| Unit name | Local Authority and School Systems |
|---|---|
| Unit code | ACHSD0008 |
| Credit points | 20 |
| Level of study | D/8 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Jak Lee |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department | School for Policy Studies |
| Faculty | Faculty of Social Sciences and Law |
This unit builds upon trainees' present knowledge of local education authority and school systems. It will develop knowledge and understanding of: a) the influence of school ethos and culture, educational curricula, communication systems, management and leadership styles; b)structures and systems within local education authorities. It will develop competence relating to the educational contexts within which EP work is undertaken in order to develop effective psychological interventions to raise educational standards by working at individual, group or whole school level. It will include: Education legislation and guidance documents; National curriculum documentation; Implications for education establishments of the SEN, Disability and Race relations Codes of Practice; Policy development, implementation, review and monitoring.
Aims:
To develop professional competence relating to the educational context within which work is undertaken. To enable trainees to bring about change for individuals, children and young people and their families by working at different levels of the education context (e.g. individuals, groups, education settings and local authorities.
To be able to work effectively and with appropriate knowledge and understanding in a full range of educational contexts. To develop personal and professional skills to work collaboratively with children, young people, their carers and education staff. To have knowledge, understanding and awareness of the impact of difference and diversity on educational opportunities, and the implications for promoting equal opportunities in education settings. To have a knowledge and understanding of relevant legislation and guidance documents and policy requirements, as they apply to education settings, and to develop an awareness of their implications for EPs' work.
To have developed an understanding of the consultation model of service delivery. To develop confidence and effective communication skills (both verbal and written) when working in an education context.
Blended learning will include guided reading, lectures, seminars, group / pair work and presentations supported by supervised practice in the field. Placement and links to educational settings will be organised so that trainees are involved in the work of educational settings and EP services and can apply their learning to a range of contexts. Depending on the circumstances these could be in person or online as the situation allows.
Completion of an equivalent 4000 word assignment, satisfactory reports from fieldwork supervisors, and a range of professional activities reflected within the submission of the Professional Practice Portfolio. The range of professional activities will need to demonstrate theoretical understanding and knowledge of different models of psychology, and how they apply to a given situation or context.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. ACHSD0008).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the Faculty workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. If you have self-certificated your absence from an
assessment, you will normally be required to complete it the next time it runs (this is usually in the next assessment period).
The Board of Examiners will take into account any extenuating circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
