Carnegie School of Education modules

Module overview: To introduce students to the use of research-generated materials (e.g. published academic work; government reports) in academic work to build a critical perspective.

• Level: 4
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 2

Module overview: This module aims to provide an introduction to key concepts and theories of learning and human development and then to enable students to apply these theories in practice in the observation and analysis of a learning episode.

• Level: 4
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 2

Module overview: This module will enable students to develop key learning skills and approaches to enable them to succeed working at Higher Education level. It will introduce them to both theoretical and practical approaches to study, and encourage the students to determine their own preferences for study in order to succeed at this level of study.

• Level: 4
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 1

Module overview: This module supports students to explore a range of perspectives on the holistic development of children in the 0-5 age range. Characteristics of play are considered. Explored is the importance of social and cultural contexts, including popular culture for the development of playful pedagogies in the early years. Students will identify and evaluate a range of ways in which settings develop relationships with children, families and communities to inform the development of playful pedagogy.

• Level: 4
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 2

Module overview: This module is designed to enhance the professional practice and employability of the student. Students will engage with professional development activities that will develop their skills around reflective practice, enhance their CVs, and through the integrated placement will develop their knowledge of, and practice around working in early years enterprises.

• Level: 4
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 1

Module overview: This module will develop the student’s appreciation of the breadth of early years enterprise, together with an understanding of the different types of business within the UK context. Having developed this understanding of the UK business context, the module will then allow students to explore how such businesses are started.

• Level: 4
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 2

Module overview: This module considers a range of perspectives on the holistic development of children with a particular emphasis on the pre-birth to five age range. Students will be encouraged to examine varying explanations of early learning and development and consider their relevance to current issues and practice relating to the care, education and welfare of young children.

• Level: 4
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 1

Module overview: This module aims to develop knowledge and understanding of classical sociological perspectives and models and values of Social Policy in relation to childhood and youth. Key inequalities in class, gender, ethnicity, religion and impairment/disability in childhood and youth are considered, alongside concepts such as cultural capital and social wealth in relation to the agency, wellbeing and life chances of  childhood and youth. The role and impact of the media is also explored.

• Level: 4
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 1

Module overview: This module covers the following topic areas:

• Values and principles underpinning childhood studies
• Concepts of childhood as socially constructed
• The influence of ideology and discourse on the status of childhood
• Researching literature on childhood globally – finding relevant texts, interpreting and citing literature
• Accounts of global childhood experience of, for example, family, education, health, migration and conflict
• Analysis of images of children and representations of childhood in pictures, films and texts, and using digital tools, over time and across cultures
• Ways of investigating childhood, including simple discourse analysis and interviews
• Ethical implications and dilemmas of researching children and childhood
• Political, economic, psychological and sociological influences on the concepts of childhood and the status of children globally
• Introduction to academic writing and argument construction
• Reflecting on learning and experience, using appropriate theoretical approaches to reflection

• Level: 4
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 2

Module overview: This module focuses upon the development and implementation of children's rights through global human rights frameworks such as the United Nations Convention on the Rights of the Child and the African Charter on the Rights and Welfare of the Child. It initially explores the difference between rights and other entitlements and the theoretical and philosophical basis upon which human rights are ascribed and how this relates to questions of citizenship. The central concern of this module is to engage with debates around whether children should have rights, if so what kind of rights should they have and how should these be enacted. It finishes with a critical discussion of rights implementation and the extent to which human rights legislation has impacted upon the everyday experiences of children around the globe.

• Level: 4
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 1

Module overview: This module enables students to explore contemporary issues and debates related to childhood. It is specifically designed to both increase students’ knowledge of such issues, and to develop skills in academic, evidence-led writing. Students will be introduced to a number of current issues and debates pertinent to childhood, and for the written assignment will be given a choice of topics from which they are expected to write a Literature Review exploring various perspectives on that topic.

• Level: 4
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 1

Module overview: This module explores a range of psychological, sociological and educational perspectives which influence provision and practice for children from birth to five years. Students will draw upon these perspectives to develop a personal philosophy for working with young children.

• Level: 5
• Module credit points: 20
• Pre-requisites: Some prior knowledge and/or experience of working with young children required
• Module semester: Semester 1

Module overview: The module will introduce students to a range of approaches to research methodology and an understanding of the ethical considerations related to research. This will serve to provide the students with an excellent grounding upon which they can develop their MIS in Level 6.

