Master’s Degree in Supporting Diversity and Inclusive Education (Online)

Objectives

Conceptual objectives:

 To understand the neuropsychological foundations of human behaviour, linking the structures and functions of the nervous system to the cognitive, affective and motor processes involved in learning. The brain, brain functions and brain plasticity relevant to learning.

 To recognise the stages of psychomotor development from infancy through to adolescence, identifying signs of typical development and possible disorders requiring specific educational support. Neuropsychological assessment tools and observation guidelines applicable during the school years.

 Analyse the main motor skills and body schema, assessing their importance in school learning, personal autonomy and social interaction. Resources and sources of information.

 Identify and describe basic cognitive processes such as attention, memory and learning, explaining how they function and their role in pupils’ academic performance and behaviour.

 Detect difficulties or abnormalities in developmental maturation through observation and the application of basic psycho-educational assessment tools.

 Assess specific educational support needs, drawing up initial intervention proposals tailored to pupils’ individual characteristics.

 Link socio-emotional factors to the learning process, understanding how emotions, self-esteem, motivation and the classroom atmosphere influence performance and behaviour.

 Develop attitudes of respect, inclusion and proactive support towards the diversity of the student body, recognising the importance of early identification and appropriate educational intervention.

 Apply basic strategies to promote attention, memory and motivation in the classroom, using techniques adapted to different learning paces.

 Interpret pupils’ behaviour from a holistic perspective, taking into account neurological, cognitive, emotional, motor and social factors to ensure more effective teaching practice.

Prerequisites

Entry Profile

Graduate in Early Years Education

Graduate in Primary Education

Bachelor’s Degree in Pedagogy

Bachelor’s Degree in Psychology

Bachelor’s Degree in Educational Psychology

Graduate in Social Education

Graduate in Speech and Language Therapy

Master’s Degree in Teacher Training for Secondary Education (ESO), Sixth Form (Bachillerato), Vocational Training (FP) and Language Teaching

Graduates who have completed a Pedagogical Adaptation Course, or graduates or engineers from education systems outside the European Higher Education Area who are qualified to teach in their country of origin; or

with accredited teaching experience at pre-school, primary, secondary, sixth-form or vocational training levels.

Competencies

RC0 – Assesses pupils’ specific educational support needs in order to establish intervention measures tailored to individual requirements.

Knowledge:

RK1 – Identifies abnormalities in developmental maturation, as well as the main tools for their assessment.

RK2 – Defines the neuropsychological and developmental foundations of sensorimotor functions and cognitive processes (perception, attention, memory, executive functions, emotion) and their relationship with behaviour and learning, in order to adapt educational practice.

Description of the content

It is essential for teachers who are equipped to cater for the diversity of their pupils to understand the maturation process and the neuropsychological foundations

of sensorimotor functions and complex cognitive processes (perception, attention, memory, executive functions, emotion), and their

relationship with behaviour and learning. This is the main objective of this module. A further objective is to learn the criteria

for identifying possible impairments in the development of these functions and to familiarise students with the main tools of neuropsychological assessment.

Learning activities

Virtual face-to-face sessions

Lectures

Study of core material

Reading of supplementary material

Assignments, case studies and

self-assessment

Tutorials

Collaborative work (forums)

In-person final exam

Assessment system and criteria

• The final exam for the module will account for: 50% of the final mark.

The exam mark must be 5.0 out of 10.0 or higher to be included in the overall mark.

• The remaining 50 per cent of the mark will be based on your continuous assessment.

The following will be taken into account:

- Activity 1 (10% of the mark).

- Activity 2 (15%)

- Portfolio (25 per cent)

5.2. Extraordinary examination session

To pass the module in the resit, students must sit the final examination for the module and achieve a final mark of 5.0 or above out of 10.0.

In the resit, the activities will NOT count towards the mark

The final exam for the resit will always include a practical component, either in the form of a case study or open-ended questions.

Objectives

Conceptual objectives:

 • To understand the definition of high ability and the different profiles that talented or gifted pupils may exhibit.

 • To be familiar with current legislation and the educational measures associated with supporting diversity and high ability.

 • To analyse the main theoretical models for the study of high ability and their contribution to the field of education.

 • To identify the criteria, processes and tools used in the psycho-educational assessment of high ability.

 • Recognise the specific educational needs of these pupils and the implications for their academic, social and emotional development.

 • To understand the principles underpinning the design of enrichment programmes and other intervention measures.

To this end, we aim to achieve:

Learning objectives:

-Apply strategies for curriculum enrichment, extension or flexibility to cater for academic and creative talent.

-Select and use observation and early identification tools to identify pupils showing signs of high ability.

-Develop, at a basic level, individual or group intervention plans aimed at enhancing cognitive and socio-emotional abilities.

- To coordinate educational initiatives with other professionals and families to support the holistic development of gifted pupils.

-To recognise the teacher’s role as a source of motivation, emotional support and a facilitator of advanced learning.

