BA (Hons) Education with Psychology September 2015 O pen Day

Outline WelcomeDr Mary Hayden, Head of Department OpeningDr Sam Carr, Director of Studies Admissions TutorDr Alex Masardo Programme TutorsDr Rita Chawla-Duggan, Graham Nutbrown Dr Michael Donnelly PlacementGaby Edwards and Pippa Hayward Student PerspectivesStudent Ambassadors Question & Answers

Education with Psychology Delivered jointly by the Departments of Education and Psychology A unique blend of social science units that relate to the study of children and young people

“The futures we create for generations of young people who follow us arise out of our ability to imagine a better world, recognise our responsibility to others, and define the success of a society to the degree that it can address the needs of coming generations...” (Henry Giroux)

“I’m not the teacher I used to be. It used to be great, and I couldn’t wait to get to school every day because I loved being great at what I do. All of the most powerful teaching tools I used to use every day are no good to me now because they don’t help children get ready for the test, and it makes me like a robot instead of a teacher. I didn’t need a degree to do what I do now. They don’t need real teachers to prepare children for tests and, in fact, I think they could just develop computer programs to do this.” (a teacher)

“The kids I’ve had the last few years have gotten higher scores because I’ve worked so hard at getting them ready for the tests, but this is a facade because they just don’t have it together like my former students. They don’t read as well because they’re only reading for main ideas and supporting details and resolutions and characterisations which compared to my students a few years ago is a sin. Those students read for getting the whole picture and for fun. They loved reading. But these students, they just think reading is something you do for a test. Learning for the tests isn’t meaningful; it’s a chore, and so I think the tests have really made achievement go down... the scores are up, but the kids [today] know less, and they are less as people...I think it’s a crime; it’s educational malpractice.” (a teacher)

Presentation overview

Why study Education with Psychology at Bath? The programme’s unique features Programme Structure Unit tutors Student Support Placement

Interdisciplinary approach Education, Psychology, Sociology and Philosophy To develop academic knowledge and the skills to evaluate policy and practice. Unit categories Social sciences and childhood Psychological perspectives Research methods

Programme structure Not all units will be offered exactly as they are named here.

Year 1: Sample units Introduction to Research Methods 1 Mind and Behaviour 1 & 2 Education and Social Justice: Philosophical and Sociological Perspectives* Childhood, Education, and Schooling Childhood, Youth and Deviance The Family as Educator: Cross-Cultural Issues* * Unit titles subject to final approval

Year 2: Sample units Educational Psychology Social Psychology Developmental Psychology Intervention, Organisation and Practice Contemporary Issues in Childhood and Youth 1 Global Perspectives on Childhood and Education Language, Communication and Learning Director of Studies’ Approved Unit

Final year: Sample Dissertation research 1 & 2 Attitudes and Social Cognition Developmental Disorders Clinical Interventions in Childhood and Youth Children and Young People as Consumers Childhood and Technology Director of Studies ’ approved unit

Learning and teaching Teaching delivery Lectures Seminars Group work Discussions Assessment Academic essay Practical assessment Portfolio work Presentation Examination Taught by world leading researchers Research-led teaching

E-learning Moodle, Virtual Learning Environment Wiki Wifi on campus

Placements team Pippa Hayward, Placements Officer Helps with finding a placement, CVs & cover letters, placement guidance and visits students in the work place. Gaby Edwards, Placements Tutor Supports your academic development whilst on placement e.g. if you have any academic questions with regards to dissertation and / or final year unit choices. Visits students in the work place.

What is the placement year? An option available for a work-based placement linked to your studies. Minimum of 30 weeks excluding holidays, of at least 30 hours a week (900 hours). Part time placements are possible (e.g. 150 days is 3 days a week for 50 weeks).

What is the placement year? You can do more than one placement. Undertaken during the academic year between the second and final years of your degree programme. UK based or overseas.

The benefits Gain practical experience of a workplace linked to your degree programme. Chance to acquire a range of personal and vocational skills. Provide valuable learning to bring back to your final year studies.

The benefits Gives you an advantage in the graduate job market (employers are increasingly looking for experience as well as a qualification). You can ask your placement employer for a reference later on. Opportunity to network - make useful contacts who may help you find a job when you have graduated. Enhance your employment prospects and could lead directly to a job.

Where might I go on placement? Wide variety of governmental and non-governmental organisations working with children and young people (children’s services, youth services, social services, probation service, etc.) Voluntary organisations working in the youth, education, health and caring fields. Schools, Colleges and other educational establishments in the public and private sectors. Research.

Support in securing and organising your placement year Departmental Placement Team (Officer / Tutor) Placements and Careers Students Union Student Money Service Careers Advisory Service Student Disability Advice

Student support

Personal tutoring You are assigned a personal tutor (a member of academic staff) Provides you with a personalised point of contact with the University throughout your studies. Senior Tutor (Dr Lizzi Milligan) Responsible for co-coordinating the personal tutorial system and for liaising with Student Services.

Entry requirements A Levels Typical Offer: ABB International Baccalaureate Typical Offer: 35 points BTEC * An appropriate BTEC qualification with a Distinction profile (DDD). Access to HE Diploma * Overall pass to include 30 credits at Distinction (9 in an essay-based subject) and a further 9 credits at Merit. * For BTEC and Access Applicants may also be asked to submit one piece of written work for consideration.

Entry requirements At least 5 GCSE passes at grade C and above, which must include Mathematics, English and a Science Although we do not specify any particular A level subjects or combinations we expect at least one of your subjects to include academic essay writing as part of the assessment. Languages which are intended for non-native speakers are not normally acceptable when taken by native speakers of that language

Student perspectives

Question & answers

Contact us Dr Sam Carr (Director of Studies) Dr Alex Masardo (Admissions Tutor) Department of Education University of Bath Bath BA2 7AY