UNIVERSITY QUALITY ENHANCEMENT COMMITTEE SCHOOL QUALITY ENHANCEMENT COMMITTEE VALIDATION PANEL (2007/08) ACADEMIC APPROVAL RECORD REFERENCE 1457

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1 UNIVERSITY QUALITY ENHANCEMENT COMMITTEE SCHOOL QUALITY ENHANCEMENT COMMITTEE VALIDATION PANEL (2007/08) ACADEMIC APPROVAL RECORD REFERENCE 1457 CONFIRMED Recommendation to University Quality Enhancement Committee The School Quality Enhancement Committee was asked to validate a PGCE Secondary Education in Psychology for the School of Education and is pleased to recommend to the University Quality Enhancement Committee approval of the following proposals: REVIEW AND REVALIDATION Pathway Code Pathway Title Final Award Intermediate Awards Modes of delivery REVIEW AND DELETION Pathway Pathway Title Code List all Awards to be deleted Modes of delivery Last recruitment date Final completion date for students Note 1 REVIEW ONLY Pathway Code Pathway Title Final Award Intermediate Awards VALIDATION Pathway Code Pathway Title Final Award Intermediate Awards PS/SSPS/1 Secondary Education : Psychology Post Graduate - Graduate Certificate in Certificate in Education Secondary (M Level) Teaching Studies - Graduate Certificate in Secondary School teaching Modes of delivery Modes of delivery Full Time MODULES Semester New Module ( ) Module code 1 TE3102 Professional Values and Personal Development 1 TE3101 Teaching, Learning and Assessment 1: The Beginning Teacher 2 TE4059 Teaching, Learning and Assessment 2: Module Title Credits Core / Core option or elective 30 Core UoW 30 Core UoW 30 Core UoW Delivered by Page 1 of 10

2 The Developing Teacher 2 TE4060 Subject specific Pedagogy (individual case study) 30 Core UoW MODULES TO BE DELETED Module code Module Title Semester Credits Date to be deleted EXEMPTIONS TO THE ACADEMIC REGULATIONS PROFESSIONAL, STATUTORY, REGULATORY BODY (PSRB) INVOLVEMENT COLLABORATIVE ARRANGEMENTS DATE OF THE NEXT REVIEW The next review of PGCE Secondary Education in Psychology is scheduled to take place by the end of the 2013/14 academic year. Summary of process: Date Activity See appendix 23/01/08 Initial Planning Meeting 25/06/08 Meeting with Proposing Team One 11/07/08 Received External Advisers Report Two School response to External Adviser s comments. 1010/08 Received revised documentation 22/10/08 Closed by Chair s action Academic Approval Record Three Summary of findings In September 2007, the School of Education was encouraged by the Training and Development Agency for Schools (TDA) to submit a bid for target numbers for traditional routes (e.g. PGCE and BEd) or employment-based routes (Graduate Teacher Programme (GTP), Registered Teacher Programme (RTP) and Overseas Trained Teacher Programme (OTTP)). The School included in the bid an expression of interest in offering psychology. The School, along with four other Higher Education providers (Manchester Met, Edge Hill, Canterbury Christ Church and Worcester), was successful in its bid to offer psychology; each provider has been allocated 10 new places for at least the next three years. The pathway follows the same design as the existing PGCE which offers bracketed awards in eight other subjects which relate the generic teaching to different subject lines. The students will follow the same teaching and school placement programme, have the same number of taught sessions and tutorials as those on established subjects and have the same assessment requirements. On completion of the four modules that comprise the PGCE, the students will be recommended to the General Teaching Council (GTC) for Qualified Teacher Status (QTS) to be conferred. At the time of validation, fifteen schools had agreed to work in partnership with the School of Education for psychology and it was envisaged that more would follow. The meeting with the proposing team was successful although it was noted that the proposing team had not managed to engage a suitable External Adviser with the proposal. Following the meeting, an External Adviser was identified and appointed. The External Adviser identified a few recommendations, which were later satisfactorily addressed by the proposing team (please see appendix three). Page 2 of 10

3 Best Practice / Enhancement for dissemination None. Issues that have institutional implications for consideration by the University None. Action checklist for ongoing monitoring throughout the lifetime of the pathway(s) Responsibility Action Date Action to be closed by None Note this action checklist should not contain actions which would need to be closed by the Panel before final approval was given e.g. revision of submission documentation. Date the draft AAR was approved for submission to the AAR Sub Group for ratification by the Validation Panel Chair. 07/07/2009 Page 3 of 10

4 VALIDATION PANEL RECORD Details of Panel and Participants Chair: Professor Kit Field Officer: Miss Pamela Bains Panel members designated for the Validation: Ms Ada Adege Ms Vikki Bridger Ms Karen Clarke Ms Victoria Wright Ms Elaine Townsend Ms Cate Price Independent Internal Adviser for the Validation Name: Ms Jane Harvey Position: School of Health (Extra School Representative) Independent External Adviser for the Validation: Name: Mrs Julie Bostock Position: Course Leader PGCE Psychology, Edge Hill University Subject/Pathway Team Representative(s) from School for the Validation: Ms Elaine Townsend Ms Phil Jackson Page 4 of 10