Prerequisites

Entry Profile

Graduate in Early Years Education

Graduate in Primary Education

Bachelor’s Degree in Pedagogy

Bachelor’s Degree in Psychology

Bachelor’s Degree in Educational Psychology

Graduate in Social Education

Graduate in Speech and Language Therapy

Master’s in Teacher Training for Secondary Education (ESO), Sixth Form (Bachillerato), Vocational Training (FP) and Language Teaching

Graduates who have completed a Pedagogical Adaptation Course, or graduates or engineers from education systems outside the European Higher Education Area who are qualified to teach in their country of origin; or

with accredited teaching experience at pre-school, primary, secondary, sixth-form or vocational training levels.

Competencies

Competencies:

RC5 Develops procedures to enable the development and expression of the full potential of gifted and talented pupils

Learning outcomes

Skills or competences:

RS0 Designs programmes and intervention measures to promote the inclusion of all pupils

RS6 Applies tools to identify pupils who are intellectually gifted or highly able.

Course description

The aim of this module is to understand the main characteristics of cognitive, sensory and motor disabilities. It will examine the

etiological, neuropsychological, educational, behavioural and emotional aspects of the various conditions associated with these limitations. Students

will also learn about the most appropriate psycho-educational and neuropsychological assessment tools, depending on the objectives of the assessment,

the type of pupil and the nature of the deficit. Attention will also be paid to the social components of the different types of disability and how the

affected child’s condition impacts family dynamics. The aim is for students to be equipped to advise and support the family environment.

Training activities

Lecture sessions (asynchronous) 15 hours

Interactive lectures (synchronous) 12 hours

Interactive practical sessions (synchronous) 22 hours

Independent study, case studies or problem-solving, literature reviews (self-directed work). 91 hours

Online tutorials (synchronous/asynchronous). 7 hours

Completion of knowledge tests (face-to-face). 3 hours

Assessment system and criteria

Grading system

In the course’s virtual classroom and during the first session, you will be able to view in detail the activities you are required to complete, as well as the submission dates, assessment criteria and marking schemes for each one. Your final mark will be determined according to the following assessment system:

Regular assessment

The marking criteria are:

• The final exam for the module will account for: 50 per cent of the final mark.

Your exam mark must be 5.0 out of 10.0 or higher to be included in the overall mark.

• 50 per cent of your mark will be based on your continuous assessment.

The following will be taken into account:

- Activity 1 (10% of the mark).

- Activity 2 (15%)

- Portfolio (25%)

Submissions made after the deadline will NOT be accepted, except in cases of force majeure

To pass the module in the standard assessment period, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module.

Extraordinary examination session

To pass the module in the supplementary examination period, you must sit the final examination for the module and achieve a mark of 5.0 or above out of 10.0 in the final mark.

In the supplementary examination, activities will NOT count towards your mark

The final exam in the supplementary sitting will always include a practical component, either in the form of a case study or open-ended questions.

IMPORTANT: Passing the module is conditional upon passing the final exam (achieving a mark of 5 out of 10 or higher), so that the marks obtained in the other assessed activities can be included in the overall average.

Bibliography

Core:

1. Vega Díaz, Marta

"Become a Master of Parenting”: Overcome the challenge of being a mother or father by answering 100 essential questions

Amazon. 2025.

ISBN: 979-828611684

https://www.amazon.es/Convi%C3%A9rtete-maestro-crianza-respondiendo-esenciales/dp/B0FBRJRKKF

2.- Vega Díaz, Marta and Higinio González García

A Guide to Effective Parenting in Modern Life: Keys to Creating the Home of Your Dreams

AMAZON. 2025.

ISBN: 979-831588721

Objectives

Conceptual objectives:

To understand the conceptual foundations of educational research and its importance for improving teaching practice.

To be familiar with the main approaches to educational research, distinguishing between quantitative, qualitative and mixed methods.

To design basic educational research projects, formulating research problems, objectives and research questions.

To select and apply appropriate techniques and instruments for collecting information in educational contexts.

To analyse and interpret data obtained from educational research using basic qualitative and quantitative analysis methods.

To value scientific dissemination as a tool for sharing results and contributing to the advancement of educational knowledge.

To achieve the objectives of this module, we need you to participate in classes, in the proposed discussions and in the activities we set, as this will ensure a more comprehensive and enriching learning experience.

We do not want passive students who simply receive and process information; we want students with their own opinions who are keen to learn and contribute different perspectives.

To this end, we aim to achieve:

Learning objectives:

 That you participate actively, contributing your knowledge and experiences.

 That you work on the assessed activities we set and submit them within the specified timeframe.

 That the non-assessed activities serve as a point of reflection for you, enabling you to become aware of your own learning process.

 That you use any points of uncertainty as an opportunity to seek clarification, so that you can fully understand all the content covered in this module.

Prerequisites

Entry Profile

Graduate in Early Years Education

Graduate in Primary Education

Bachelor’s Degree in Pedagogy

Bachelor’s Degree in Psychology

Bachelor’s Degree in Educational Psychology

Graduate in Social Education

Graduate in Speech and Language Therapy

Master’s Degree in Teacher Training for Secondary Education (ESO), Sixth Form (Bachillerato), Vocational Training (FP) and Language Teaching

Graduates who have completed a Pedagogical Adaptation Course, or graduates or engineers from education systems outside the European Higher Education Area who are qualified to teach in their country of origin; or

with accredited teaching experience at pre-school, primary, secondary, sixth-form or vocational training levels.

