BSc Educational Psychology

The unit centres on school as an environment in which psychology can be used in different ways, by different people, for different reasons.  Students are encouraged to reflect on how/where/why psychology can be used in schools through their broad range of experiences on placement and by using specific research tools to capture and examine data.  

Students will be presented with a pathway through the unit to facilitate options to experience various aspects of school.  Options will depend on accessibility and availability of school placements and/or student’s own preferences and needs. The pathway choices are (as far as possible) equivalent and address the same ILOs.    

Students will be supported to collect and interpret data using forms of classroom observation, interviews with staff, and document analysis of school policy documents. Following placement, students will be guided to reflect on their knowledge, experience and skills in relation to the application of psychology in education and to communicate that effectively to others.

This unit aims to:

• Familiarise students with the school environment, it’s systems, and professionals working within that environment.
• Develop students’ reflection and enquiry skills in relation to the application of their own understanding of established Psychological frameworks within the school setting.
• Enable students to apply research methodologies (observations, interviews, and document analysis) to collect data and inform understanding.
• Enhance students’ ability to identify and communicate their own knowledge, skills, and experience in the context of career development opportunities.

Students will be able to:

Placement (4 school days) in a local partner school is sandwiched between 4 seminars/workshops designed to support students in preparing for the placement, and 2 seminars/workshops to feedback and review the experience and learning that has taken place. An online placement pathway provides an alternative route to meeting ILOs if a student is unable to work in school (e.g. should it not be possible to complete a DBS check).

The approach adopted in this unit is primarily one of experiential learning in context (i.e. placement) and self-reflection.  This will beis supported and guided through the use of face to face seminars/workshops and guided use of online material provided in the virtual learning environment. A class padlet is used to support students throughout the unit as students can post questions which are answered by the teaching team.

In the first 4-weeks of the unit, weekly seminars/workshops (4*1.5 hours) and pre- and post-sessional independent learning activities are used to introduce the placement and prepare students to undertake the placement broadly, as well as complete specific placement tasks. This includes explaining the research tools students will use whilst on placement and providing opportunities to practice conducting research methods using those tools (interview, observations, and document analysis).

Students subsequently undertake 4 weeks of placement (1-day per week). The placement pathway is tailored to each student’s needs and preferences, as well as school availability. During placement sStudents are expected to use their broad placement experiences, and to collect data using research methods (interview, observations, and document analysis) to reflect on their understanding of Psychological frameworks introduced in Foundations of Psychology (Semester 1) (e.g. Vygotsky’s principles of scaffolding) and whether/how they see these principles being applied in the school context. More broadly, students are to use the experience to develop their understanding of how schools work, who works within those settings, and consider potential opportunities for their own future careers and to demonstrate suitable conduct and behaviour in the professional setting.

Following placement, seminars/workshops (2*1.5 hours) enable students to reflect on their learning and to identify their own knowledge, skills, and experience and ways in which they can effectively communicate that to others, particularly in the context of applying for positions which may enhance future career opportunities.

• Discuss how and when Psychological principles may be applied in Education

• Reflect on learning and one’s own knowledge, skills and experience relating to the application of psychology to education in the context of an application for a career development opportunity

• Communicate their knowledge, skills, and experience in the context of an advertised career development opportunity in Education and Psychology

• Use IT effectively to develop application documents (e.g. cover letter, CV, LinkedIn Profile)

BSc Educational Psychology is externally accredited by the British Psychological Society.

Formative assessment task - Peer assessment of cover letter.

Assessment task - Students are presented with a choice of 2 hypothetical employment opportunities in Education & Psychology related-roles (e.g. a position supporting pupils in school, an educational psychology research internship) and are asked to prepare a covering letter and a CV, emphasising how their knowledge and understanding of psychology in schools, and skills fit their chosen role (1,500 words, 100%).

Formative assessment task - Immediate in class.

Assessment task - Written bespoke feedback and rubric grading provided online through the VLE. Feedback provided 3 weeks after submission. 

Aubrey, K., & Riley, A. (2015).  Understanding and Using Educational Theories.  London: Sage.

Gray, C., MacBlain, S. (2015). Learning Theories in Childhood 2^nd Edition. London: Sage

Yeomans, J., & Arnold, C. (2006) Teaching Learning and Psychology.  London: David Fulton

Expected Outcomes

The unit by its very nature provides students with demonstrable, practical experiences and opportunities that are relevant to future employability and further study, including a range of careers and postgraduate studies related to Psychology and Education. This includes but is not limited to:

• Practical experience working in a school setting, which might involve supporting pupils with learning tasks, general classroom management, preparing learning materials, etc.
• Interpersonal communication with a range of education professionals.
• Reflection on own learning, and reflection more broadly on the application of (psychological) theory to practice.
• Research experience and skills, specifically experience conducting research applied to education.
• Problem solving skills, which might involve dealing with unexpected issues that may arise in preparing for or whilst on placement.
• Autonomy and initiative in shaping their own placement experiences.  

Additionally, through the field experience, students will begin to develop their understanding of how theoretical (psychological) knowledge they are acquiring on their course relates to real-world practice in schools, which will enhance programme-level cohesion and generalisation of learning. Through the assessment they will also develop skills in self-reflection and awareness of their own knowledge and skills, and practice communicating those to a future potential employer.