1. Safety Curtain

2. Is the first year undergraduate curriculum fit for purpose? Evidence from psychology in schools and HE. NTU Teaching and Learning Conference March 2013 Philip Banyard Division of Psychology

3. Acknowledgements Collaborators Jean Underwood (Nottingham Trent University) Viv Brunsden (Nottingham Trent University) Karen Duffy (Manchester Metropolitan University) Matt Jarvis (Totton College) Lisa Morrison (British Psychological Society) Key references Banyard, P. (ed) (2013) The Future of A Level Psychology. Leicester. British Psychological Society Banyard, P. & Underwood, J. (2012) E-learning: the dark side? elearning papers. 28. (April 2012) Banyard, P., Underwood, J., Kerlin, L., & Stiller, J. (2011). Virtual Learning Environments: personalising learning or managing learners? In M. Thomas (ed). Digital Education: Opportunities for Social Collaboration. London: Palgrave Macmillan. 123-141 Underwood, J., & Banyard, P. (2011). Self-regulated learning in technology enhanced learning environments in Europe: facilitators and barriers to future development. in Self-regulated Learning in Technology Enhanced Learning Environments: A European Perspective, Roberto Carneiro, Paul Lefrere, Karl Steffens & Jean Underwood (Editors) Springer pp 145-153 Banyard, P. (2010). Teaching the personal science: From impeccable trivia to the blooming buzzing confusion. Psychology Teaching Review, 16(2) 38-44 Banyard, P. (2009). Psychology for all: whose psychology is it anyway? Psychology Teaching Review. 14(2) 3-6 Banyard, P., & Underwood, J. (2008). Understanding the learning space. eLearning Papers, 1(9). Twiner, A., Banyard, P., & Underwood, J. (2008). Transitions between Educational Sectors and Discontinuities of ICT Resource and Pedagogy. Computers in the Schools, 24, 139-152. 3

4. The talk A brief history of A-Level Psychology The British Psychology Society consultation Data from students and teachers Implications for managing transition 4

5. A Level Psychology: a special case 5 Restricted access due to ‘adult content’ Largely FERapid expansion plus choice of syllabus 4 th most popular A-Level n=55k (A Level) n=110k (AS)

6. A Level Psychology: a special case 6

7. Impact of A-Level Psychology Current entry to A-Level 27% male (who have weaker performance than females) Viewed as easy option Russell Group (2011) not a ‘facilitating subject’ Psychological literacy Growth in university applications and places –Over 77,000 undergraduate students (doubled in the decade) UG students now commonly start after 2 years study in the subject 7

8. Developments in A-Levels A-Level reforms in the last 15 years –Curriculum 2000 –Modules (x6) –UMS –Accessibility of exam scripts League tables –Teach to the test (Halonen et al. 2003) Digital natives (Prensky, 2001) 8

9. Transition in psychology Managing expectations Curriculum –Content –Assessment –Skills 9

10. First examinations –1861 Durham Schools –UCLES –Facsimile of learning methods How do students learn today? –Modern Classroom –New skills –Sources Assessment

11. 11 Broadcasting dealing with Information Communicating Digital natives

12. Data Survey of A-Level psychology teachers (n=193) Survey of A-Level psychology students (n=870) Expert discussions (n=25) 12

13. Teacher survey n=193 81% - UG/PG degree in psychology 20% - psychology part of teacher training 63% agreed with “A-Level courses would benefit from greater concentration on everyday psychological issues.” 70% report not having a coach or mentor 61% agreed with “More should be done to attract males to study psychology at undergraduate level “ 13

14. Student survey n=870 (male = 25%) 14

15. Student survey 15

16. Compared to my other subjects … 16

17. The things I like BEST about my psychology course are 17

18. The things I like LEAST about my psychology course are 18

19. Who do you think are the THREE most important or influential psychologists? 19

20. Expert discussions Teacher training: until 2008/9 – no PGCE places for psychology –2008/9 n=60, 20013/14 n=30 Currently no bursaries for psychology teacher training Exam Board provisioned CPD being phased out Diverging focus of curricula in HE and FE Strategic learners A-Level as a stepping stone to HE Assessment –Extended prose –Reliable marking Relative difficulty of psychology (proportion of fails) 20

21. Transition HE is reluctant to engage with school curricula Changes in teaching and digital technologies are transforming learning. HE is adapting more slowly Students have new expectations about learning The transition to HE is in danger of becoming more challenging for students and for HE 21

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