Competencies

Competence

RC1 – Carries out research projects in the field of education, adopting an inclusive approach, in order to share the results of their research with the scientific community.

RC3 – Rigorously interprets academic literature and research findings in education and inclusive education, in order to apply scientific knowledge to their professional practice.

Learning outcomes

Skill:

RS3 – Applies the knowledge and tools required to collect and analyse information within the context of an educational research project.

Course description

The overall aim of the module is for students to learn how to propose and design a research project. To this end, the tools

of the scientific method are defined and the different phases of the research process used in Psychology and Education are addressed, focusing on the

specific characteristics of the population and the contexts inherent to education, with a view to diversity and inclusive education. The course can be divided into

three distinct sections: the first introduces aspects and concepts related to research and the scientific method. The second addresses

the stages to be considered in the research process (problem identification, literature review, selection of a design from among different

types and instruments for data collection). The third section focuses on the analysis and interpretation of results and their dissemination through the

channels commonly used in research.

Training activities

Lecture sessions (asynchronous) 15 hours

Interactive lectures (synchronous) 12 hours

Interactive practical sessions (synchronous) 22 hours

Self-study, case studies or problem-solving, literature searches (independent work). 91 hours

Online tutorials (synchronous/asynchronous). 7 hours

Completion of knowledge tests (face-to-face). 3 hours

Assessment system and criteria

Grading system

In the course’s virtual classroom and during the first session, you will be able to view in detail the activities you are required to complete, as well as the submission dates, assessment criteria and marking schemes for each one. Your final mark will be determined according to the following assessment system:

5.1. Regular assessment period

The marking criteria are:

• The final exam for the module will account for: 50 per cent of the final mark.

The exam mark must be 5.0 out of 10.0 or higher to be included in the overall mark.

• 50 per cent of the mark will be based on your continuous assessment.

The following will be taken into account:

- Activity 1 (10% of the mark).

- Activity 2 (15%)

- Portfolio (25%)

Submissions made after the deadline will NOT be accepted, except in cases of force majeure

To pass the module in the ordinary examination session, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module.

5.2. Supplementary examination period

To pass the module in the supplementary examination period, you must sit the final examination for the module and achieve a mark of 5.0 or above out of 10.0 in the final mark.

In the supplementary examination, coursework will NOT count towards your mark

The final exam for the supplementary sitting will always include a practical component, either in the form of a case study or open-ended questions.

Objectives

Conceptual objectives:

 To recognise the importance of collaboration with families and guidance teams in optimising the personal and educational development of pupils with SEN.

 To understand the theoretical foundations of catering for diversity and the principles underpinning educational inclusion at different levels and in different contexts.

 Understand the neuropsychological, pedagogical and psychological foundations of human development, as well as the factors that influence learning and learning difficulties.

 To identify the different types of special educational needs (SEN) —sensory, motor, cognitive, linguistic or emotional— and their implications for development and teaching.

 To analyse the theoretical and methodological models of educational assessment and intervention, evaluating their application in the identification and support of SEN.

 Understand the main language and communication disorders in pupils with sensorimotor or cognitive disabilities, and the strategies for addressing them effectively.

 To recognise the role of motivational, social and family factors in the learning of pupils with SEN and in their educational response.

 Understand the potential of Information and Communication Technologies (ICT) as tools to support inclusion, communication and pupils’ autonomy.

 Appreciate the importance of interdisciplinary collaboration and joint working between teachers, counsellors, therapists and families to ensure a comprehensive and coherent approach to support.

 To reflect on the ethical and social implications of inclusive educational practice, from a perspective of equity, justice and respect for diversity.

To achieve the objectives of this module, we need you to participate in classes, in the proposed discussions and in the activities we set, as this will enable you to gain a more comprehensive and enriching learning experience.

We do not want passive students who simply receive and process information; we want students with their own opinions who are keen to learn and contribute different perspectives.

To this end, we aim to achieve:

Learning objectives:

 To assess and identify students’ special educational needs through observation, the use of appropriate tools and the analysis of diverse educational contexts.

 To design and implement educational intervention programmes tailored to the characteristics, interests and potential of each student, in both formal and non-formal settings.

 To develop preventive and support strategies aimed at maximising learning abilities and preventing the emergence of difficulties associated with special educational needs.

 To use ICT as a resource to facilitate communication, independence and learning for pupils with functional diversity or specific needs.

 Intervene in language and communication processes, implementing strategies that integrate cognitive, emotional and social aspects.

 To coordinate and collaborate with multidisciplinary teams and families, offering guidance and advice to improve the educational provision and well-being of pupils.

 Integrate active and inclusive methodologies, fostering participation, motivation and meaningful learning within the classroom.