5 Appendix 1 SCHOOL OF EDUCATION SCHOOL QUALITY ENHANCEMENT COMMITTEE CONFIRMED Extract of the minutes of the School of Education Quality Enhancement Committee meeting held on Wednesday 25 th June 2008 at 2pm in WA030, Boardroom, Walsall Campus. Present: NAME Attendance Deputy Professor Kit Field Dean of SEd (Chair) Ms Ada Adeghe School of Education Ms Pamela Bains Officer, QASD Ms Vikki Bridger School of Education Dr Andrew Cramp School of Education Apologies Ms Karen Clarke Dr Jas Dhillon School of Education Apologies Ms Barbara Hooker School of Education Apologies Ms Victoria Wright Mr Philip Jackson School of Education Apologies Ms Elaine Townsend Ms Dawn Jordan School Office Manager Ms Anne Saxon Extra School Representative, Apologies Ms Jane Harvey School of Health Mr Jeff Serf School of Education Apologies Ms Cate Price Ms Lorraine Thomas School of Education Ms Beverley Westwood Student Representative Apologies Key: = Present A = Apology Received X = Absent SEd SQEC/ ACADEMIC DEVELOPMENT / UNIVERSITY QUALITY PANEL 07/70 a) The Committee received for consideration the documentation related to the validation of the Postgraduate Certificate in Secondary Education in Psychology. Noted: In September 2007 all providers of initial teacher education in England and Wales, were invited by the Training and Development Agency for Schools (TDA) to submit bids for target numbers for traditional routes or employment-based routes. The bid placed with TDA was for a three year period, 2008/09 to 2010/11. The secondary ITE team had been warned that there would be a reduction in the numbers of places available in the future however one growth area was that of psychology. The University encouraged the School to bid for psychology as this would also go some way into balancing potential cuts in other subjects. With this in mind, the School included in the bid to TDA an expression of interest in offering psychology. The bid was successful. Along with four other providers (Manchester Met, Edge Hill, Canterbury Christ Church and Worcester), each provider has been given an allocation of 10 new places for at least the next three years. As the School already has an existing PGCE in eight other subjects, all following the same design of an award but in groups that relate the generic teaching to their own subject lines, psychology would follow the same pattern and no new modules would be utilised. The same learning and teaching methodology would apply, with achievement being logged in a Record of Professional Development which is common across all subjects. The students would follow the same teaching and school placement programme, have the same number of taught sessions and tutorials as those on established subjects and have the same assessment requirements. On completion of the four modules that comprise the PGCE the students would be recommended to the Page 5 of 10

6 Appendix 1 General Teaching Council (GTC) for Qualified Teacher Status (QTS) to be conferred. The name of their award would be the same as students on other subject lines, with the additional subject of psychology being in its title. Currently 15 schools have agreed to work in partnership with the School for psychology and it is likely that more would follow. It was noted that a new member of staff had been employed whose remit would include the management of the proposed pathway, Mr Bill Myers; Phil Jackson would be managing the pathway until Mr Myers was in post. The Committee noted that the current Course Guide for PGCE Secondary pathways would be updated include to the proposed PGCE. Miss Bains noted that External Adviser input would be required. The Committee was satisfied that the pathway was coherent and therefore approved the validation of the Postgraduate Certificate in Secondary Education in Psychology subject to satisfactorily addressing the following actions: a) Amending the Pathway Specification Template to address some minor typos. b) Engaging an External Adviser in the validation. Page 6 of 10

7 Appendix 2 Proforma for external comments for the Validation/Revalidation of PGCE Psychology for the School of Education 1) Relationship between the programme title and curriculum content The programme title clearly reflects the curriculum content. 2) Appropriateness of programme aims and outcomes define and communicate the philosophy/ethos and nature of provision, together with the intended learning outcomes for the programme of study It is clear that this programme fits into an existing PGCE programme and will follow the design of this award. The documents communicate the intended learning outcomes, skills and professional standards relevant to this course. outcomes of programme in relation to preparing students for employment and in meeting employer and industry needs The outcomes of the programme in relation to preparing students for employment and the needs of the professional role of a teacher are clearly identified in sections 7, 8, 9 and 11. 3) Programme design, content and organisation currency and coherence of the programme The programme design, content and organisation are in line with existing, successful PGCE programmes in the School of Education. appropriateness in relation to intended learning outcomes The modules clearly address the educational aims of the course as described in section 7 of the submission document. Module content is also cross-referenced against the QTS standards. 4) Appropriateness of assessment consider the relationship between assessment tasks and learning outcomes The assessment methods and rationale described in section 11 of the submission document are appropriate for assessing the educational aims of the course outlined in section 7. Effective assessment strategies are described which include presentations, work-based tasks, literature review, case study and portfolio activities. These are highly appropriate for assessing the skills and outcomes of the course and are therefore fit for purpose. Clear criteria are provided for the assessment against Ofsted standards for newly qualified teachers. effectiveness of assessment design and practice Opportunities for formative assessment are present in most modules where appropriate. 5) Learning and teaching methods A variety of learning activities are described in the module outlines which include university taught sessions, reflective journals, peer observation, video recording of presentations and work-based learning. Page 7 of 10

