Year:11/12
Department:Educational Research
Level:Part II (final year)
Learning Hours:150
Credit Points:15
Weight:0.5
Course Convenor:Dr A Houghton
Status:Live
Syllabus Rules
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Prior to PINE311, the student must have successfully completed:
Assessment Rules
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- 30% Presentation (Assessed)
- 70% Written assessment
Curriculum Design: Outline Syllabus
back to topThe syllabus will consist of three strands delivered by LUVU, School and Module Convenor
LUVU and Module Convenor - preparation and induction (11 hours)
- An initial day of training will provide the student with an introduction to child protection and safeguarding issues, working with children as well as conduct and behaviour in the school environment.
- Where more students wish to enrol there is a competitive interview system that will be used to match students with appropriate schools and a specific teacher in the local area. Each student selected will be given a chance to visit the school they will be working in before commencement of the module.
- NB Any student not selected, or who wishes to drop out of the scheme at this stage, will be able to register for an alternative PiNE term option but choice will be limited to PiNE modules with available places.
School based activity - independent and teacher guided learning (30 hours)
- The student will be required to spend half a day a week in the school every week for the duration of 10 weeks.
- The teachers will act as the main source of guidance but, in addition, students will have a meeting to discuss their progress with the Module Convenor or LUVU staff via tutorial and learning logs.
- During the term the student will pursue a special project that draws on pyschology in education, this will be negotiated with the teacher and depend upon the context.
Module Convenor - tutor and peer supported learning and assessment (9 hours)
- Introductory Workshop - will explore national strategies, the role of psychology in the classroom, introduce critical reflection and agree a student led programme of current issues to complement school based activity. This may include cross sector and cross curriculum issues such as: behaviour management, bullying, Careers education, Every Child Matters, Extended Schools, Gifted and Talented, Governors, inclusion, special educational needs (SEN), well-being, widening participation. (2 hour workshop)
- Review Workshop - to confirm the projects, peer discussion of annotated bibliographies and research (2 hour workshop)
- Debrief Workshop - to reflect on the experience, discuss assessments in particular presentations (2 hour workshop)
- Project Presentations - students will present their projects to their peers (3 hour workshop)
The module will run over the Michaelmas and Lent terms to fit in with LUVU recruitment, training and placement procedure, and to respond to student feedback obtained during the consultation process.
- During the placement learning will be supported by on-line learning activities, use of learning logs to capture and support individual learning
- Individual tutorials (1 hour)
Curriculum Design: Pre-requisites/Co-requisites/Exclusions
back to topPre-requisites
PINE 103
PINE 201, 202, 203, 204, 205, 206, 207 and 209
Co-requisites
PINE301 PINE302 PINE303/304 PINE310
In addition students must:
- complete interview and selection procedure by LUVU and administering department.
- attend appropriate LUVU training on child protection.
- attend LUVU school induction day.
- be approved following a Criminal Records Bureau check.
Educational Aims: Subject Specific: Knowledge, Understanding and Skills
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The module will enable students to consolidate their own learning and interest in pyschology by using this as a basis for a teaching session or to inform their process of reflecting upon the delivery of a specific curriculum area, for instance literacy or numeracy. It is expected that by the end of the module students will have gained substantial experience of working in the challenging and unpredictable environment of a school. Furthermore, they will have gained a basic knowledge of many of the key aspects of teaching in schools. Some of the main aims of the scheme are:
1. To offer the student a supportive experience of working with pupils and teachers that will enable them to gain confidence in communicating with pupils or discussing with teachers insights from psychology, develop strong organisational and interpersonal skills, and understand how to address the needs of individuals.
2. To learn experientially through classroom interaction how young people respond to situations / curriculum content, thus increasing awareness of the application of psychological concepts within the classroom.
3. To learn to devise and develop a psychology related activity and use teaching methods appropriate to engage the relevant age group with whom they are working.
4. To help inspire a new generation of prospective undergraduates by providing pupils with an opportunity to interacte with current students.
5. To help teachers to convey the excitement of their subject to pupils by showing them the long-term applications of school studies.
6. To help teachers by providing an assistant who can work with and support pupils at any point on the ability spectrum.
7. To enable students to understand how to address the needs of individuals and groups, and to devise and develop teaching materials which will engage the age group with whom they are working.
Educational Aims: General: Knowledge, Understanding and Skills
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To help students develop communication, presentation, organisational and interpersonal skills that will be of benefit to them in employment and life. The module will provide students with opportunities that allow them to develop the following skills drawn from the programme of study:
1. Information -handling - ability to locate, retrieve sift and select information that is fit for use in school and formal assessment
2. ICT - ability to use metalib and library catalogue to access relevant research and to use LUVLE and the internet to share ideas and record reflections
3. Presentational - development of ability to convey conclusions orally and in a variety of written forms.
4. Reflectiveness - the capacity to appraise one's own achievements and learning methods using a learning log.
5. Independence - willingness to take responsibility and initiative: learning through self-organised and increasingly self-directed project based on negotiation with teacher.