Entry requirements

Entry Profile

Graduate in Early Years Education

Graduate in Primary Education

Bachelor’s degree in Pedagogy

Bachelor’s Degree in Psychology

Bachelor’s Degree in Educational Psychology

Graduate in Social Education

Graduate in Speech and Language Therapy

Master’s Degree in Teacher Training for Secondary Education (ESO), Sixth Form (Bachillerato), Vocational Training (FP) and Language Teaching

Graduates who have completed a Pedagogical Adaptation Course, or graduates or engineers from education systems outside the European Higher Education Area who are qualified to teach in their country of origin; or

with accredited teaching experience at the pre-school, primary, secondary, sixth-form or vocational training levels.

Competencies

RC4 – Provides guidance to other professionals in the education sector, as well as to students’ families, on the specific needs of each pupil and the recommended guidelines for successful inclusion.

Learning outcomes

Skills:

RS1 – Acquires the skills to provide guidance on the principles of equality, both to other professionals in the education sector and to other social stakeholders, with a view to achieving an inclusive society.

RS4 - Adapts the educational response to the needs and circumstances of each pupil, in order to enhance and support their learning process.

Course description

Addressing diversity is the main objective of this Master’s degree. In this module, students will learn to adapt educational provision

(including curricular adaptations) to the demands imposed by the specific characteristics and needs of each pupil. Students will acquire the tools

necessary to provide the educational and psychosocial support required by pupils with SEN, and to adopt the specific measures needed to

address motor, sensory and intellectual disabilities, developmental disorders, behavioural difficulties or specific learning difficulties

learning difficulties, as well as high intellectual ability. The course also covers guidance for teaching staff and members of the multidisciplinary team who

caring for the child, and support for the family environment.

Training activities

This module comprises the following material:

Lectures (asynchronous) 15 hours

Interactive lectures (synchronous) 12 hours

Interactive practical sessions (synchronous) 22 hours

Self-study, case studies or problem-solving, literature reviews (independent work). 91 hours

Online tutorials (synchronous/asynchronous). 7 hours

Completion of knowledge tests (face-to-face). 3 hours

Assessment system and criteria

5. Grading system

In the course’s virtual classroom and during the first session, you will be able to view in detail the activities you are required to complete, as well as the submission dates, assessment criteria and marking schemes for each one. Your final mark will be determined according to the following assessment system:

5.1. Standard assessment period

The marking criteria are:

• The final exam for the module will account for: 50% of the final mark.

The exam mark must be 5.0 out of 10.0 or higher to be included in the overall mark.

• 50 per cent of the mark will be based on your continuous assessment.

The following will be taken into account:

- Activity 1 (10%)

- Activity 2 (15%)

- Portfolio (25% of the mark).

Late submission of core activities will NOT be accepted, except in cases of force majeure

To pass the module in the ordinary examination period, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module.

5.2. Supplementary examination period

To pass the module in the supplementary examination period, you must sit the final examination for the module and achieve a mark of 5.0 out of 10.0 or higher in the final mark.

In the supplementary examination, coursework will NOT count towards your mark

The final exam for the supplementary sitting will always include a practical component, either in the form of a case study or open-ended questions.

Bibliography

Core:

1. Vega Díaz, Marta

The Art of Parenting: A Comprehensive Guide to Assessing, Understanding and Applying Parenting Styles

AMAZON. 2025.

ISBN: 979-829315996

https://www.amazon.es/arte-ser-padres-educativos-parentales/dp/B0FJ6DG41M/ref=tmm_hrd_swatch_0?_encoding=UTF8&dib_tag=se&dib=eyJ2IjoiMSJ9.kkHcKg90c0Mg5qL4-q6ug_p3srkwux6y9cH1yLZ1Iw5H5Vh9ywXmWod8M-uhc4QhvEB4c1RK_eeXIevKjOyCPV0kVT1iO6y5D2VqXyW7dx4xgdgmGgrXN-gESaDZ9530mC9aHhU4w-ZrxbYoDv_35O2FQgNn7vyTXsxr-t2U45xbqxJiYYtVt0DF8p8kAoswf4yo34cIbHrYyUYggFRRyDk9coNYPIFG6C0Bs3GTNvccv1URtC3rlU_T0S68Lv7jklS23-Ck17hTEy_IEkJolx3pfHvw1SW-eV-OqefGRG8.DgJIXlFz_aK_u9iOUEm3JLskAFUgH23V5Y_S51kanYo&qid=1753718438&sr=8-1

Objectives

Conceptual objectives:

To understand the fundamental concepts of pervasive developmental disorders and behavioural disorders in school-age children.

To identify the clinical and neuropsychological characteristics of ASD, ADHD, PDD, Intermittent Explosive Disorder and Conduct Disorder.

To distinguish between the main disorders, recognising their symptoms, progression and implications in educational and social contexts.

To understand the family, emotional and environmental factors that influence the onset and persistence of these difficulties.

To analyse the educational implications of these disorders, including difficulties with learning, communication and social interaction.

To understand the importance of an inclusive approach and interdisciplinary work for the holistic support of pupils with specific needs.

To achieve the objectives of this module, we need you to participate in classes, in the proposed discussions and in the activities we set, as this will enable you to gain a more comprehensive and enriching learning experience.

We do not want passive students who simply receive and process information; we want students with their own opinions who are keen to learn and contribute different perspectives.

