Education, Psychology & Special Educational Needs - BSc (Hons) Degree

This degree can be studied as a three-year full-time degree or a four-year full-time degree that includes a year of foundational study. Our foundation year is intended to prepare you for your subsequent years of studying, offering you the chance to strengthen your skills, knowledge and confidence.

The foundation year will be relevant to:

1. Students who aspire to enrol onto the first year of a social science-based honours degree programme, who have not achieved the standard entry requirements to enter at year one of the chosen degree.
2. Students who have not studied subjects that provide the necessary background within the scientific disciplines required to enter at year one of the chosen degree.

Find out more about the foundation year.

Please note: You will need to apply using a specific UCAS code if you wish to undertake the 4 years including foundation.

Year One

The Developing Child (20 credits)

What is ‘childhood’ and how does this relate to development across the lifespan? What impact does poor mental and physical health have on children and their development? These modules will develop your knowledge of child development and will consider both psychological and physical development and factors that influence this. Topics covered include how a child’s psychology changes over time and how the social world impacts upon cognitive development. Important milestones will be considered, for example in relation to the emergence of social/emotional behaviour and speech and language, and how these relate to both normal and atypical development.

Empowering and Safeguarding Children and Young People (20 credits)

Why do children need protecting? To what extent should children have a voice in decisions that impact on them? This module will explore key legislation and policy in place to protect and safeguard children from maltreatment. The module also seeks to explore the balance between ensuring children are protected as well as empowering and listening to the views of children. Topics covered include differing perspectives of childhood, safeguarding in practice as well as exploring the challenges of empowering children with disabilities and complex needs.

Additional Learning Needs and Inclusive Practice (40 credits)

What are SENs and ALNs and what does it mean to have these needs? What does it mean to be inclusive and how inclusive is our education system? What agencies partnerships collaborate to provide special education? This module considers historical developments in the fields of inclusion, disability and special/additional needs and will examine theories and concepts in these areas. There will also be opportunities to explore what inclusive practice means in the classroom. It will cover topics such as models of disability, inclusive educational practice, support services, legislation and policy and the role of practitioners and parents in supporting learners with learning disabilities and additional educational needs. You will be prepared for a work experience placement within an ALN setting during the module, which in turn is linked to second year work placement module.

Engaging with Learning and Research (20 credits)

What skills do you need to succeed at university and begin exploring research in education? This module supports your transition into higher education by developing the core academic skills needed for success across the degree. You will build confidence in academic writing, critical reading, referencing, and effective communication, alongside learning how to engage with and evaluate academic sources. Alongside these skills, you will be introduced to research in educational contexts, including an overview of qualitative and quantitative approaches and how they are used to explore different questions about learning and development. The focus is on understanding what makes high-quality evidence and how research informs educational practice. By the end of the module, you will have developed a strong foundation in academic study and gained an introduction to research skills that will support your learning throughout the degree.

The Nature of Education (20 credits)

What is education? Why do we educate people the way we do? How has psychology influenced education? Building on foundation disciplines such as history, sociology, philosophy and social policy, this module will explore how social, cultural, political and economic developments have impacted on our education system. Central to this module is a consideration of the impact of psychological theory and research on educational practice. Keeping up to date with the ever-changing landscape of education, the module will also consider current topical issues in education.

Year Two

Thinking and Learning (20 credits)

How and why do we learn? What are augmentative and alternative communication methods and how do they help those with severe communication impairment? What are the cognitive explanations for dyslexia and how have these supported policy and practice? This module will introduce you to concepts surrounding how humans think and learn. Core topics in cognitive psychology will be covered, such as memory and language and the applications of cognitive psychology to understanding teaching and learning processes. The psychological explanations for specific learning difficulties will also be explored, for example dyslexia, dyspraxia and dyscalculia.

Supporting Communication and Behavioural Needs (20 credits)

Why do some children struggle to communicate and behave in ways that fit classroom expectations? This module explores the complex links between communication and behaviour, alongside the range of additional learning needs that can influence them. You will examine areas such as speech and language difficulties, attachment, and emotional or behavioural challenges, while considering how developmental, environmental, and relational factors shape children’s experiences. The module also focuses on applying inclusive, evidence-based strategies to effectively support learners in educational settings.

Neurodiversity in Education (20 credits)

How can understanding neurodiversity transform the way we support learners in education? This module explores neurodiversity and its relevance to inclusive educational practice. You will develop an understanding of a range of neurodivergent profiles, such as autism, ADHD, and dyslexia, and consider how these may shape learning, communication, and behaviour. The module focuses on strengths-based and inclusive approaches, challenging deficit-based perspectives and exploring how educational environments can be adapted to better support diverse ways of thinking and learning. You will also consider the social, environmental, and educational factors that impact the experiences of neurodivergent learners. By engaging with real-world examples and current research, you will develop the knowledge and skills needed to support neurodivergent learners effectively and promote inclusive practice across educational settings.

