BSc Educational Psychology / Course details

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.

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

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.

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

Apply psychological theory to intervention design

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

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.)

Via Blackboard

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.