To this end, we aim to achieve:

Learning objectives:

 That you participate actively, contributing your knowledge and experiences.

 That you work on the assessed activities we set and submit them within the specified timeframe.

 That the non-assessed activities serve as a point of reflection for you, enabling you to become aware of your own learning process.

 That you use any points of uncertainty as an opportunity to seek clarification, so that you can fully understand all the content covered in this module.

Prerequisites

Entry Profile

Graduate in Early Years Education

Graduate in Primary Education

Bachelor’s Degree in Pedagogy

Bachelor’s Degree in Psychology

Bachelor’s Degree in Educational Psychology

Graduate in Social Education

Graduate in Speech and Language Therapy

Master’s Degree in Teacher Training for Secondary Education (ESO), Sixth Form (Bachillerato), Vocational Training (FP) and Language Teaching

Graduates who have completed a Pedagogical Adaptation Course, or graduates or engineers from education systems outside the European Higher Education Area who are qualified to teach in their country of origin; or

with accredited teaching experience at pre-school, primary, secondary, sixth-form or vocational training levels.

Competencies

Competency

RC2 – Advises family members and other teaching or education professionals regarding pupils with pervasive developmental disorders and behavioural disorders, to support the work of all educational stakeholders involved in pupils’ learning.

Learning outcomes

Knowledge

RK0 – Understands the importance of meeting pupils’ educational needs in order to contribute to the process of achieving an inclusive society.

RK4 – Identifies the main pervasive developmental and behavioural disorders, as well as their neuropsychological and educational characteristics, and their social and family implications, in order to adapt educational practice.

Course description

The aim of this module is to understand the main characteristics of pervasive developmental disorders (autism spectrum disorders):

neurobiological bases, neuropsychological characteristics and explanatory models. It also addresses the issue of behavioural disorders

in children and adolescents (aggressive behaviours, oppositional defiant disorder, ADHD, etc.), their main characteristics and their implications

in the classroom. The aetiological, neuropsychological, educational, behavioural and emotional aspects of the various conditions associated with these limitations will be studied. Attention will be paid to the social components of these disorders and how the child affected by these problems

into family dynamics. The aim is also to equip students to advise and provide support to those close to the child.

Training activities

- Lectures (asynchronous) 15 hours

.- Interactive lectures (synchronous) 12 hours

- Interactive practical sessions (synchronous) 22 hours

- Independent study, case studies or problem-solving, literature reviews (self-directed work). 91 hours

- Online tutorials (synchronous/asynchronous). 7 hours

- Knowledge assessment tests (face-to-face). 3 hours

Assessment system and criteria

Grading System

In the course’s virtual classroom and during the first session, you will be able to view in detail the activities you are required to complete, as well as the submission dates, assessment criteria and marking schemes for each one. Your final mark will be determined according to the following assessment system:

Regular assessment

The marking criteria are:

• The final exam for the module will account for: 50% of the final mark.

Your exam mark must be 5.0 out of 10.0 or higher to be included in the overall mark.

• 50 per cent of the mark will be based on your continuous assessment.

The following will be taken into account:

- Activity 1 (10% of the mark).

- Activity 2 (15%)

- Portfolio (25%)

Submissions made after the deadline will NOT be accepted, except in cases of force majeure

To pass the module in the ordinary examination period, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module.

Extraordinary examination session

To pass the module in the supplementary examination period, you must sit the final examination for the module and achieve a mark of 5.0 or above out of 10.0 in the final mark.

In the supplementary examination period, activities will NOT count towards your mark

The final exam in the supplementary sitting will always include a practical component, either in the form of a case study or open-ended questions.

Objectives

Conceptual objectives:

To understand the basic principles of neuropsychological intervention, its purpose and its application in educational and clinical settings.

To identify the neuropsychological characteristics associated with motor, intellectual development, language and learning disorders, autism spectrum disorders and attention deficit disorders.

• Analyse the specific needs of pupils with these difficulties, recognising the cognitive, behavioural, emotional and environmental factors involved.

Select and apply basic neuropsychological intervention strategies aimed at promoting pupils’ cognitive, motor, linguistic and socio-emotional development.

Design tailored intervention plans, taking into account the neuropsychological profile and individual abilities of each student.

To recognise the importance of interdisciplinary coordination between teachers, psychologists, therapists and families as a key factor in the success of interventions.

Prerequisites

Entry Requirements

Graduate in Early Years Education

Graduate in Primary Education

Bachelor’s degree in Pedagogy

Bachelor’s Degree in Psychology

Bachelor’s Degree in Educational Psychology

Graduate in Social Education

Graduate in Speech and Language Therapy

Master’s Degree in Teacher Training for Secondary Education (ESO), Sixth Form (Bachillerato), Vocational Training (FP) and Language Teaching

Graduates who have completed a Pedagogical Adaptation Course, or graduates or engineers from education systems outside the European Higher Education Area who are qualified to teach in their country of origin; or

with accredited teaching experience at pre-school, primary, secondary, sixth-form or vocational training levels.

Competencies

Competencies:

RODS Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to operate with integrity within a professional environment.