• Level: 5
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 2

Module overview: This module introduces students to business and financial planning techniques and approaches. Students will be introduced to a variety of planning approaches in order to develop their knowledge of budgeting, forecasting and accounting for early years enterprises.

• Level: 5
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 1

Module overview: This module will explore the many ways that young children from 0-5 can demonstrate their confidence and creativity through play and learning. The prime areas of PSED, communication and language and physical development will permeate the study on the module. Practical activities and playful experiences with regard to physical, creative, aesthetic and artistic development for the 0-5 age range will be promoted. Particular attention will be paid to the characteristics of effective learning and of play pedagogies. The importance of social and cultural contexts, including popular culture, indoor and outdoor activities for the development of playful pedagogies will be explored.

• Level: 5
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 1

Module overview: This module will build upon students’ knowledge of the Early Years Foundation Stage (EYFS) curriculum. It will explore the aims, forms and purposes of observation, assessment and documentation within early education and care.

• Level: 5
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 1

Module overview: This module is designed to continue the enhancement of the professional practice and employability of the student, particularly in relation to understanding how teams and groups operate in the work context. Students will engage with professional development activities that will develop their skills around reflective practice, enhance their CVs, and through the integrated placement will develop their knowledge of, and practice around working in early years enterprises.

• Level: 5
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 2

Module overview: This module introduces students to the importance of nurturing child wellbeing and health, and the early years professional’s responsibility in safeguarding, and ensuring the wellbeing and health of all children. Students will explore the legislative and guidance context around safeguarding, and will examine contemporary issues in the safeguarding of children.

• Level: 5
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 2

Module overview: This module introduces students to the range of professionals and approaches in addressing child welfare and providing effective support for families, making links with the ‘employability’ aspects of the course.

• Level: 5
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 1

Module overview: This module aims to develop knowledge and understanding of different sociological perspectives concerning social inequality, childhood and youth. It studies the overlapping influences of social class, race and ethnicity, gender, sexuality, religion and disability in childhood and youth, and considers the implications of social inequality for children’s wellbeing, transitions to adulthood and life chances. It also explores children’s agency in relation to the different social opportunities and constraints they face.

• Level: 5
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 1

Module overview: This module explores the nature of autism spectrum disorders (ASD) and how this relates to the needs and strengths of families, along with evidence-based approaches to meeting the needs of children with ASD and their families.

• Level: 6
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 1

Module overview: This module explores childhood, youth and the criminal justice system. It draws on theory and research from criminology and childhood studies. It considers different explanations for offending; the impact of inequalities related to social class, gender and ethnicity; and different forms of social and state intervention in the lives of children and young people. It also explores the perspectives of children and young people on these matters.

• Level: 6
• Module credit points: 20
• Pre-requisites: Some academic knowledge of sociology
• Module semester: Semester 1

Module overview: The module outlines the influences on the health of children and families. The key principles and approaches to health promotion such as community development and healthy public policy are evaluated. The module is suitable for students and practitioners wishing to understand the key health issues when working with children and families.

• Level: 6
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 1

Module overview: The module will engage students with the diversity of approaches so that they more deeply understand how to work with vulnerable families in the UK. It will engage with literature, research and practice to provide students with an excellent grounding in this area of work. They will be equipped to critically analyse the factors which impact upon vulnerable families in contemporary society and the role of the state in terms of a spectrum of interventions.

• Level: 6
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 1

Module overview: This module explores the history of race, racism and white supremacy, particularly as it relates to those racialized as mixed-race. The module pays particular attention to the way that race impacts upon childhood and schooling. The module enables students to develop a general understanding of issues of race and ethnicity, and a more specific understanding of mixed-race lives.

• Level: 6
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 1

Module overview: This module provides students with a practical and theoretical introduction to coaching and mentoring children. It provides an overview of the history and theoretical concepts in this area as well as equipping the student with some basic training in a range of techniques and interventions suitable for addressing the emotional needs of children in an informal coaching and mentoring capacity.

• Level: 6
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 1

Module overview: This module will allow students to explore a variety of contemporary issues through taught sessions. Students will demonstrate skills of research, synthesis, and presentation, through the development of a deep knowledge of a specific, negotiated contemporary issue.

• Level: 6
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 1

Module overview: This module is designed to enhance the professional practice and employability of the student, particularly in relation to their understanding of leadership and management, within the context of early years enterprise. Students will engage with professional development activities that will develop their skills around reflective practice, enhance their CVs, and through the integrated placement will develop their knowledge of, and practice around working in early years enterprises.

