University home > Unit and programme catalogues in 2016/17 > Programme catalogue > Faculty of Social Sciences and Law > School for Policy Studies > Educational Psychology (D Ed Psy) > Specification
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Programme code | 9ACHS001R |
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Programme type | Postgraduate Research Degree |
Programme director(s) |
Robert Green
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Faculty | Faculty of Social Sciences and Law |
School/department | School for Policy Studies |
Teaching institution | University of Bristol |
Awarding institution | University of Bristol |
Accrediting types: |
Approved by the Health and Care Professions Council (HCPC) for the purpose of providing eligibility to apply for registration with the HCPC as a practitioner psychologist. (http://www.hpc-uk.org/) Accredited against the requirements for the Graduate Basis for Chartered Membership (GBC) of the British Psychological Society (BPS). (http://www.bps.org.uk/) |
Mode of study | Full Time |
Programme length | 1 years (full time) |
In general
1. To prepare educational psychologists to work in the field of Educational and Child Psychology and to the level that they can be accorded the status "Chartered Educational Psychologist" by the British Psychological Society.
In order to do this, the programme has been constructed to meet a series of criteria for research, theory, and skills which have to be acquired. This proposed programme at Bristol has been accredited by the BPS for implementation to the year 2010. The programme is a direct evolution of the current University of Bristol MEd Programme which has also been accredited and validated by the BPS for seven years.
The programme has several academic, research and professional goals
2. Academic: to create an advanced level of knowledge in the students in the areas of Childhood Diversity, Child Development, Educational Psychology, Special Educational Needs, Family Dynamics, Education, Psychological Assessment, Educational Systems, Legislation and its Implementation in the UK.
3. Research: as a doctoral programme, the proposed course of study will provide direct instruction in research methodology to Doctoral level and will require the completion of a substantial dissertation constituting 48% of the credit for the course. Students will have to demonstrate advanced research skills consistent with doctoral level study and produce high-quality original research that contributes to the professional knowledge base in a way that can influence decision making and policy formulation within an educational and community context.
4. Professional: The programme will
(a) prepare graduates for the wide range of challenges and demands that educational psychologists face in diverse educational, social, and organisational contexts by providing them with the skills to apply educational psychology within socially and culturally diverse communities, in partnership with key role partners including children and young people, parents, carers, and other education, health, and social service professionals.
(b) enable educational-psychologists-in-training (EPiT) to develop the professional knowledge, understanding, skills and awareness to formulate effective psychological interventions in response to client needs at an individual, group, organisational and community level.
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Since a key component of Educational Psychology is the study of learning and teaching, the programme will demonstrate and utilise a wide range of learning/teaching methods and strategies. Precise methods are indicated for each of the individual Units of the Programme. In general terms, the programme moves from university delivered content to supervised professional practice in local authorities. The teaching programme includes lectures, small group teaching, independent reading, guided reading, seminars, individual tutorials, visiting speakers, the use of the Internet, and e-learning. (The latter is already a feature of teaching within SACHS.) |
Methods of Assessment | |
These will include formative and summative assessments, with a grade being entered for each taught Unit of the programme. In most cases, written work will be submitted. |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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As indicated the nature of learning itself is a key aspect of the role of Educational Psychologists and students are expected to reflect on and to apply known learning techniques. In the case of skills developments, the approach has to be demonstration and guidance of the techniques required. |
Methods of Assessment | |
The primary means of assessment of the skills described will entail self examination by the students, and the creation of a professional practice portfolio detailing a range of professional work as indicated by the British Psychological Society, the examination of the quality of regular reports from fieldwork supervisors, with the full involvement of university tutors, and the quality of the applied research dissertation. Skills in this area will also be seen in the written work of the student as indicated in the previous section. |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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In order to achieve competence in these areas, students need to demonstrate and be assessed on each of the component skills. Creating these skills is primarily to be achieved by the observation, documentation and reflection on the professional experiences of the course placements and the interactive learning produced by close supervision with the involvement of university tutors. The evidence of this process is a Professional Practice Portfolio (PPP) detailing the experiences of the student in the workplace. This portfolio is to be cumulative throughout the three year programme, mainly, although not exclusively, expressed within the Units designated as Professional Practice. The task of the Course Director and supervisors is to ensure that a sufficiently broad range of experiences is provided and that the student is given the correct level of support to navigate these experiences. This has to be done by thorough and continuing professional preparation, by advice and support during the placement/professional practice and by guidance on the recording of these experiences, and how they relate to evidence informed practice and theory. On the surface, this looks like traditional personal tutorial supervision but requires a sensitivity to the unique range of experiences of the student occurring at different levels (individual-group-organisational-community), as mandated by the British Psychological Society. This will be achieved by continuing close working of the University and workplace supervisor, throughout the three year programme. |
Methods of Assessment | |
The PPP provides an ongoing record of all practical work a student has engaged in, and of the student's own self-appraisal of the value of that work, including personal learning derived from it. Within their PPPs students will be expected: |
Statement of expectations from the students at each level of the programme as it/they develop year on year.
Level D/8 - Doctoral |
Intellectual development can be characterised within two stages. |
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The intended learning outcome mapping document shows which mandatory units contribute towards each programme intended learning outcome.
For information on the admissions requirements for this programme please see details in the postgraduate prospectus at http://www.bristol.ac.uk/prospectus/postgraduate/ or contact the relevant academic department.
1. There is an existing Masters Programme in Educational Psychology which is highly regarded;
2. SACHS diversity expertise and contact with the field of children and families;
3. The Course Committee member ship will be drawn from across the faculty;
4. There is considerable expertise in e-learning through CDS;
5. There is an existing network of LEA contacts and professional tutors.
John Franey: e-mail John.Franey@bris.ac.uk
All units in this programme are must pass. For the definition of must pass units please see the Glossary of Terms from Annex 1 to the Regulations and Code of Practice for Taught Programmes at http://www.bristol.ac.uk/esu/assessment/annex/glossary.html
Unit Name | Unit Code | Credit Points | Status | |
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Assessment, Learning and Intervention | ACHSD0002 | 20 | Mandatory | TB-1 |
Understanding and Challenging Social Barriers | ACHSD0003 | 20 | Mandatory | AYEAR |
Children in Families and Communities | ACHSD0004 | 20 | Mandatory | AYEAR |
Research Methods 1 | ACHSD0005 | 20 | Mandatory | AYEAR |
Local Authority and School Systems | ACHSD0008 | 20 | Mandatory | TB-1 |
Psychological Dimensions of Interpersonal Communication | ACHSD0010 | 20 | Mandatory | TB-1 |
540 |
The assessment of the taught component of a doctoral degree is governed by the Regulations and Code of Practice for Taught Programmes and is assessed separately from the research project. Progression to the research project may be dependent on the successful completion of the taught component - please refer to the relevant handbook for the structure of the particular programme.
The pass mark set by the University for any level 7(M) unit is 50 out of 100.
It may be possible to exit the programme with a taught award. For detailed rules on progression please see the Regulations and Code of Practice for Research Programmes and the relevant faculty handbook.
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.
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