Postgraduate

Modules

Modules

EDU8049 : Learning and Social Environment

Semesters
Semester 1 Credit Value: 30
ECTS Credits: 15.0

Aims

In developing the professional repertoire of educational psychologists in training we include here the understanding and assessment of the teaching and learning environment, children’s development, learning styles and approaches. In relation to children’s development we will consider their cognitive, emotional, social and communication abilities all within a situational context / an ecological framework. We will introduce good models of teaching and classroom management techniques that are found in a range of educational settings. As the first module on this professional training programme the module introduces effective psychological assessment, intervention and evaluation within these learning environments. In developing the skills in applying evidence to practice it also introduces research methodology and critical reading and writing.

This module provides an opportunity to consider conceptual and theoretical aspects of professional issues. In the assignment students are required to focus on the application of research within one of the following:

• The development of learning through play;
• The development of literacy;
• The development of language and social communication;
• The development of social interaction.

Outline Of Syllabus

Child development and other key areas of psychology
Pedagogical approaches
Social and physical learning environments
Observation: methods and techniques
Introduction to group and individual intervention
Assessment: theory and methods
Research methodology
Critical academic reading and writing
Knowledge of Educational Systems
Ethics and professional responsibility

Teaching Methods

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

Teaching Activities
Category Activity Number Length Student Hours Comment
Structured Guided LearningLecture materials301:0030:00N/A
Guided Independent StudyAssessment preparation and completion1100:00100:00N/A
Structured Guided LearningAcademic skills activities53:0015:00N/A
Guided Independent StudyDirected research and reading160:0060:00N/A
Scheduled Learning And Teaching ActivitiesSmall group teaching111:0011:00N/A
Scheduled Learning And Teaching ActivitiesWorkshops63:0018:00Practice Based workshops
Structured Guided LearningStructured non-synchronous discussion301:0030:00N/A
Guided Independent StudyReflective learning activity27:0014:00N/A
Guided Independent StudyStudent-led group activity53:0015:00N/A
Guided Independent StudyIndependent study17:007:00N/A
Total300:00
Teaching Rationale And Relationship

Presentation and discussion in seminars outlines the field and areas for enquiry. Enquiry Based Learning (EBL) requires group work, research and synthesis. Professional Fieldwork Practice provides context and active engagement. The assignment requires consolidation, reflection, distillation and communication.

Assessment Methods

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Essay1M1004,000 - 5,000 words
Assessment Rationale And Relationship

Written formative and summative feedback is given to each student. Students are then required to indicate how they have addressed points for development.

Presentation and discussion in seminars outlines the field and areas for enquiry. Enquiry Based Learning (EBL) requires group work, research and synthesis. Professional Fieldwork Practice provides context and active engagement. The assignment requires consolidation, reflection, distillation and communication.

Reading Lists

Timetable