BSc Educational Psychology / Course details

Year of entry: 2023

Course unit details:
Intervention in Schools

Course unit fact file
Unit code EDUC33050
Credit rating 20
Unit level Level 3
Teaching period(s) Full year
Available as a free choice unit? No


This unit draws upon the core psychology modules which have been covered in Y1
and Y2. It requires students to work in small groups to apply psychological knowledge to design, deliver and evaluate an oral language intervention in partner schools. All interventions will follow the same broad theoretical approach in which there is a focus on oral language. However, the exact nature of the intervention will be negotiated with partner schools and will either be focussed on supporting reading comprehension, social-emotional development and behaviour, or content vocabulary.


Unit title Unit code Requirement type Description
Exploring psychology in the classroom EDUC13042 Pre-Requisite Compulsory


Apply learning from previous years in the context of small group, structured intervention in schools. Demonstrate basic skills for delivering and evaluating intervention work

Learning outcomes


Teaching and learning methods

The unit is taught using a blended learning approach, and is comprised of two stages:

In Stage 1 (semester 1) students will be guided through the process of intervention design and development. This will be supported through online introductory videos, in-person seminars and workshops, and guided group working. Students are to translate their understanding of psychological theory into practical interventions to support learning and development. 

Stage 2 (semester 2) involves a placement in local partner schools delivering a small group intervention. Students are to critically reflect on the implementation and feasibility of their intervention and consider strategies for evaluation.

Knowledge and understanding

Apply theories about the psychology of learning and the importance of oral language to an agreed intervention.

Discuss appropriate methods of evaluation, including pre and post measures to be taken alongside qualitative approaches

Intellectual skills

Apply psychological theory to intervention design

Critically evaluate the theory and its implementation in school based interventions in the complexity of real


Transferable skills and personal qualities

Be able to problem solve by clarifying questions, consider solutions and evaluate likely outcomes

Take charge of own learning and undertake self-directed study to produce a credit bearing assignment

Demonstrate effective written and oral communication when working with others

Demonstrate sufficient IT skills (including word processing, accessing electronic databases and library facilities, managing references, etc.)

Assessment methods

Assessment task Length How and when feedback is provided Weighting within unit

Small co-operative student groups are to co-produce a poster detailing their agreed assessment methodology for the intervention and its contribution to practice based evidence.

Approx. 2,500 Criterion-referenced peer assessment 100%


Feedback methods

Via Blackboard

Recommended reading

Beck, I., McKeown, M., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. Guildford Press

Branagan, A., Cross, M., & Parsons, S. (2020). Language for Behaviour and Emotions: A practical guide to working with children and young people. Routledge.

Carroll, J., Bowyer-Crane, C., Duff, F., Hulme, C., & Snowling, M. (2011). Developing language and literacy: Effective intervention in the early years. Wiley-Blackwell.

Clarke, P., Truelove, E., Hulme, C., & Snowling, M. (2013). Developing reading comprehension. Wiley-Blackwell.

Gross, J. (2018). Time to Talk: Implementing outstanding practice in speech, language, and communication (2nd Ed). Routledge.

Parsons, S. & Branagan, A. (2013). Word Aware: Teaching vocabulary across the day, across the curriculum. Routledge.

Quigley, A. (2018). Closing the vocabulary gap. Routledge.

Quigley, A. (2020). Closing the reading gap. Routledge.

Study hours

Scheduled activity hours
Seminars 13
Placement hours
Placement 7
Independent study hours
Independent study 180

Teaching staff

Staff member Role
Kelly Burgoyne Unit coordinator

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