The York Pedagogy

The York Pedagogy, as outlined in the Learning and Teaching Strategy 2015-2020 (PDF  , 566kb), is an evidence-based approach to the design of learning and teaching which defines our institution’s learning culture and sets clear expectations for our programmes.  Programme design and student work are central to the pedagogy.

Departments are supported by a central project team and by dedicated funding.  There are proformas, agreed by UTC, which act as design tools and also capture revised programme information for approval and dissemination.  Details are available on the Project Implementation page.

The York Pedagogy framework is built around five principles.  These are outlined below, each with links to supporting resources.‌

1. Programme leadership

Implementing the York pedagogy requires a clear framework of programme leadership and team-working, for example to ensure that the design and assessment of individual modules makes the most effective contribution to learning in the context of the particular programme.

2. Programme Learning Outcomes and Statement of Purpose

The York pedagogy requires fresh thinking to capture the distinctive characteristics of each programme in a statement of purpose and a set of 6-8 programme learning outcomes (PLOs) which articulate clearly what graduates of the programme will be able to do. These powerful programme learning outcomes are achieved progressively through principles 3, 4 and 5.

3. Summative assessment

Summative assessment remains located within individual modules. The York pedagogy requires that they are nevertheless coordinated at programme level.

4. Designing student work: independent study and formative work

The York pedagogy requires programme design to give explicit attention to all aspects of student work which supports learning, independent study as well as contact with teaching staff. 

5. Planning staff-student contact

The York pedagogy seeks to maximise the value of students’ ‘contact time’ with staff (which may be face-to-face, virtual, synchronous or asynchronous).

Related documents

Postgraduate Taught Roll-Out: Important Documents.


JR Memo to HoDs and ChBoS Sept 2016 (PDF  , 177kb) - this document includes a list of actions requested from HoDs concerning roll-out for postgraduate programmes.

Guidance for depts on PGT rollout August 2016 (revised March 2017) (PDF  , 615kb)‌ - this document outlines the schedule for work, the application of the Pedagogy's principles to taught postgraduate programmes, key steps and timelines for this work, and a list of key contacts and sources of support for departments.

Examples Statements of Purpose (PDF  , 239kb) - guidance for writing statements of purpose for taught postgraduate programmes. 

Checklist for developing PLOs at Masters level - guidance for writing PLOs for taught postgraduate programmes.

Pedagogy Implementation Timescale 2016-17 (PDF  , 154kb) - up-to-date timescale outlining the key dates and milestones for postgraduate and undergraduate roll-out.

Extract of Postgraduate Programme Design document - This document is for use with Postgraduate Taught programmes (excluding Integrated Masters) and aligns with the York Pedagogy. If you experience any difficulties using this document please contact your Quality Support officer (QSO) in the Academic Support Office (ASO). 

Undergraduate Approvals: Important Documents.

Briefing note for departments on UTC approval Autumn 2016 (PDF  , 520kb) - the schedule of work concerning undergraduate approval running concurrently with taught postgraduate roll-out.

Approvals Cover Sheet (MS Word  , 24kb)‌ - cover sheet for departmental submission of programme documentation for UTC approcal, Autumn 2016.  

 

Pedagogy Updates

Goings-on at the York Pedagogy: news, key dates and how to get involved.

York Pedagogy Digest 23/03/2017 (PDF  , 625kb)