8 Appendix 2 6) LEARNING RESOURCES / SPECIALIST RESOURCES Do the resources match the requirements of the curriculum and intended programme outcomes? Some suitable resources are listed in the module outlines. I would strongly recommend the addition of some academic journals and there are many other excellent books and websites which I would like to see included. There is little reference to how information technology will support the learning of trainees. Is WOLF a virtual learning environment? In what ways will it be used by students and staff on this course? 7) Comments relating to the Modules The modules clearly address the educational aims of the course as described in section 7 of the submission document. Module content is also cross-referenced against the QTS standards. Which members of staff will be delivering the modules? Will staff other than the course leader deliver some sessions? Will expertise be brought in from outside the institution? 8) Staff CVs The Course Leader has a very strong CV in terms of relevant experience of leading a psychology department, teaching the subject at all relevant levels of the curriculum and working with pupils and students in a pastoral capacity. 9) Any other comments Reference to levels 3, 4 and 5 needs to be changed to levels 6, 7 and 8 in line with the National Qualifications Framework. It is no longer necessary to qualify as a teacher to embark upon the Doctorate in Educational Psychology (Rationale document). Regarding school placements, reference is made in the rationale document to mentors who may not have QTS themselves. Another issue is mentors who may have QTS in a different subject and lack a background in Psychology. How might these problems be resolved? Another important issue is how trainees will gain experience of the key stage 4 curriculum for Psychology in schools and colleges given that few schools currently offer GCSE Psychology. 10) Recommendations School mentors: appropriate support needs to be provided for those without a background in Psychology as well as those without QTS. Discussions need to take place around ensuring that trainees are able to teach Psychology at key stage 4 while on placement. Additions need to be made to the recommended reading and resources list to include more websites, books and journals. Signed: Julie Bostock (External Adviser). Date: 11/7/08 Page 8 of 10

9 Appendix 3 Response to external comments for the Validation/Revalidation of PGCE Psychology for the School of Education Recommendations School mentors: appropriate support needs to be provided for those without a background in Psychology as well as those without QTS. We are not in a position to vet the qualifications of school-based tutors (SBTs) but we have looked at the external examination results for all the school concerned to ascertain that the results in psychology are at least satisfactory. All SBTS are undertaking mentor training, including induction to the QtT standards, with the School of Education and they are being actively encouraged to take qualifications in mentorship. All will be required to undertake co-observations and to conduct observed debriefs with trainees, to quality assure their work. We will encourage those without QTS to take our assessment only route to achieving this status. Discussions need to take place around ensuring that trainees are able to teach Psychology at key stage 4 while on placement. This issue has been fully explored with SBTs by the subject leader and the partnership co-ordinator. All trainees will be assessed teaching work at KS4, on both attachments,. This will be achieving by assessing trainees: Teaching KS4 GCSE psychology where it is available (obviously, the use of schools with this on the curriculum will be rationalised to give a wide an opportunity as possible to trainees Teaching the KS4 phase of the Diploma Health and Social Care where it is available Teaching work with psychological content in other settings of (eg science) Additions need to be made to the recommended reading and resources list to include more websites, books and journals. A new revised and expanded list is attached. This will be added to in due time utilising the advice both from pour contact with Manchester Metropolitan University and the advice of the external examiner. Journals The first 3 journals are available via our OPAC - British journal of educational psychology. Social psychology of education [electronic resource] : an international journal. 5b0b322932cd%40sessionmgr106 These journals are available online via our Electronic Journals pages Cognitive development ( ) Educational psychology (Dorchester-on-Thames) ( ) Education sciences and psychology Page 9 of 10

10 Appendix 3 Journal of school psychology ( ) Learning and individual differences ( ) Learning and motivation ( ) Scientific American Mind Recommended books Carlson, J.S. (2007) Educating the evolved mind. Information Age Publishing. Child, D (2007) Psychology and the teacher. 7th ed. London: Continuum Coles (Ed) (2000) The Erik Erikson Reader. London W.W. Norton and Company Davis, B. (2007) Engaging minds. 2nd ed. London: Routledge. Gredler, M.E. (2007) Vygotsky's legacy. Guilford Press. Kozulin, A. (ed.) (2003) Vygotsky's educational theory in cultural context Snowman, J. (2006) Psychology applied to teaching. 11th ed. Boston : Houghton Mifflin. Sousa, D.A. (2006) How the brain learns. 3rd ed. London : Corwin. Piaget, J. (2008) The psychology of the child. Basic Books. Recommended Websites Association Website The Association for Teachers of Psychology The British Psychological Society S-cool Psychology revision website Applied resources psychology Psychology resources k=view&id=14&itemid=1 Bill Myers/Phil Jackson School of Education 3 October 2008 Version: September 2008 Author: QASD Approved date: 16 th September 2008 Approved by: Head of QASD Review date: July 2009 Page 10 of 10

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