• Level: 6
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 2

Module overview: This module requires students to undertake a negotiated and ethically secure project in and of benefit to a part of the early years sector. Students will locate their project appropriately within literature, and then evaluate the project against negotiated outcomes.

• Level: 6
• Module credit points: 40
• Pre-requisites: None
• Module semester: 02-Jan

Module overview: This module will explore the planned growth of the early years enterprise through an introduction to marketing principles, from determining business models through to promotion of the enterprise.

• Level: 6
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 1

Module overview: This module introduces the students to key educational thinkers in the field of education internationally. It is expected that they will develop their knowledge and understanding on key educational issues that are impacting educational practice, nationally and internationally. It is also anticipated that the module will develop the students’ awareness about the theory-practice nexus. The students will be invited to engage with the educational thinkers that they are introduced to in a way that encourages them to better understand educational practice in a variety of professional educational settings.

• Level: 5
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 1

Module overview: The module is designed to raise student awareness of the key issues in global education. The students will explore education systems in a range of countries and examine the issues of comparative educations as they relate to this knowledge. Students will consider the issues for global education with a particular focus on the impact of the millennium goals on education systems and outcomes in developing countries. Whilst developing independent researching skills, the module provides students with the opportunity to develop understanding of the economic, political, social and environmental factors that impact on educational experiences and systems throughout the world. Whilst working in self determined groups of five, the module enables students to explore how education systems reflect and influence social values, and consider its role in enhancing the life chances of individuals, ensuring productive economies, and promoting sustainable development.

• Level: 5
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 2

Module overview: The module is designed to build on the knowledge and understanding of barriers to learning developed in the study of ‘Social Perspectives’. The module will consider key barriers to learning which arise from social perspectives, Disability and SEN, and other forms of educational exclusion. The module will make appropriate links to theory, policy and best practice within education 0-25, will consider the issues of inclusive practice and raise awareness of different aspects of inclusion and inclusive education systems. The module draws on interdisciplinary approaches particularly with a focus on Sociology and Philosophy.

• Level: 5
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 1

Module overview: This module culminates in a three week placement, building on previous and current experiences in the field. It focuses you on the expectations on professionals in the context(s) you currently prefer to work in by shadowing them in practice. It embeds diversity, inclusion and ethics at the core of practice and research around the issues faced by the chosen sector. It begins to embed the necessary skills and understanding to become distinctly employable.

• Level: 5
• Module credit points: 20
• Pre-requisites: None
• Module semester: 02-Jan

Module overview: This module is one of a suite of introductory components that will form the basis of essential learning and understanding for students entering the BA (Hons) Educational Psychology course. The purpose of this module is to introduce students to the concept of education in its broadest sense, and to encourage them to consider the impact of education on the individual. Students will gain knowledge of key philosophical frameworks which underpin formal, informal and non-formal educational settings as they exist in the modern day i.e. Perennialism, Essentialism, Progressivism and Reconstructionism. Students will consider the strengths and limitations of these pedagogies and will discuss how different approaches to education reflect different understandings of what it means to be educated in the UK.

• Level: 4
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 1

Module overview: This module is one of a suite of introductory components that will form the basis of essential learning and understanding for students entering the BA (Hons) Educational Psychology course. The purpose of this module is to introduce students to the concept of psychology as a science. Students will be introduced to the fundamental psychological theoretical frameworks as they are applied to education and learning with a particular focus on the following five areas of theory and research: biological, cognitive, developmental, social and individual differences. Students will explore the diversity of psychological perspectives and will be encouraged to consider how they merge to best explain behaviour as observed in formal and informal educational settings.

• Level: 4
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 1

Module overview: This module is one of a suite of introductory components that will form the basis of essential learning and understanding for students entering the BA (Hons) Educational Psychology course. The purpose of this module is to bring together students learning from the Semester 1 modules What is Education and What is Psychology to help students to identify and understand how different learning needs present themselves in educational settings and impact upon the educational experience of pupils. Building on the module What is Psychology students will gain a deeper understanding of the main theoretical frameworks of individual differences (personality, intelligence, motivation and emotions) and will be required to compare different methods and strategies used to engage a range of different learners within educational settings. This module will focus specifically on educational diversity and learners with special educational needs. Students will engage with the literature to question traditional concepts of power differentials between teacher and learner and will consider the historical and contemporary perspectives on inclusive education in order to promote learner progress and experience. 

