PSY3060 : Psychology of Education: Learning, Teaching and Neurodiversity
- Offered for Year: 2026/27
- Available for Study Abroad and Exchange students, subject to School approval at module registration
- Module Leader(s): Dr Margreet Vogelzang
- Lecturer: Dr Helen St Clair-Thompson, Dr Katie Allen
- Owning School: Psychology
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
Pre Requisite Comment
N/A
Co-Requisite
Modules you need to take at the same time
Co Requisite Comment
N/A
Aims
This module aims to:
Enable students to develop knowledge of key aspects of learning and development in educational settings, such as the acquisition of language and mathematical skills.
Enable students to understand key neurodevelopmental diagnoses and differences that can influence children’s educational experience and progress.
Enable students to evaluate aspects of learning and teaching in terms of their suitability for children with a range of needs.
Outline Of Syllabus
Students will cover several aspects of children’s learning, focusing on both typical development (e.g., language development and mathematical development), and neurodivergence (e.g., dyslexia, dyscalculia, Autism and ADHD). Students will learn about the psychological underpinnings of these aspects of development, implications for children’s learning, and implications for educational practice.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 50:00 | 50:00 | Preparation and completion of exam |
| Guided Independent Study | Assessment preparation and completion | 1 | 30:00 | 30:00 | Preparation and completion of coursework |
| Scheduled Learning And Teaching Activities | Lecture | 11 | 2:00 | 22:00 | Lectures |
| Structured Guided Learning | Structured research and reading activities | 11 | 2:00 | 22:00 | Reading papers on Canvas and completing formative exercises |
| Scheduled Learning And Teaching Activities | Small group teaching | 5 | 2:00 | 10:00 | Seminars in which students will complete tasks working in small groups |
| Guided Independent Study | Independent study | 1 | 66:00 | 66:00 | Revising and exploring lecture notes and readings |
| Total | 200:00 |
Teaching Rationale And Relationship
Lectures will introduce core concepts related to teaching, learning, neurodiversity, and neurodivergence.
Lectures will be supported by seminars in which students will work in small groups to complete tasks and answer questions. There will also be structured reading activities and formative exercises on Canvas.
Private and self-study is encouraged to think critically about published research and educational practice, and to prepare for and complete the coursework and end of semester exam.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
| Description | Length | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|---|
| Digital Examination | 120 | 2 | A | 75 | End of semester Inspera digital examination ( Five short answer questions), closed book. |
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Written exercise | 2 | M | 25 | Students will develop a lesson plan with a narrative about how it is appropriate for a neurodivergent population. |
Assessment Rationale And Relationship
Digital Examination:
The unseen examination will show if students have managed to develop an understanding of aspects of typical development and neurodivergence and their impact on education presented across various lectures in order to formulate a coherent ‘story’ or ‘argument’.
Coursework- written exercise:
Students will develop a lesson plan with a narrative about how it is appropriate for a neurodivergent population. This will assess students’ ability to evaluate aspects of learning and teaching in terms of their suitability for children with a range of needs.
These methods of assessment support student learning by encouraging wider reading / critical analysis skills and assimilation of arguments based on theory and evidence, and the consideration of implications for educational practice.
FMS Schools offering Semester One modules available as ‘Study Abroad’ will, where required, provide an alternative assessment time for examinations that take place after the Winter vacation. Coursework with submission dates after the Winter vacation will either be submitted at an earlier date or at the same time remotely. The assessment format will not normally vary from the original to ensure learning outcomes are met.
Any changes to the original format must meet module learning outcomes and be approved by the school.
If the module is failed, Stage 3 students may only be offered a resit if an honours degree is not awarded on the first occasion. Failed assessments will be the same format during the August resit period.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- PSY3060's Timetable