constitutive of the social and are constituted through social structures, institutions and interactions are explored, as are the ways in which theories of gender and sexuality have informed the sociological study of the family, work, health, education, crime, the welfare state and politics, media and the body.
• To introduce and critically analyse key concepts in the sociological study of gender and sexuality;
• To introduce a range of theoretical approaches to understanding the operation of gender and sexuality at the levels of social structures, social relations and social identities;
• To consider the impact of gender and sexuality across a range of social sectors and social issues;
• To consider the links and intersections between gender, sexuality and other forms of social identity and difference, including class, race, ethnicity, etc.
• To consider the social and political sources of the persistence of discrimination and inequalities on the basis of gender and sexual orientation.
This module builds on earlier studies of social problems, social inclusion and exclusion, and education policy. We will reflect further on the meaning of social inclusion and exclusion in society, and the specific meaning of the terms in education in relation to the world of education and students with special educational needs. The study of the role of education and schooling in relation to achieving inclusion in both arenas is the focus of this module.
This module examines to what extent people’s judgments and decisions are as good as they could be, as well as the underlying processes involved in making them. These might include cognitive, emotional, social and neuropsychological processes. Individual differences in decision making may also be examined.
Specific topics may be drawn from a variety of areas, including moral judgment, probability judgment, risk perception and risk-taking behaviour, financial decision making, consumer choice, forecasting, health-related judgments and decisions, environmental decisions, decision making in other species, and more.
Educational environments interact with individuals’ unique genetic profiles and neurobiology, leading to wide individual differences in learning ability, motivation, and achievement. The module will provide new insights into the origins of individual differences in education traits such as cognitive abilities (e.g. IQ) and learning difficulties (e.g. dyslexia); motivation and personality; behavioural and emotional problems; social functioning and academic achievement. The module will also examine factors that influence both typical and atypical neurodevelopment (to the extent that those factors are linked to educational performance). Finally, the module will provide an overview of the learning deficits that individuals with learning disabilities (e.g. Specific Language Impairments disorder) experience.
This module will provide students with an opportunity to engage with contemporary debates on the relationship between social science and religion. Students will be required to critically examine the ideas of the classic and contemporary social scientists on religion and explore the application of their ideas to an ever-changing world. Overall, the aim of the module is to develop the students’ capacity to utilise social scientific concepts and perspectives in their analyses of religion in contemporary society. The disciplinary focus of the module will, initially, be the sociology of religion. The application of a range of social scientific approach will also be introduced - historical, political, economic and social psychological approaches.
The module aims to give students the opportunity to:
1. Apply their prior learning in an appropriate work environment
2. Relate specific knowledge and skills – theoretical, methodological, analytical – as appropriate to real-life situations in the work environment
3. Undertake work based activities relevant to their academic subject area and level
4. Show awareness of and delineate the culture, structure and changing services delivery of a working environment
5. Enhance their professional and personal development by developing new capabilities and skills
The aims of this module are to (1) provide students with an advanced understanding of developments in theory and research in (a) personality and individual differences and (b) social and cultural psychology; (2) introduce alternative and challenging perspectives on mainstream psychological phenomena; (3) develop and extend students’ understanding of the application of psychological theory to contemporary social issues. The module will enhance students’ employability through knowledge of alternative perspectives on taken-for-granted explanations of psychological phenomena; provide a deeper understanding of how individual, social and cultural factors can influence personal and social wellbeing; provide skills relevant to the application of theoretical knowledge and critical evaluation. The aims of this module are aligned with the qualification descriptors within the Quality Assurance Agency’s Framework for Higher Education Qualifications.
Students will gain a critical understanding of a range of theories, models, applied research and application within work and organisational contexts. They will work with organisational case studies and problem-based contexts, and thereby develop skills in applying psychological knowledge to the understanding of client needs and learn to provide solutions to address work problems, taking into account aspects of ethics and safety. In covering the five content areas of occupational psychology, as defined by the BPS, students will have an enhanced opportunity to enter related postgraduate studies – business psychology and/or occupational psychology. To enhance employability skills, students are presented with mini project-based learning opportunities followed by group presentations. Specifically, business related case studies are provided necessitating self-managed problem solving within groups. Students are thus given the opportunities to take effective and appropriate action, work effectively with others and develop self-management skills.
This course opens up job opportunities in the private and public sectors. Examples of our sociology orientated graduates include those now working as a human resources officer at Clarins and a prison custody officer at Sodexo, while our psychology inclined graduates have gone on to become support workers at Creative Support, a special needs teaching assistant at Edustaff and more.
The skills you’ll develop are transferable across an even wider range of sectors, such as advertising, public relations and marketing. It’s also great preparation for postgraduate study.
Please note, in addition to the tuition fee there may be additional costs for things like equipment, materials, printing, textbooks, trips or professional body fees.
Additionally, there may be other activities that are not formally part of your course and not required to complete your course, but which you may find helpful (for example, optional field trips). The costs of these are additional to your tuition fee and the fees set out above and will be notified when the activity is being arranged.
Discover Uni is an official source of information about university and college courses across the UK. The widget below draws data from the corresponding course on the Discover Uni website, which is compiled from national surveys and data collected from universities and colleges. If a course is taught both full-time and part-time, information for each mode of study will be displayed here.
If you're a UK/EU applicant applying for full-time study you must apply via UCAS unless otherwise specified.
UK/EU applicants for part-time study should apply direct to the University.
Non-EU applicants for full-time study may choose to apply via UCAS or apply direct to the University. Non-EU applicants looking to study part-time should apply direct to the University. If you require a Tier 4 (General) student visa, please be aware that you will not be able to study as a part-time student at undergraduate level.
The University and Colleges Admissions Service (UCAS) accepts applications for full-time courses starting in September from one year before the start of the course. Our UCAS institution code is L68.
If you will be applying direct to the University you are advised to apply as early as possible as we will only be able to consider your application if there are places available on the course.
Please select when you would like to start:
London Metropolitan University hosted the 60th annual TEAP conference which brought together world-leading psychology researchers.
London Met’s Widening Participation team work with young people across London and host a range of taster days to give tomorrow’s leaders a taste of university life.
Pictured here outside the Schindler Museum are Patricia Aina, Eleonora Messuti, Zane Hiestand, Benn Kingsley-Joseph, Jana Tarbajova and Ivano Ripellino
Police Now, the new graduate leadership development programme is supported by Dr Robin Bhairam and Professor John Grieve of London Met.
Svetlana Stephenson: the sociology academic uncovering the murky world of Russian gangs
London Met alumnus James Mannion brings his original rock opera to Islington
Staff and students are teaming up with Islington foodbank to help those less fortunate.
Award winning researcher to give talk at London Metropolitan University
Dr Martin Murray's new book, Jacques Lacan: A Critical Introduction, has been described as "unique in its approach to introducing Lacan".
London Met’s School of Psychology presents a research talk on a new education initiative by the council of Europe.
London Met’s School of Psychology introduces its specialist subjects at a day-long event for local A-level students.
Jemima Fischbach, a BA Psychology student at London Met, spent her summer volunteering in a special needs facility in Sri Lanka.
A London Met Intern is providing invaluable expertise to help improve a local charity service.
London Met academic is the lead author on highly collaborative research showing that newborn attention is linked to later childhood behaviour