APPENDIX 6 - CDG
Programme Specification Template
UNIVERSITY OF CENTRAL LANCASHIRE
Programme Specification
This Programme 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.
Sources of information on the programme can be found in Section 17
1. Awarding Institution / Body
University of Central Lancashire
2. Teaching Institution and Location
of Delivery
University of Central Lancashire, Preston campus
3. University School/Centre
Psychology
4. External Accreditation
N/A
5. Title of Final Award
Certificate in Emotional Intelligence for Teachers and
Educators.
6. Modes of Attendance offered
Part-time
7. UCAS Code
8. Relevant Subject Benchmarking
Group(s)
N/A
9. Other external influences
10. Date of production/revision of
this form
November 2013
11. Aims of the Programme



To provide an academic introduction to the role of emotional intelligence and effective
communication in educational settings.
To provide teachers with an opportunity to evaluate their own emotional intelligence skills, and
consider how they and their own students use emotions to understand and manage social and
academic situations in the classrooms and other educational settings.
To provide teachers with opportunities to further strengthen their abilities to (1) Recognise and
identify emotion in faces, body language and tone of voices to reduce potential conflict in the
classroom, (2) speak effectively to their students to ensure that a cohesive group develops, 3)
manage their own emotions and those of their students more effectively to enhance individual
and group academic and social-emotional development, and (4) motivate themselves and their
students.
APPENDIX 6 - CDG
Programme Specification Template
12. Learning Outcomes, Teaching, Learning and Assessment Methods
1.
A. Knowledge and Understanding
A1. Demonstrate knowledge and understanding of the theories of emotional intelligence and
communication, and how it relates to academic performance, and behaviour in the educational
settings
Teaching and Learning Methods
Lectures will be used to introduce students to the historical and theoretical roots of emotional
intelligence as a subject of academic interest. Theories of effective communication are considered
within this context and relevant educational theory, such as cohesive groups, will be discussed.
The lectures will be reasonably interactive and are aimed at raising awareness of the importance of
emotional intelligence for teachers and their students.
B. Subject-specific skills
B1. Evaluate own Emotional Intelligence skills.
B2. Identify emotions in faces, body language, and tone of voice can (a) impact on their students’
academic performance (b) help reduce conflict in the classroom, and (c) make them an effective
teacher.
B3. Apply knowledge of EI to be (1) an active listener, who can provide clear feedback to students,
and (2) a clear and persuasive communicator.
Teaching and Learning Methods
Subject specific skills will be taught in interactive workshops. In workshops, students will complete
self-assessment exercises and through experiential learning, develop their own emotional
intelligence skills. Group activities include watching prepared media to discuss and critically
analyse behaviour and outcome, and role-play to demonstrate effective listening skills. Activities
are designed to help students understand the importance of their learner’s behaviour within the
context of their EI skills. Further, teachers will be given the opportunity during teaching sessions to
enhance the following skills, which will help them in their teaching: (1) the ability to recognise and
identify emotion in faces, body language and tone of voices in their own students, 2) the ability to
speak effectively individually and as part of a group, and (3) being able manage their own emotion
and that of others more effectively.
C. Thinking Skills
C1. Discuss and apply theories of Emotional Intelligence and communication to educational
settings.
Teaching and Learning Methods
See A and B.
D. Other skills relevant to employability and personal development
D1. Evaluate how Emotional intelligence influences ‘real’ communication.
Teaching and Learning Methods
See A and B.
Assessment methods A-D.
1.Journal
2. Essay
3. Individual presentation
4. Peer Review of a Colleagues’ Presentation from 3.
APPENDIX 6 - CDG
Programme Specification Template
13. Programme Structures*
Level
Level 5
Module
Code
PS2887
14. Awards and Credits*
Module Title
Emotional Intelligence for
Teachers and Educators.
Credit
rating
20
Certificate in Emotional
Intelligence for Teachers and
Educators requires 20 credits at
level 5
15. Personal Development Planning
PDP will be student led. Students are most likely to undertake the course as a form of personal
development in itself, but links to various resources will be provided for students to enable them to
recognise the role of PDP in their learning and encourage them to participate in this throughout the
course.
16. Admissions criteria
Programme Specifications include minimum entry requirements, including academic qualifications,
together with appropriate experience and skills required for entry to study. These criteria may be
expressed as a range rather than a specific grade. Amendments to entry requirements may have
been made after these documents were published and you should consult the University’s website for
the most up to date information.
Students will be informed of their personal minimum entry criteria in their offer letter.
Potential students need to be able to demonstrate (1) the ability to benefit from the programme and
(2) an interest in the subject; they should possess a degree or equivalent experience.
17. Key sources of information about the programme


University Website
Factsheet
http://www.uclan.ac.uk/schools/psychology/
APPENDIX 21 - CDG
18. Curriculum Skills Map
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Programme Learning Outcomes
Core (C),
Other skills relevant
Compulsory
to employability and
Module
(COMP) or
Knowledge and
personal
Level Code
Module Title
Option (O)
understanding
Subject-specific Skills
Thinking Skills
development
LEVEL 5
A1
Note:
PS2887
Emotional Intelligence for
Teachers and Educators.
Core
*
B1
*
B2
*
B3
*
C1
*
Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks