PSYCHOLOGY AND EDUCATION - 2022/3
Module code: PSY3082
In light of the Covid-19 pandemic the University has revised its courses to incorporate the ‘Hybrid Learning Experience’ in a departure from previous academic years and previously published information. The University has changed the delivery (and in some cases the content) of its programmes. Further information on the general principles of hybrid learning can be found at: Hybrid learning experience | University of Surrey.
We have updated key module information regarding the pattern of assessment and overall student workload to inform student module choices. We are currently working on bringing remaining published information up to date to reflect current practice in time for the start of the academic year 2021/22.
This means that some information within the programme and module catalogue will be subject to change. Current students are invited to contact their Programme Leader or Academic Hive with any questions relating to the information available.
Please note: This module is part of the Developmental Psychology stream of Level 6 optional modules and will not be running every year. In some years an alternative optional module within the Developmental Psychology stream will be offered instead.
This module covers several aspects of the relationship between psychology and education, including the process of learning, differences between learners and the implications for education, and special educational needs.
GOOCH Debbie (Psychology)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 6
JACs code: C812
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 106
Seminar Hours: 22
Prerequisites / Co-requisites
All Level 5 Psychology modules are pre-requisites
Indicative content includes:
- Principles of education and views of learning
- Learning environments and classroom assessment
- Learner differences and learning needs
- Special educational needs in language and literacy
- Special educational needs in movement and coordination
- Special educational needs in numeracy
- Special educational needs - attention deficits
- Special educational needs - behavioural, emotional and social difficulties
- Segregation, integration and inclusion: Theory and policy
- Inclusion in practice
- Revision and consolidation
|Assessment type||Unit of assessment||Weighting|
|Coursework||4-PAGE LEAFLET, 2-PAGE MINI ESSAY||100|
Students who take temporary suspension partway through this module may not be able to complete the remaining classes for this module on their return if it is not running in the following academic year. Such students will have the choice to take a replacement module, or, if they have already completed part of the assessment for the original module, to attend classes from a new optional module within the same stream (area of psychology) and complete an alternative assessment based on this content that meets the learning outcomes of the original module. The specific alternative assessment will be determined on a case-by-case basis.
The assessment strategy is designed to provide students with the opportunity to demonstrate their understanding of the relationship between psychology and education, their ability to apply theory to practice, their ability to read and review literature critically, their ability to formulate an argument and their ability to write for both academic and non-academic audiences.
Thus, the summative assessment for this module consists of:
- 4-page information leaflet
This information sheet will require students to demonstrate their understanding of how psychological principles, theory and research can inform educational practice in relation to an area of special educational need. Students will be required to present this information in an accessible format which would be of use to teachers/educational practitioners.
For support, the assessment will be discussed in class. Students will also be encouraged to swap drafts with each other to give each other feedback.
- 2-page mini essay
Students will be required to answer one question from a choice of four, covering any aspect of the course content.
Formative assessment and feedback
Students will receive verbal feedback on their topic understanding, ideas and critical thinking from the lecturer, and from each other, during in-class discussions. At the beginning of each lecture, students will be given 2 to 3 questions which will be discussed as a group to test and provide formative feedback on their understanding of the previous weeks' material. The module convenor will engage with the SurreyLearn discussion board and respond to queries or issues that arise there.
Students will also be given the opportunity to receive formative feedback directly related to each component of the summative assessment:
Each student will have the opportunity to submit a 1-page plan for their information leaflet and mini-essay to obtain formative feedback. There will also be the opportunity for students to attend an assignment Q&A session.
- This course critically considers the relationship between psychology and education, through examination of educational policy and practice from a psychological perspective, and by considering how psychological theory can be used to understand a range of special educational needs and educational issues. The aim of this course is to understand how psychology plays a key role in education. The development of independent and critical thought will be supported each week through a series of questions to consider when students review the lecture material and complete the reading
|001||Apply psychological theory to educational practice, and to consider barriers to doing so||CT|
|002||Demonstrate ability to write about how psychological theory and research can inform educational practice from a critical perspective||KC|
|003||Demonstrate an understanding of how educational practice can inform psychological theory||KCP|
|004||Demonstrate knowledge and understanding of the causes of and appropriate interventions/classroom strategies for different areas of special educational needs||K|
|005||Critically consider educational policy from a psychological perspective||C|
|006||Demonstrate ability to synthesise and communicate information to a non-academic audience (i.e. educational practitioners)||KPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
- Provide students with a thorough grounding in the application of psychology to areas of educational practice.
- To encourage students to reflect on their own experiences of education and apply these to critical evaluation of theories and empirical findings.
- To develop sound critical thinking skills that cross the boundaries between theory and practice.
- To consider education through the lens of evidence-based practice
The learning and teaching methods include:
- 22 hours (11 x 2-hour) lectures/seminars including case studies to surface students’ pre-existing views on a topic, problem-based learning activities, group discussions, critical discussion of research findings, assignment introduction and Q&A sessions.
- 11 hours guided learning activities on SurreyLearn including weekly reading, ‘Consolidating and Applying your knowledge’ worksheets and reflective log books.
- 11 x 1-hour captured content including Panopto recordings of lectures and links to documentaries, websites, videos and podcasts.
- 106 hours of independent learning
- Formative assessments to develop an integrated body of knowledge
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: PSY3082
This module has a capped number and may not be available to ERASMUS and other international exchange students. Please check with the International Engagement Office email: email@example.com
Programmes this module appears in
|Psychology BSc (Hons)||1||Optional||A weighted aggregate mark of 40% is required to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2022/3 academic year.