Learning outcomes

Knowledge:

RK5 Identifies the tools needed to optimise students’ learning capacity and their performance in everyday life.

Skills:

RS5 Applies intervention programmes to improve affected neuropsychological aspects in pupils with special educational needs.

Description of the content

Neuropsychology, and in particular child neuropsychology, is a rapidly growing discipline, and the usefulness of applying the knowledge

developed in this field has been demonstrated in addressing learning difficulties arising from sensorimotor and/or intellectual

and developmental disorders. During the first term, students have acquired an understanding of the neuropsychological foundations of sensorimotor functions

and complex cognitive processes, and their relationship with behaviour and learning (Neuropsychological Bases of Development and

Learning), and is now in a position to acquire the necessary tools to design, implement and evaluate intervention programmes developed

from a neuropsychological perspective. This approach is necessary to optimise abilities and the educational process, and can also be used

for preventive purposes.

Training activities

Face-to-face and online sessions

Lectures

Study of core material

Reading of supplementary material

Assignments, case studies and

self-assessment

Tutorials

Collaborative work (forums)

In-person final exam

Assessment system and criteria

4. Assessment system and criteria

In the course’s virtual classroom and during the first session, you will be able to view in detail the activities you are required to complete, as well as the submission dates, assessment criteria and marking schemes for each one. Your final mark will be determined according to the following assessment system:

Regular assessment

The marking criteria are:

• The final exam for the module will account for: 50% of the final mark.

Your exam mark must be 5.0 out of 10.0 or higher to be included in the overall mark.

• 50 per cent of your mark will be based on your continuous assessment.

The following will be taken into account:

- Activity 1 (10%)

- Activity 2 (15%)

- Portfolio (25% of the mark).

Late submission of core activities will NOT be accepted, except in cases of force majeure

To pass the module in the standard assessment period, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module.

Extraordinary examination session

To pass the module in the supplementary examination period, you must sit the final examination for the module and achieve a mark of 5.0 or above out of 10.0 in the final mark.

In the supplementary examination period, activities will NOT count towards your mark

The final exam in the supplementary sitting will always include a practical component, either in the form of a case study or open-ended questions.

Objectives

Conceptual objectives (related to theoretical knowledge)

To understand what a Master’s Thesis is, its scientific and professional purpose, and its role within the Master’s programme.

To be familiar with the formal structure of a Master’s Thesis (introduction, objectives, theoretical framework, methodology, analysis, conclusions, bibliography and appendices).

To identify the research skills specific to the field of education (searching for scientific information, critical review, analysis and writing with academic rigour).

Understand the institutional regulations: credits, stages of the process, submission, assessment and defence before an examination board.

Understand and apply the scientific format and APA citation guidelines.

Understand the importance of academic originality and anti-plagiarism requirements.

Learning objectives (related to practical application and student learning)

To produce an original Master’s thesis, applying the theoretical knowledge acquired during the Master’s programme.

To design and develop a piece of work of academic quality: literature review, formulation of objectives, methodology, data analysis and conclusions.

To write an academic document structured in accordance with the official Master’s thesis format.

Use reliable, up-to-date and correctly cited academic sources.

To manage the research process independently, maintaining consistency and adhering to a timetable.

Defend the thesis publicly, developing scientific communication and argumentation skills before an examination board.

Prerequisites

In order to defend the Master’s Thesis before the assessment panel, the student must have passed the 60 credits relating to the modules and external placements of the programme. Furthermore, they must have received approval from their supervisor, who must consider that their thesis has followed the necessary guidelines to be defended and to complete their postgraduate studies.

Competencies

RC0 – Assesses specific educational support needs among students in order to establish intervention measures tailored to individual needs.

RC1 – Carries out research projects in the field of education, adopting an inclusive approach, in order to share the results of their research with the scientific community.

RC6 - Critically reviews specific educational situations, as well as scientific studies related to the field of education, to draw conclusions applicable to their professional practice.

RC7 - Rigorously defends their own research and projects in the field of education in order to share the results of their research with the scientific community

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to operate with integrity within a professional environment.

Learning outcomes

Skills or competences:

RS0 – Designs programmes and intervention measures to promote the inclusion of all pupils

RS1 – Acquires the skills to provide guidance on the principles of equality, both to other professionals in the field of education and to other social actors, in order to achieve an inclusive society

Course content

· The Master’s Final Project (MFP) involves applying the knowledge gained in the theoretical and practical modules and during the external placements undertaken as part of the programme. In the MTh, the student must demonstrate that they have carried out the full research process under the supervision of a tutor who will guide their work. They must submit a high-quality piece of work that meets the necessary requirements for a literature review, the setting of objectives,

intervention planning and an action plan, and hypotheses, as well as an analysis of results and a proposal for intervention, which will be defended through a

public oral presentation before a panel qualified to assess it.

· The Master’s Thesis must be original and unpublished, and must be carried out either individually or in a group, under the supervision and guidance of the relevant academic supervisor. In both cases, the defence and assessment of the thesis will be conducted on an individual basis

Training activities

Training seminars

Introductory presentation session (Master’s Thesis)

Reading of material in the virtual classroom

Presentation and defence of the Master’s Thesis

Individual and group tutorials (Master’s Thesis)

Preparation of the Master’s Thesis report

Assessment system and criteria

5. Assessment system and criteria

Each student’s final mark will be the sum of the Academic Tutor’s assessment (40%) and the remaining percentage (60%), as decided and announced by the Master’s Thesis defence panel during the defence, just before it concludes.