6. Problem-working - ability and confidence to engage intelligently with novel situations within a working environment
7. Reliability, resourcefulness and effectiveness in individual work.
Learning Outcomes: Subject Specific: Knowledge, Understanding and Skills
back to topOn successful completion of this module students will be able to:
- reflect and write about teaching methods, classroom management and lesson preparation for a psychology influenced teaching project in school (project summary and learning logs)
- demonstrate awareness of the different needs of individuals in a learning situation both practically and in their learning logs
- communicate clearly and effectively relevant aspects of their subject either to pupils and / or teachers depending on their project
- present learning materials suitable for the school in which they are placed and for the age group which they are teaching
- prepare a portfolio of written evidence that includes an annotated bibliography of relevant psychological research and key stage policy initiatives, a topical summary and project summary
- deliver a presentation of their evaluation of their project and answer questions
Learning Outcomes: General: Knowledge, Understanding and Skills
back to topOn successful completion of this module students will be able to...
- communicate effectively in a range of contexts with individuals, small groups and to a larger audience
- demonstrate a range of interpersonal skills when dealing with colleagues.
- give (and take) constructive feedback to pupils and their peers.
- Organise their time, prioritise their work and negotiate skills.
- respond to different situations which may involve improvisation and handling difficult and potentially disruptive situations as well as improvise
- work within a professional context in a multi-disciplinary team
Assessment: Details of Assessment
back to topWritten Assessment
This will consist of a portfolio of evidence that will be assessed as a whole, it is an alternative to the typical assessment in level 6 modules which consists of a 5,000 word report
Topical Report: Synopsis of a topical issue with reference to their school placement and relevant policy or research (audience: teacher, peers) approx 500 words
Annotated bibliography: on research and policy related to their school placement with emphasis on the psychological theories covered, it will also include references to texts refered to within their topical report and presentation (Audience: researchers, peers, teachers) approx 1000 words
Critical reflection and skills audit: an evaluation of the skills they have developed and demonstrated during their school placement (Audience: for a letter or application to future employer or PGCE application) approx 250 words
Project Summary: An overview of their project to complement their presentation this will include: context, aim, learning outcomes, activities and evaluation (Audience: peers, audience for presentation and teachers) approx 750 words
Presentation (Assessed): 5 minute presentation using visual aids with questions, this will be presented with particular emphasis on the psychological insights covered within or relevant to their school placement.
NB This will also be second marked either by physical presence of another tutor, LUVU staff or viewing of video recording which will be available for external examiner.
Web 'Workshop' contribution:
- Topical Review: to lead a thread on a topical issue (see ideas generated in workshop 1) ... and contribute to the discussions of other topical threads. The foci will be determined by the group in the first session and dates and topics assigned, it will be possible to undertake this task in pairs [web workshop time]
- A learning log: with guided weekly reflection that will generate ongoing evidence for written assessment, (Audience: self, plus module convenor and LUVU staff will have access) approx 100 words [private study time]
(Compulsory for good standing)
Other: School placement and project that will be negotiated with the teacher in conjunction with the LUVU staff and Module Convenor (students will receive a comment and feedback from the school)
Peer Assessment: this will be included as part of the presentation and in reviewing draft of annotated bibliography. It will be informal and used to provide additional feedback to students plus giving them the experience and opportunity of giving and receiving feedback.
Curriculum Design: Select Bibliography
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Action on Access (2005)
A summary guide to 14-19 curriculum developments available from
http://www.actiononaccess.org/?p=19_1_2_4Alexander, R. (2010)
Children, their world, their education. Final Report and Recommendations of the Cambridge Primary Review, Abingdon: Routledge
Boud, D., Cohen, R. and Sampson, J. (2001)
Peer learning in higher education, London: Kogan Page.
Cable, C. and Eyres, I. (Ed) (2005)
Primary teaching assistants: curriculum in context. London : David Fulton.
Duncan, D. (2009) 'The primary curriculum reviews: an alternative vision?',
Education 3-13, 37: 2, p89-93.
Fook, J. (2007)
Practising critical reflection: a resource handbook, Maidenhead : McGraw Hill Open University Press
Norton, L. (2009)
Action research in teaching and learning. London: Routledge.
Overall, L. (2003)
The primary teacher's handbook. London: Continuum.
Pollard, A., Collins, J. Maddock, M. Simco, N., Swaffield, S., Warin, J. and Warwick, P. (2005)
Reflective teaching: evidence-informed professional practice 2nd Edition London: Continuum International Pub. (pending 3rd edition 2008)
Journals
British Educational Research Journal
British Journal of Educational Psychology
Education 3-13
Educational Psychology in Practice
WebsitesReflective Teaching Website
http://www.rtweb.info/content/view/16/28/DCSF The National Strategies
http://nationalstrategies.standards.dcsf.gov.uk/Teacher Net
http://www.teachernet.gov.uk/Teachers' TV
http://www.teachers.tv/Students will also be encouraged to draw on pyschological research covered during their degree programme.
Curriculum Design: Single, Combined or Consortial Schemes to which the Module Contributes
back to topBSc Psychology in Education
