Safety Curtain

Is the first year undergraduate curriculum fit for purpose? Evidence from psychology in schools and HE.

NTU Teaching and Learning ConferenceMarch 2013

Philip BanyardDivision of Psychology

AcknowledgementsCollaborators• 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.

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The talkA brief history of A-Level PsychologyThe British Psychology Society consultationData from students and teachersImplications for managing transition

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A Level Psychology: a special case

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Restricted access due to ‘adult content’

Largely FE Rapid expansion plus choice of syllabus

4th most popular A-Leveln=55k (A Level)n=110k (AS)

A Level Psychology: a special case

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Impact of A-Level Psychology

Current entry to A-Level 27% male (who have weaker performance than females)Viewed as easy optionRussell Group (2011) not a ‘facilitating subject’Psychological literacyGrowth 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

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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)

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Transition in psychology

Managing expectationsCurriculum–Content–Assessment–Skills

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• First examinations– 1861 Durham Schools– UCLES– Facsimile of learning methods

• How do students learn today?– Modern Classroom– New skills– Sources

Assessment

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Broadcasting dealing withInformationCommunicating

Digital natives

Data

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

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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 “

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Student survey

• n=870 (male = 25%)

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Student survey

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Compared to my other subjects …

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The things I like BEST about my psychology course are

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The things I like LEAST about my psychology course are

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

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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)

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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

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