In order to proceed to the defence, the student must have received a favourable assessment from the programme directors, allowing them to defend their project and ensuring that it meets the minimum quality standards required for the Master’s degree.

The mark will be awarded using a rubric, divided into different sections, each carrying a different weighting towards the final mark.

The defence session will take place online. It begins with a formal introduction by the chair of the university examination board, outlining the session, its procedure and the members of the board.

The student will then be given the floor to deliver their presentation, using the materials prepared in advance (maximum 12 minutes). This will be followed by a session of questions and comments from the members of the examination board, followed by the student’s turn to respond to the questions raised by the board (optional, but recommended). Finally, the panel deliberates on the final mark (the student will, of course, be absent from the deliberation process).

The examination board will consist of three members (a Member, a Secretary and a Chair). All will have experience in the field. The members of the examination board will have read the Master’s Thesis in advance and will assess the student using the rubric corresponding to the chosen Master’s Thesis format.

Objectives

Conceptual objectives:

 • To understand the definition of high ability and the different profiles that talented or gifted pupils may exhibit.

 • To be familiar with current legislation and the educational measures associated with supporting diversity and high ability.

 • To analyse the main theoretical models for the study of high ability and their contribution to the field of education.

 • To identify the criteria, processes and tools used in the psycho-educational assessment of high ability.

 • Recognise the specific educational needs of these pupils and the implications for their academic, social and emotional development.

 • To understand the principles underpinning the design of enrichment programmes and other intervention measures.

To this end, we aim to achieve:

Learning objectives:

-Apply strategies for curriculum enrichment, extension or flexibility to cater for academic and creative talent.

-Select and use observation and early identification tools to identify pupils showing signs of high ability.

-Develop, at a basic level, individual or group intervention plans aimed at enhancing cognitive and socio-emotional abilities.

- To coordinate educational initiatives with other professionals and families to support the holistic development of gifted pupils.

-To recognise the teacher’s role as a source of motivation, emotional support and a facilitator of advanced learning.

Prerequisites

Entry Profile

Graduate in Early Years Education

Graduate in Primary Education

Bachelor’s Degree in Pedagogy

Bachelor’s Degree in Psychology

Bachelor’s Degree in Educational Psychology

Graduate in Social Education

Graduate in Speech and Language Therapy

Master’s Degree in Teacher Training for Secondary Education (ESO), Sixth Form (Bachillerato), Vocational Training (FP) and Language Teaching

Graduates who have completed a Pedagogical Adaptation Course, or graduates or engineers from education systems outside the European Higher Education Area who are qualified to teach in their country of origin; or

with accredited teaching experience at pre-school, primary, secondary, sixth-form or vocational training levels.

Competencies

RC5 Develops procedures to enable gifted pupils to realise and express their full potential

Learning outcomes

Skills or competences:

RS0 Designs programmes and intervention measures to promote the inclusion of all pupils

RS6 Applies tools to identify pupils who are intellectually gifted or have high abilities.

Course description

The aim of this module is to identify gifted and highly capable pupils, understand their characteristics and needs; to learn different procedures for providing educational support in the classroom and through personal guidance; and to provide observation guidelines and resources for curriculum enrichment, the development of creative projects, and the development of social and cooperative skills. In addition, the course includes guidance for families on developing their children’s talents and for teachers on providing effective support in the classroom.

It comprises 6 ECTS credits. It is a compulsory module and will be taught in the second semester of the academic year.

Training activities

Lecture sessions (asynchronous) 15 hours

Interactive lectures (synchronous) 12 hours

Interactive practical sessions (synchronous) 22 hours

Self-study, case studies or problem-solving, literature reviews (independent work). 91 hours

Online tutorials (synchronous/asynchronous). 7 hours

Completion of knowledge tests (face-to-face). 3 hours

Assessment system and criteria

Grading system

In the course’s virtual classroom and during the first session, you will be able to view in detail the activities you are required to complete, as well as the submission dates, assessment criteria and marking schemes for each one. Your final mark will be determined according to the following assessment system:

Regular assessment

The marking criteria are:

• The final exam for the module will account for: 50% of the final mark.

Your exam mark must be 5.0 out of 10.0 or higher to be included in the overall average with the coursework.

• 50 per cent of the mark will be based on your continuous assessment.

The following will be taken into account:

- Activity 1 (10% of the mark).

- Activity 2 (15%)

- Portfolio (25%)

Submissions made after the deadline will NOT be accepted, except in cases of force majeure

To pass the module in the standard assessment period, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module.

Extraordinary examination session

To pass the module in the supplementary examination period, you must sit the final examination for the module and achieve a mark of 5.0 or above out of 10.0 in the final mark.

In the supplementary examination period, activities will NOT count towards your mark

The final exam for the resit will always include a practical component, either in the form of a case study or open-ended questions.

