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Session: 2022/23
Last modified: 12/10/2022 14:20:52
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Title of Module: Psychology & Education |
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Code: PSYC10011 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | L
Boyle |
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| Summary of Module |
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This elective aims to present a range of topical issues where psychological concepts, theories and methods have been applied in an educational context. Issues of relevance in pre-school, primary, secondary and tertiary education are considered. Students who want to pursue a career as a teacher or an educational psychologist would particularly benefit from taking this module.
Graduate skills/abilities
By the end of this module, students will have developed their skills in:
- reading, analysing, presenting and discussing research relevant to educational topics
- application of psychological methods, concepts and theories to educational interventions and practice
- critical evaluation of research findings for educational policy and practice
- application of multiple theoretical perspectives to education issues
- The purpose of the module content is to support students in thinking about modern views of effective learning, children’s performance in and experiences in the classroom, and issues that might support or constrain these, such as:
- • motivation and academic emotions
• age of entry to school
• educational disadvantage
• special educational needs
• mental health
• reading problems /dyslexia
• behaviour problems
• bullying
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate a critical understanding of the application of psychological methods, concepts and theories to issues within an educational context.
L2.
Evaluate theory, research and interventions within education.
L3.
Systematically apply, evaluate and integrate multiple perspectives to educational issues.
L4.
Critically evaluate the implications of research findings for educational policy and practice.
L5.
Systematically identify problems within an educational context and suggest appropriate solutions. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 10.
Understanding the nature and complexity of the application of psychological methods, concepts and theories to issues within an educational context. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Understanding the application of findings from educational research to government policy and classroom practice.
Demonstrating an ability to systematically apply and integrate multiple perspectives to educational issues.
Appreciating and evaluating ethical standards in educational research. |
| Generic Cognitive skills |
SCQF Level 10.
Demonstrating the ability to critically evaluate educational research. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Demonstrating the ability to present information orally and via written communication. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Functioning as an independent learner capable of adopting a self-reflective approach to learning.
Being able to work as part of a team to gather, evaluate and present information. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
PSYC09015
| Module Title:
Applying Psychology Methods
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module will be delivered using a hybrid approach in which students are encouraged to engage with the module through three learning activities, presented both synchronously and asynchronously. Students will be encouraged to engage asynchronously with pre-recorded lecture content designed to provide students with an overview of the topic area. Pre-recorded lecture material will be complimented with a series of asynchronous and synchronous activities to be undertaken in the student's own time or by the students/instructor simultaneously as appropriate.
Issues in education, such as bullying, motivation, academic emotions, early education and special educational needs, will be introduced in lectures, while workshops will provide students with the chance to follow up practical and applied aspects of these issues. The workshops will support the students in consolidating core material and tackling the assessments: the research briefing for educational professionals and the case study. During the workshops students will have opportunities to take part in a range of practical activities, as well as discussing educational interventions and policy implications of educational research. Students will be given guided reading to prepare for the workshop activities and they will also be asked to critically examine press coverage of educational issues. Students will be expected to adopt a reflective approach to study throughout.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 12 |
| Laboratory/Practical Demonstration/Workshop | 24 |
| Asynchronous Class Activity | 12 |
| Independent Study | 152 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
There are no set textbooks associated with this module. For each topic students will be provided with references of recommended articles from journals including the following:
Child Development
Developmental Psychology
Annual Review of Psychology
British Journal of Educational Psychology
Relevant websites will also be recommended:
http://www.educationscotland.gov.uk/thecurriculum/whatiscurriculumforexcellence/
webarchive.nationalarchives.gov.uk/.../nationalstrategies...dcsf.../literacy/
Scottish Council for Research in Education (SCRE)
Literacy Trust (www.literacytrust.org.uk)
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All full-time students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Psychology & Social Work |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Ug/Pg Psychology |
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| Moderator | M Terras |
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| External Examiner | S Langton |
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| Accreditation Details | British Psychological Society |
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| Version Number | 2.11 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Research briefing for educational professionals – 2,000 words, weighted 50% |
| Case study intervention – 2,000, weighted 50% |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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