Empirical Research Methods (20 credits)

What does it take to design and carry out meaningful research in educational settings? This module develops the practical skills needed to plan, conduct, and evaluate research within education. Building on earlier study, it focuses on how to design research questions, select appropriate methods, and interpret and present findings in ways that are relevant to real-world educational contexts. You will explore key considerations such as research design, data collection and analysis, and how evidence is used to inform practice. A strong emphasis is placed on ethical decision-making when working with children and young people, ensuring research is conducted responsibly and sensitively. Through this module, you will gain the confidence and skills to carry out independent research in educational settings, preparing you for your final year research project and future professional roles.

Equity and Social Justice in Education (20 credits)

How fair is the British education system? Why do girls do better than boys in school? How are more able and talented learners identified, assessed and provided for? What strategies might address inequalities in education and how effective are they? This module provides a critical understanding of contemporary evidence, research and practice in education and equality. Key theories and concepts in education and equality will be examined (e.g., poverty, social justice and exclusion, refugee and asylum seekers, additional learning needs, gender issues and ethnicity). These will be related to relevant examples in contemporary educational policy and practice.

Professional Placement and Development (20 credits)

How does what you learn on the course relate to professional settings? What skills do you already have and what skills do you need to further develop that enhance employability? This module requires you to have already completed a work experience placement at the end of the first year, and it will continue to develop employability skills and encourage thinking about careers following graduation. The placement would normally take place in a setting supporting additional learning needs, though this is flexible based on your personal needs and experience of the previous work placement. You may also have the opportunity to further enhance your employability by extending your placement by mutual agreement with the provider.

Year Three

Mental Health in Education (20 credits)

What effect can a person’s mental health have on the way they learn? How does it influence the way they engage with education? This module provides an opportunity to critically explore contemporary issues relating to mental health and wellbeing within an education or professional context. Among other issues, students will consider the impact of trauma and adverse childhood experiences (ACEs), inclusivity, and the role of resilience in helping students to prosper within their studies and beyond.

Issues and Debates in ALN and Disability (20 credits)

What are the trends in multi-agency working in effectively responding to needs? Should all learners have access to the same amount of support? How are individuals with learning needs supported in other countries? This module aims to provide students with the opportunity to develop a critical approach to current issues and debates in ALN/SEN, including, policy, law and litigation, curriculum planning and pedagogy, identifying needs, continuity, transition and international perspectives. It will also explore some of the challenges faced by professionals in ensuring inclusion. The module will require you to undertake a placement so that issues and debates within the module can be explored in professional settings.

Applying Neuroscience to Education (20 credits)

How does the brain learn new things? Can measurement of brain activity tell us anything about ability differences? Do genes predict learning ability? This module will examine the biological bases of learning and behaviour, sometimes referred to as educational neuroscience. The integration of biology and behaviour will be explored, including how a person’s behaviour can affect his or her biological functioning and how brain activity gives rise to cognition. It will also consider biological origins of intellectual and developmental disabilities, for example learning disability, autism and ADHD.

Creativity and Innovation in Education (20 credits)

How can creative approaches unlock learning and engagement for children with diverse needs? This module explores the role of creativity and innovation in education and therapeutic contexts, with a strong focus on inclusive practice. You will examine key theories of creativity, play, and experiential learning, alongside how creative approaches – such as digital tools, sensory strategies, and arts-based interventions – can support children and young people with diverse needs. The module encourages you to apply innovative, evidence-informed ideas to real-world challenges, developing practical and inclusive solutions that enhance engagement, wellbeing, and learning.

Independent Research Project (40 credits)

This is an opportunity for you to undertake an original piece of research, under supervision from a member of staff. You will take responsibility for formulating a research question within the context of psychology in education, producing a literature review and designing and implementing a study that resolves the research question. Your findings will then be analysed, written up and discussed. This will enable you to demonstrate independence in your approach to research and enhance your project planning experience.

Learning and teaching are designed to provide a supportive, engaging, and practice-focused experience that prepares you to work with diverse learners across a range of educational settings. The degree is delivered through face-to-face teaching on campus, giving you regular contact with staff and opportunities for interactive, collaborative learning. A range of approaches are used, including lectures, seminars, workshops, and group activities, to support different learning styles.

