Assessment tasks are designed to enable students to demonstrate the Learning and Employability outcomes for the relevant level of study. Level Learning Outcomes are embedded in the assessment task(s) at that level. This enables a more integrated view of overall student performance at each level.
This module critically examines learning theory, the development of cognitive abilities, inhibitors to learning and the impact of teaching strategies and institutions on individual learning needs.
The learning contexts considered will span the Foundation Stage to Key Stage 4 and through to further or higher education. Students will critically examine issues related to inclusion in light of current legislation, the SEND Code of Practice and other relevant strategies. International approaches to inclusion will also be explored.
Students will examine their own role in supporting the learning of those with whom they work and discuss how key conditions may manifest themselves.
They will reflect critically on their own practice, demonstrating an understanding of ethical issues, the limits of their knowledge and the consequent influence of their analysis.
Lectures and seminars
Hours: 21
Intended Group Size:50
Workshops, on-line support, guided independent study
Hours: 21
Intended Group Size: 50
Guided independent study
Hours: 258
Further details relating to assessment
Students will be supplied with a simulated case study situation for the first assignment.
The essay will include a reflection on students’ own practice, demonstrating an understanding of ethical issues.
Students will have opportunities for formative assessment across the year to guide and inform their preparation in line with the University grading system.
001 Case study; 2,500 words; mid-semester 2 50%
002 Essay; 2,500 words; end of semester 2 50%
Module Coordinator - Lyndsey Layton
Level - 6
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 6S2PP