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BSc Education / Course details
Year of entry: 2023
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Course unit details:
The Brain goes to school
|Unit level||Level 1|
|Teaching period(s)||Semester 1|
|Offered by||School of Environment, Education and Development|
|Available as a free choice unit?||Yes|
The unit begins with the fundamentals of basic neurology (e.g. cells, neurotransmitters) and an introduction into experience and learning. It then moves to examining how brain structures and specialisation are currently understood and applied to learning.
There will be consideration of: Attention; Perception; Learning; Memory; Language
Each area will be considered from a neurobiological perspective and then applied to learners in classrooms. The unit finishes with an overview, which is then used to inform the assessment.
To provide coverage of the BPS qualifying syllabus core area of biological Psychology
Show how an understanding of neuropsychology helps to explain learning in the classroom.
Category of outcome
Students should/will (please delete as appropriate) be able to:
Knowledge and understanding
Demonstrate a systematic understanding of key issues and concepts in developmental neuropsychology (e.g. neural plasticity, double dissociations).
Critically analyse and evaluate relevant literature in the areas of psychobiology and developmental neuropsychology.
Examine, interpret and apply topics in developmental neuropsychology to educational settings and contexts.
Explain, in neuropsychological terms, aspects of perception, attention, learning and memory, and their significance in developmental and educational contexts.
Discuss and debate chosen topics in neuropsychology and critically evaluate their strengths and limitations of their underpinning research.
Apply and critically evaluate neuropsychological theory in relation to education
Design and carry out workshop exercises to explore aspects memory and relate this to school based learning.
Transferable skills and personal qualities
Take charge of their own learning and undertake self-directed study to produce a credit-bearing assignment (see below)
Oral communication (contributing to discussion and debate)
Working with others (group work)
IT skills (word processing, accessing electronic databases and library facilities, managing references)
Teaching and learning methods
Content sessions and virtual lectures (e.g. including discussion and debate, experiential learning, and other approaches to learning and teaching)
Workshop activities to explore aspects memory relevant to school-based learning
|Assessment task||Length||How and when feedback is provided||Weighting within unit|
Students are to produce a ‘users guide’ showing how one element of neuropsychology (chosen in consultation with a tutor) is applied to learning in the classroom.
|Written feedback (utilising Turn-it-in), within University guidelines.||100%|
Students are also required to complete an online ‘mid term quiz’, as indicated on Blackboard. This assessment covers a breadth of knowledge from across the unit.
This assessment is open book may be completed at any time, and multiple re-sits are allowed. However, a pass mark of at least 80% is required in order to be able to submit your credit-bearing assignment.
Written feedback (utilising Turn-it-in), within University guidelines.
General texts (indicative texts – these will be reviewed through reading lists associated with the module using Reading Lists Online
Ward, J. (2015) The Student's Guide to Cognitive Neuroscience (3rd Ed) London: Psychology Press
Johnson, M., & De Hann, M. (2015). Developmental Cognitive Neuroscience: an Introduction (4th Ed). West Sussex: Wiley.
Child Neuropsychology: Assessment and Interventions for Neurodevelopmental Disorders, 2nd Edition - Phyllis Anne Teeter Ellison, Margaret Semrud-Clikeman 2009
The learning brain: lessons for education - Blakemore, Sarah-Jayne, Frith, Uta 2005
Casey, B. J., Tottenham, N., Liston, C., & Durston, S. (2005). Imaging the developing brain: what have we learned about cognitive development? Trends in cognitive sciences, 9 (3), 104-110.
Raichle, M. E. (2009). A brief history of human brain mapping. Trends in Neurosciences, 32,
Society for Neuroscience (2012). Brain facts: a primer on the brain and nervous system. Washington, DC: SfN.
Stiles, J. & Jernigan, T.L. (2010). The basics of brain development. Neuropsychology Review, 20, 327-348.
Temple, C. M. (1997). Cognitive neuropsychology and its application to children. Journal of Child Psychology and Psychiatry, 38, 27-52
|Scheduled activity hours|
|Practical classes & workshops||40|
|Independent study hours|
|Garry Squires||Unit coordinator|
|Staff/student contact||10* interactive lectures@ 3 hours|
|Workshop activities (NeuroLab)||40|
|Private study, readng and assignment preparation||130|