Senior Lecturer

Education with Psychology - UH-000568

All applicants must provide evidence that they have passed the appropriate qualifications to undertake the course. The basic criterion will be a person's ability to benefit from the programme, so consideration will be given to holders of alternative recognised degrees or diplomas.
Full time home applicants should meet the entry requirements stipulated by the University, and School.
Year one entry requirements or international equivalent 
 112 UCAS tariff points taken from:
<ul>
<li>A levels (BBC)</li>
<li>A Scottish Certificate of Education with:</li>
<li>Passes in five subjects, three at Higher Grade or</li>
<li>Passes in four subjects, all at Higher Grade</li>
<li>A National Certificate or Diploma (BTEC) (DMM)</li>
<li>A European Baccalaureate</li>
<li>An International Baccalaureate</li>
<li>An Access to HE Diploma with at least 45 Level 3 credits achieved at Merit</li>
<li>The Irish Leaving Certificate with Grade H6 or above in four subjects at Higher Level</li>
</ul>
You must also:
<ul>
<li>Have GCSE English Language at Grade 4/C or higher</li>
<li>Be able to demonstrate appropriate personal qualities and attitudes for working with children and families</li>
<li>Undertake DBS and health checks as required</li>
<li>Attend interview as required</li>
</ul>
 
Consideration will be given to students in possession of up to 240 appropriate CATS points for Accreditation of Prior Learning.
 
Candidates who are 21 or over may be considered for entry without meeting the University's general admissions requirements and must demonstrate during interview that they have sufficient general academic skills to be able to undertake the course, together with relevant experience.
 
International students
English language competence is required.  General entry criteria for this course are International English Language Test System (IELTS) 6.00 with no element lower than 5.5, or Test of English as a Foreign Language (TOEFL) 87.  The University’s normal entry criteria apply to all international students.  Details of country-specific entry requirements are available on the home country page of the university’s website.
Students who do not meet that requirement can enrol on a pre-sessional English programme of between 4-48 weeks, depending on their level of English.

Role of External Examiners
External Examiners are appointed by School Boards and approved by University Teaching and Learning Committee.
Monitor and comment on:
<ul>
<li>the quality of student work</li>
<li>the appropriateness of approaches to teaching, learning and assessment as indicated by student performance</li>
<li>the relevance and currency of the curriculum and the adequacy of learning resources</li>
<li>the strengths and weaknesses of cohorts of students</li>
<li>the quality of assessment procedures</li>
<li>the conduct of examination boards</li>
</ul>

UH-000568 - Education with Psychology

Honours Core

Specialist Block B -  Choose 3 Modules from:

Specialist Block A - Choose 2 modules from:

Honours Optional - Students must select either Specialist Block A OR Specialist Block B

Honours Level

Intermediate Optional

Intermediate Core

Intermediate Compulsory

Intermediate Level

Foundation Core

Foundation Level

Structure

Certificate of Higher Education

Diploma of Higher Education

Understand key concepts and theories associated with a range of educational contexts, including moral, sociological, psychological and philosophical underpinnings and use this knowledge to analyse different educational contexts and practice

Critically analyse primary and secondary data relevant to own research

Apply knowledge and understanding of theory to problem solving

Apply investigative and research skills to plan and carry out independent project work

Make relevant and coherent responses, both verbally and written, and communicate effectively with a variety of audiences using speech, writing and technology

Justify the choice of research methods and their application to a specific research problem, including reliability, validity and ethical considerations

Demonstrate a critical understanding of theory and research from psychology relevant to a variety of phenomena in contemporary society

Understand key principles in the organisation and management safeguarding and child protection issues, procedures and legislation

Understand the complex interactions between education and its contexts and relationships with psychological theory and learner support roles

Work effectively as an individual and as part of a team, develop inter-personal and team work skills

Formulate recommendations for overcoming a specific problem investigated by empirical research, including desk based research

Analyse complex issues related to political, economic, social, cultural and intercultural educational contexts

Develop critical arguments for analysing practice and policy in educational contexts and learner support practices

Apply critical understanding of theory and policy to safeguarding and learner support practice

Initiate, design, conduct and report on a research project under appropriate supervision

Knows and understands essential stages in child development. Use this knowledge to analyse the needs of learners in a range of educational contexts

Interpret and present relevant numerical information as part of data analysis

Systematically analyse and synthesise relevant theories and their application to practice in different educational contexts 

Understand key approaches, strategies and methodologies for conducting research, in line with ethical practice

Understand and accurately use appropriate referencing systems and construct an accurate bibliography

Understand the importance of ethical practices, including awareness of issues in relation to rights, diversity, equity and inclusion in a range of educational contexts

Accommodate new ideas and the provision of well-argued conclusions that integrate educational and psychological theory relating to educational practice and learner support

Mechanisms for review and evaluation:
<ul>
<li>Module evaluation by students</li>
<li>Course evaluation by students</li>
<li>Module Leader’s reports</li>
<li>Moderation events (for Consortium courses only the following needs to be included: at the University centre attended by all Network Tutors involved in the assessment process)</li>
<li>Annual course evaluation prepared by the Course Leader, considered by the Course Committee, and then by the Annual Evaluation Committee.</li>
<li>School Board</li>
<li>Annual staff appraisals</li>
<li>Peer observation of teaching</li>
<li>External Examiners’ reports</li>
<li>External Examiners’ report and responses from the course team are reported in the Course Annual Evaluation Report.</li>
<li>School Teaching and Learning Committee.</li>
<li>School Accreditation and Validation Panel approves amendments to the course, structure and module specifications</li>
<li>Subject review/revalidation</li>
</ul>
 
