This Cognition and Learning module will allow you to explore the interplay between cognitive functioning and development, the learning environment and the socio-cultural context for learning. It addresses theories related to intellectual development including reference to historical and political contexts.
You will gain in-depth knowledge of what constitutes cognition, including the relationship between cognition and learning, models of disability, and neurodiversity including ADHD. This knowledge will enable you to provide advice to parents, colleagues, managers and evaluate interventions to ensure they provide effective support to help manage cognition and learning needs across your setting.
Develop a critical awareness of models and frameworks for understanding cognition and learning.
Develop a thorough knowledge of the cognition and learning areas of special educational needs.
Hold in depth knowledge of what constitutes cognition, including the relationship between cognition and learning, neurodiversity such as ADHD, and models of disability.
Build in-depth knowledge of theories related to intellectual development that take account of environment, socio cultural aspects of learning & development and includes reference to historical and political contexts, with particular emphasis on the concepts of intelligence and IQ.
Be able to critically evaluate research and theory relating to the assessment and teaching of individuals experiencing difficulties with cognition and learning, taking account of the role of intelligence, IQ and anti-oppressive practice in relation to Cognition and Learning.
Select your study style and dates
Online – self paced
Study at your own pace and time
Info & dates
Cohorts begin in January, May and September.
The next cohort begins on 15 January 2025. Book and enrol before 15 January 2025 to join our next cohort.
An overview of what constitutes cognition: perception, attention, memory, metacognition. The way in which these areas contribute to theories about and definitions of learning (and learning failure).
The relationship between learning and instruction.
Medical and social models of disability and their relationship to cognition and learning
Theories of intellectual development: Piaget, Vygotsky, Feuerstein.
The role of neuroscience. Neuromyths and classroom practice.
The historical and political context related to consideration of individual differences, including the development of what is understood by ‘intelligence’ and ‘IQ’.
Equal opportunities and anti oppressive practice issues related to assessing cognition and learning.
Identifying, assessing and teaching individuals with cognition and learning difficulties, including interrogating the evidence base for interventions
An engaging learning experience which focuses on neurodiversity, particularly ADHD
This module will benefit you and your setting in a wide variety of ways. Over the duration of the course, you will:
Be able to design effective interventions by understanding the role of neuroscience in cognition and learning interventions to help you support neurodiversity as well as cognition and learning difficulties
Use your knowledge of the theories about learning, failure to learn, and evidence-informed approaches to support neurodiverse learners
Develop confidence in your practice by reflecting on the experiences of individuals with cognition and learning difficulties
Study new, updated and relevant content on neurodiversity such as ADHD and how it affects learners in your setting
Attain 30 Masters level (Level 7) credits which you can put towards a PGCert, PGDip or Master of Education on our any of our Masters Programmes
Detailed content breakdown
The module is split into three strands:
Strand 1: what is cognition and learning?
Perception, attention, memory, and metacognition as an overview of what constitutes cognition, the way in which these areas contribute to theories about and definitions of learning and learning failure, and the relationship between learning and instruction.
Medical and social models of disability and their relationship to cognition and learning.
Theories of intellectual development: Piaget, Vygotsky, Feuerstein.
Strand 2: assessment and teaching related to cognition and learning: research and theory
The role of neuroscience. Neuromyths and classroom practice.
The historical and political context related to consideration of individual differences, including the development of what is understood by ‘intelligence’ and ‘IQ’.
Equal opportunities and anti-oppressive practice issues related to assessing cognition and learning.
Strand 3: Practical applications
Identifying, assessing and teaching individuals with cognition and learning difficulties, including interrogating the evidence base for interventions.
How is the course delivered?
Our courses are delivered through Campus Online, our unique provision for online learning.
Campus Online allows you to study at your own pace, without the need to travel, or commit to particular dates or times. Log in to access your study materials, contact your personal tutor for support, connect and network with other delegates and make use of the extensive resource library.
You can easily track your progress throughout the course and submit your work and evidence of assignments for feedback
How will you be assessed?
Your assessments will consist of the following:
Self evaluation questionnaires for you to check your knowledge and understanding throughout the module
Three assessed tasks:
Critical Analysis (2,500 words) Critically evaluate research and theory relating to the assessment and teaching of children with cognition and learning difficulties, including a consideration of the role of IQ testing and equal opportunities implications.
Reflective Analysis (1500 words) A reflective analysis of the experiences of individuals with cognition and learning difficulties, including reflections on models of disability and the use of labels.
Practice Analysis (2,500 words) A visual presentation giving an overview and critique of a selected intervention approach for cognition and learning difficulties.
Are you eligible?
You must hold an undergraduate degree.
You will need to be working in an educational setting for this module. If you aren’t currently working in an educational setting you will need written permission from a senior member of staff to regularly access a setting.
Are you based in an international setting?
This course is available online and can, therefore, be completed anywhere in the world. Please click here for advice on payment options and other information relevant to those studying outside of the UK.
Choose a start date that suits you
Cohorts begin in January, May and September.
The next cohort begins on 15 January 2025. Book and enrol before 15 January 2025 to join our next cohort.
How much does the course cost?
We offer a flexible range of fees to suit your finances:
A one-off payment of £1,525 + VAT
Three instalments of £533 + VAT
Ten instalments of £165 + VAT
For further information please visit the payment FAQ page found here.
We do understand, however, that circumstances can arise that could prevent the course being completed in this time period. If this is the case, an extension can be arranged in conjunction with the admin team and your tutor.
Success stories
Lisa Pongpiriyaporn Lisa is a K-12 ELL Coordinator at The KAUST IB School in Saudi Arabia. She describes how the Cognition & Learning course has supported her professional growth and enabled her to become a more informed instructional coach and leader of teams…
“As an ELL Coordinator, part of a multidisciplinary student support team, I have a deeper understanding of my context and feel up-to-date with current research and evidence-based practices, meaning I feel better skilled to impact others.”
Lisa Pongpiriyaporn
4.6 rating
Average Cognition & Learning score as rated by delegates (2023)
Module leader
Dr. Jane Yeomans Module Lead Educational Psychologist
Jane is a distinguished academic and teacher with over 30 years’ experience as a class teacher, SENCo and Educational Psychologist in nursery, primary, secondary and special schools. Jane now works in independent practice, after doing Local Authority EP work for nearly 30 years.
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