A strong emphasis is placed on linking theory to practice. Through case studies, problem-based learning, and real-world scenarios, you will develop critical thinking and professional decision-making skills, particularly in relation to inclusive practice and supporting learners with additional learning needs. Workshops provide hands-on opportunities to apply your knowledge in meaningful and practical ways.

Work-based placements are a key feature of the degree, offering valuable experience in a range of educational settings, including specialist provision and mainstream contexts. The University’s placements team supports students in identifying suitable opportunities, while also encouraging you to take an active role in sourcing your own placement where possible.

Each module combines taught sessions with directed and independent study, helping you to take ownership of your learning and develop key research, communication, and professional skills. Digital learning is supported through the University’s Virtual Learning Environment, providing access to materials and resources at any time.

You will be supported throughout your studies by a personal tutor and a wider network of academic and pastoral support. Teaching is delivered by experienced, research-active staff from a range of professional backgrounds, ensuring your learning is shaped by current research and practice.

This degree prepares you to become a reflective, confident, and employable graduate, ready to make a positive impact in inclusive educational settings.

We are committed to innovative and inclusive assessment practices that align with the learning outcomes of each module and the overall degree. Assessments are designed not only to develop your subject knowledge, but also to build key skills that enhance your future employability.

A wide range of assessment methods are used, including written assignments, posters, presentations, portfolios, and time-constrained tasks. Many assessments are based on real-world educational scenarios, enabling you to apply theory to practice and develop skills relevant to professional contexts. Opportunities for group work, peer support, and collaborative learning are also embedded throughout the degree.

Assessment is supported by clear guidance and feedback, helping you to reflect on your progress and continue to develop your academic and professional skills.

This degree opens up a wide range of career opportunities across education, support services, and related sectors. Graduates progress into roles within schools and specialist provision, educational support services, community and charitable organisations, and the health sector. Opportunities also exist within educational and social research, as well as roles supporting learning and development across diverse settings.

Throughout the degree, you will gain valuable work experience in a range of educational environments, including specialist settings, helping you to build practical skills and confidence for employment or further study.

Many graduates choose to continue their studies at postgraduate level. Cardiff Met offers progression opportunities such as the MA Education, as well as routes into research degrees including PhD study.

Progression to Psychology (BPS Accreditation)

For those interested in pursuing a career in psychology, Cardiff Met offers an MSc Psychology in Education. This postgraduate route supports further development in psychology-related areas and provides a pathway towards British Psychological Society (BPS) accreditation, an important step for those wishing to train as professional psychologists.

Progression to Teacher Training (PGCE)

We are pleased to guarantee entry to the interview process for the PGCE Primary course at Cardiff Met for all graduates of this programme (subject to the course being open with UCAS). An honours degree with a minimum classification of a 2:2 is currently required, and the statutory entry requirements for training in Wales (including Grade C / Grade 4 or equivalent at GCSE for English language or Welsh Language (First Language), Mathematics or Mathematics – Numeracy and Science) must also be met.

Typical Offers

The following requirements are based on typical offers relevant to entering year 1 of the degree.

If you do not meet these entry requirements, we also offer a Foundation Year which allows progression to Year 1 upon successful completion.

• Tariff points: 104
• Contextual offer: See our contextual offers page.
• GCSE: Preferably five GCSEs at Grade C / 4 or above to include English Language / Welsh First Language, Mathematics / Mathematics – Numeracy.
• English Language Requirement: Academic IELTS 6.0 overall with at least 5.5 in all elements, or equivalent.
• A level subjects: Minimum three A levels to include grades CCC. No specific subjects required. Welsh Advanced Skills Baccalaureate considered as a third subject.
• BTEC National / Cambridge Technical Extended Diploma: MMM
• T Level: Merit.
• Access to Higher Education Diploma: No specific subjects required.
• International Baccalaureate (IB) Diploma: No specific subjects required.
• Irish Leaving Certificate: 2 x H2. No specific subjects required. Higher level subjects only considered with a minimum grade H4.
• Scottish Advanced Highers: Grade DD. No specific subjects required. Scottish Highers are also considered, either on their own or in combination with Advanced Highers.
• Other requirements: DBS.

Combinations of the above qualifications are accepted if they meet our minimum requirements. If your qualifications aren’t listed, please contact Admissions or refer to the UCAS Course Search.

Further information on Overseas qualifications can be found here.

If you are a mature applicant, have relevant experience or RPL that you would like us to consider, please contact Admissions.

How to Apply

Further information on how to apply can be found here.

For general enquiries, please contact the Admissions Team on 029 2041 6010 or email askadmissions@cardiffmet.​ac.uk.

For course specific enquiries, please contact the Programme Director, ​Emily Abbinett:

• Email: eabbinett@cardiffmet.ac.uk