Committees with responsibility for monitoring and evaluating quality and standards:
<ul>
<li>Student Panel</li>
<li>Course Committee</li>
<li>School Board</li>
<li>School Teaching and learning Committee</li>
<li>University Teaching and Learning Committee</li>
<li>Course Assessment Board</li>
<li>School Accreditation and Validation Panel</li>
<li>Annual Evaluation Committee</li>
</ul>
 
Mechanisms for gaining student feedback on the quality of teaching and their learning experience:
Feedback is obtained from students through course evaluation at the end of each academic year. Student Panels provide another opportunity for student feedback. They are held twice during the academic year, and report to the Course Committee.
 
Staff Development:
<ul>
<li>Annual Staff Appraisals</li>
<li>Peer observation of teaching</li>
<li>Staff required to attain appropriate higher degrees</li>
<li>Updating professional and IT computing developments</li>
<li>All staff required to attain HE Academy membership</li>
<li>Research and scholarly activity</li>
</ul>

UH-000568

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.  More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the study module guide and course handbook.  The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.

<ul>
<li>The course will begin with a week-long focused induction programme, followed by the extended induction support to gradually acclimatise students to the independent learning and self-management requirements of undergraduate study. This will include: an overview of the course; an introduction to study skills; an introduction to academic writing skills and expectations regarding academic conduct; an introduction to the University’s VLE and a guide to Computing and Library services; and an introduction to the student services gateway. Students will be made aware of services and support offered in both the School of Business, Education and Law and School of Human and Health Sciences, to ensure they feel supported across both disciplines of their studies. It will also include an explanation of the Personal Development Planning (PDP) process.</li>
<li>During their studies, students will meet with their allocated Personal Academic Tutor on a regular basis and focus on tasks of direct relevance to personal and professional development.</li>
<li>Students will be allocated a Personal Academic Tutor who will maintain an overview of academic progress and refer the student to other university support mechanisms as appropriate. International students will be given support to assist their adjustment to living in a new environment, including support from the international office. </li>
<li>Students will be provided with a Student Handbook which contains information on university facilities, course organisation, assessment regulations, and advice on the presentation of assignments.</li>
<li>The Academic Skills Tutor within both Schools will be available to provide academic support in a range of contexts including: support for dyslexic students; support for mature students who are returning to study; support for international students adjusting to UK academic requirements; tutorials for all students covering generic academic skills; and academic writing skills workshops.</li>
<li>Students will be able to access advice from a range support available on correct forms of referencing using the University agreed system of referencing.</li>
<li>Module tutors provide academic advice and support to students on issues relating to the modules which they teach.</li>
<li>Attention will be paid to any specific academic needs of international students in order to assist their transition to UK academic assessment methods and requirements. This support and guidance will be provided by module tutors and the Academic Skills Tutors in order to assist students to develop any new study skills that may be needed.</li>
<li>International students will start their time at the university with a ‘Welcome Week’ organised by the International Office <a href="https://www.hud.ac.uk/international/">https://www.hud.ac.uk/international/</a>. Students will be introduced to the town of Huddersfield, the university campus and facilities, and have opportunities to meet other students and share sports, leisure and social events.</li>
<li>The University of Huddersfield International Office provides year round support and guidance for students from over 130 countries, covering a wide range of issues, including immigration, enrolment, and finance and generally supporting transitions to life in the UK and University. The international office also supports a wide number of student societies and overseas events and festivals accessible to all students </li>
<li>International students will be further supported by the School’s International Student Barometer Action Plan, which provides a comprehensive overview of the support available to international students within the School.</li>
<li>The School also has targeted international Academic Skills Tutor support available to provide academic support to international students.</li>
</ul>

Education with Psychology

Term 1

Term 2

Year 1

Year 3

Year 2

BA (Hons) Education with Psychology FT Sept Start

<ul>
<li>Reception and Student Support Office offers support for students in relation to timetable, and access to academics and signposts to other sources of support throughout the University.</li>
</ul>
 
<ul>
<li>Progress Tutors have a coaching role supporting first year students and those on one-year courses to settle in and make progress during the first year. Details of Progress Tutors and their role is given in the Progression Resources area in Brightspace.</li>
</ul>
 
<ul>
<li>Academic Skills Tutors provide guidance on all aspects of academic study. This includes referencing and critical writing. Students can find details of the academic skills tutors in the information section of each module on Brightspace. We also recommend that students engage with the resources on the Academic Skills Module via Brightspace throughout the academic year.</li>
</ul>
 
<ul>
<li>The International Support team offer dedicated support to international students to ensure international students have an enjoyable and enriching learning experience. There are also modules on Brightspace particularly to support international students (‘International Learning Development’ module, and ‘All Things International’ module) dedicated to providing academic support. Contact information for the team who support international students is found in these modules.</li>
</ul>