Module Catalogue 2026/27

Pre Requisite Comment

N/A

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.

Intended Knowledge Outcomes

At the end of the module students should be able to:

1. Describe aspects of children’s development that are important in educational settings.

2. Describe and evaluate theories that have been proposed to explain neurodivergence.

3. Recognise the educational impacts of neurodiversity for teaching and learning.

4. Evaluate aspects of teaching and learning in terms of their suitability for children with a range of needs.

Intended Skill Outcomes

At the end of the module students should be able to:

1. Comment critically on teaching practices with respect to their effectiveness, inclusivity, and appropriateness for children with a range of needs.

2. Design a plan for teaching a topic to a neurodivergent population.

3. Synthesise information about typical development and neurodivergence in educational settings.

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 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.

General Notes

N/A