The purpose of this module is to introduce students to key concepts in developmental psychology and how young people learn. The module will provide students with a critical understanding of key learning theories, examining behavioural, cognitive and constructivist theories from both a historical and contemporary perspective. Students will gain a critical understanding of relevant aspects of adolescent development and their applications to teaching, learning and assessment.

Seminal and contemporary learning theories including behavioural, cognitive constructivist and bio-ecological accounts of learning; Adolescent Development (physical, cognitive, social/emotional); Factors to be considered in understanding student learning: personality, intelligence, attention, memory, thinking and problem solving, language and literacy development, metacognition; attributions; motivation

•Evaluate seminal and contemporary learning theories, and their application to classroom practice •Summarise adolescent development and discuss the implications for student learning •Discuss the range of factors to be considered in understanding how young people learn •Select an artefact from the module for inclusion in their student portfolio

•Value adolescent development as a unique stage of human development •Integrate knowledge of adolescent development with perceptions of the role of the teacher

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This module requires students to recognise adolescence as a unique stage of human development in preparation for their role as a teacher of young people. On completion students will demonstrate a critical awareness of adolescent development, of how young people learn and the range of factors that influence the learning process informed by contemporary investigations in the field. A range of mediums will be utilised in order to ensure student learning is maximised in a positive and interactive learning environment. The module will be taught using a variety of evidence based student centred pedagogical approaches (e.g., behavioural approaches, project work, ICT) designed to engage students and develop the capacity to connect educational theory and practical classroom application. A range of formative and summative assessments [e.g. short essay reviews, presentations and discussion forums] are designed to provide students with the opportunity to articulate their understanding of adolescent development and how they learn.