• Level: 4
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 2

Module overview: This module is one of a suite of introductory components that will form the basis of essential learning and understanding for students entering the BA (Hons) Educational Psychology course. Building on the Semester 1 module What is Education this module will extend the student's knowledge of what the term ‘education’ means by exploring this within a global context. This module will ask the students to consider and explore the interrelations between social, economic, cultural, political and environmental influences on the direct experience of the learner. Students will engage in key policy in order to consider the skills, attitudes and values which enable people to work together, and the role that education can play in helping to create a more just and equitable society.

• Level: 4
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 2

Module overview: This module is the final introductory component that forms the basis of essential learning and understanding for students entering the BA (Hons) Educational Psychology course. It is also the first module in the core research spine that runs across both semester 1 and semester 2 of Level 4. This module focuses on developing student’s skills for learning, for reading and undertaking research at undergraduate level. Students will gain an understanding of the purpose of and approaches to psychological and educational research and an understanding of the impact of research on policy and practice. Students will consider the contexts and ethics of research and will be taught the art of forming research questions, searching the literature and reviewing. Students will also be introduced to the concepts of quantitative and qualitative research design, with a focus on identifying when such approaches are useful.

• Level: 4
• Module credit points: 40
• Pre-requisites: None
• Module semester: 02-Jan

Module overview: The purpose of this module is to build on the learning gained in Level 4 and further develop students' understanding of the practical application and implications of psychology within educational settings. This module explores the psychological meaning and consequences of the word ‘normal’ when applied to children and adolescents. Using the theoretical lens of labelling theory students will learn about the historical context of current diagnostic criteria i.e. the DSM-V and ICD-10 and its application across educational settings. Students will examine key historical case studies and use knowledge of the existence of individual variation in common disorders in order to question the traditional medical model of treatment. Students will analyse the meaning of the word ‘normal’ and will investigate the real-world connotations of this label on the individual and their subsequent access to resources.

• Level: 5
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 1

Module overview: This module builds upon the Level 4 module 'What is Psychology' by further developing students' understanding of the underlying biological, cognitive and behavioural processes involved in learning. Students will draw on theoretical perspectives and current research from neuroscience, psychology and education in order to gain an understanding of how biology and the environment interact to influence the learning experience. Students will gain knowledge of the techniques required for collecting neurobiological data and will identify how these methods translate into the traditional assessments used within educational settings in order to identify students who might need further support. Students will be encouraged to consider the advantages and disadvantages of these approaches and to identify a range of practical implications.

• Level: 5
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 1

Module overview: The purpose of this module is to build students' understanding of the impact of trauma on individual learner experiences. This module will draw on the theoretical underpinning of resilience within an educational context to explore the psychological, behavioural and biological effects of neglect and abuse. Students will be encouraged to question the contemporary stance with which adverse childhood experiences are used as a method for predicting child developmental outcomes. Students will engage with and discuss school-level policy and safeguarding techniques as a means of building resilience within schools. Students will be taught different strategies that are used to encourage parents and educators to support children in building resilience. Students will also consider the utility of a whole systems approach, including the importance of a multidisciplinary team, for the purpose of enhancing child health and wellbeing.

• Level: 5
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 2

Module overview: The purpose of this module is to encourage students to consider the role of the school as a setting for a child’s identity development. Students will reflect on traditional psychological models of identity formation and, building on the Level 4 module Global Education, consider the interrelation between race, religion, gender, sexuality on personal, social and school-related identity dimensions. This module will use contemporary policy and research to build student’s knowledge of the power dynamic between teachers and pupils, and pupils and their peers and how this relates to identity development. Key case studies will be used to consider models of best practice to build secure identities which empower pupils. Students will explore the wider implications for pupils and teachers when children and adolescents experience difficulties in identity formation.

• Level: 5
• Module credit points: 20
• Pre-requisites: None
• Module semester: Semester 2

Module overview: This is the second module in the core research spine that runs across both semester 1 and semester 2 of Level 5. This module aims to prepare students to prepare reports of educational and psychological research with critical analysis, understanding and insight, so they are able to assess the strengths and weaknesses of such research. Students will develop deeper knowledge and advanced research skills through the acquisition of basic descriptive and inferential statistic skills. Students will engage in a range of practical lab sessions in order to learn how to use database software packages such as SPSS to conduct quantitative data analysis. Students will also be taught the mechanisms of qualitative analysis skills via software packages such as NVivo. This module will prepare students to carry out independent research on topics in psychology in education at Level 6.

• Level: 5
• Module credit points: 40
• Pre-requisites: None
• Module semester: 02-Jan