Objectives

Students must undertake a placement in an educational setting that includes pupils with special educational needs and additional educational requirements (ACNEAE), where they can apply the knowledge they have acquired in an educational context and assess the outcomes of their teaching interventions.

To undertake a period of supervised practical training in an educational establishment, a psycho-educational centre, or an organisation and/or foundation, based on the identification of difficulties and disorders through professional observation. Students must undertake a placement in an educational setting that includes pupils with special educational needs and additional educational requirements (ACNEAE), where they can apply the knowledge they have acquired in an educational context and assess the outcomes of their teaching interventions.

Prerequisites

Entry Profile

Graduate in Early Years Education

Graduate in Primary Education

Degree in Pedagogy

Bachelor’s Degree in Psychology

Bachelor’s Degree in Educational Psychology

Graduate in Social Education

Graduate in Speech and Language Therapy

Master’s Degree in Teacher Training for Secondary Education (ESO), Sixth Form (Bachillerato), Vocational Training (FP) and Language Teaching

Graduates who have completed a Pedagogical Adaptation Course, or graduates or engineers from education systems outside the European Higher Education Area who are qualified to teach in their country of origin; or

with accredited teaching experience at pre-school, primary, secondary, sixth-form or vocational training levels.

Competencies

RODS Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to operate with integrity in a professional environment.

RC0 Assesses specific educational support needs among pupils in order to establish intervention measures tailored to individual needs.

RC2 Advises family members and other teaching or educational professionals regarding pupils with pervasive developmental disorders and behavioural disorders, to support the work of all educational stakeholders involved in pupils’ learning

Learning outcomes

Knowledge:

RK0 Understands the importance of addressing pupils’ educational needs in order to contribute to the process of achieving an inclusive society

Skills:

RS0 Designs programmes and intervention measures to promote the inclusion of all pupils

RS1 Acquires the skills to provide guidance on the principles of equality, both to other professionals in the education sector and to other social stakeholders, with a view to achieving an inclusive society

RC0 - Assesses pupils’ specific educational support needs in order to establish intervention measures tailored to individual needs

Description of the content

The placement comprises an on-site period at the school, during which classroom hours and other activities such as meetings, preparation of activities and materials, tutorials and observation of other lessons are counted.

This module is worth 6 credits. External placements are a fundamental part of professional training. They require systematic planning, implementation and evaluation, as well as clarification of basic issues relating to their procedure. They are carried out in person.

The recording of hours will depend on the centre’s schedule, and students must adhere to the arrangements proposed by the centre.

In the placement report, we have specified: 115 hours spent at the centre + 10 hours spent preparing the report.

Students must undertake placements in an educational setting that includes pupils with special educational needs (ACNEAE), where they can put the knowledge they have acquired into practice in an educational context and assess the outcomes of their teaching interventions.

Training activities

AV2. Interactive lectures (synchronous) 12 hours

AV4. Independent study, case studies or problem-solving, literature reviews (independent work). 91 hours AV5. Online tutorials (synchronous/asynchronous). 7 hours

AV7. External academic placements (face-to-face). 115 hours

Assessment system and criteria

You can find detailed information in the course’s virtual classroom and during the first session. For both the standard and supplementary assessment periods, the marking criteria are:

• Report from the external academic placement tutor (30%)

• Report from the academic tutor for the external academic placement (30%)

• External academic placement report (40%)

Objectives

Conceptual objectives:

• To understand the principles of cooperative learning and how educational technologies can facilitate collaboration amongst students.

• To identify the fundamentals of gamification and its usefulness in increasing motivation and participation in an inclusive classroom.

• To analyse the flipped classroom model and its contribution to accommodating different learning paces and styles.

• To recognise various ICT tools designed to support pupils with physical and sensory disabilities.

• To understand technological resources aimed at students with cognitive and behavioural difficulties and their impact on learning.

Learning objectives:

• To select and apply ICT tools that promote the inclusion of pupils with different educational needs.

• To design activities based on technology-mediated cooperative learning, promoting teamwork and active participation.

• Integrate gamification strategies into the classroom using educational platforms and applications to improve motivation and engagement.

• To plan sessions using the flipped classroom model, utilising digital resources that cater for different learning paces.

• Use ICT tools adapted for pupils with sensory or physical disabilities (screen readers, adapted keyboards, communication aids, etc.).

• Implement technological resources to support the learning and self-regulation of pupils with cognitive and behavioural difficulties.

Prerequisites

Entry Profile

Graduate in Early Years Education

Graduate in Primary Education

Bachelor’s degree in Pedagogy

Bachelor’s Degree in Psychology

Bachelor’s Degree in Educational Psychology

Graduate in Social Education

Graduate in Speech and Language Therapy

Master’s Degree in Teacher Training for Secondary Education (ESO), Sixth Form (Bachillerato), Vocational Training (FP) and Language Teaching

Graduates who have completed a Pedagogical Adaptation Course, or graduates or engineers from education systems outside the European Higher Education Area who are qualified to teach in their country of origin; or

with accredited teaching experience at pre-school, primary, secondary, sixth-form or vocational training levels.

Learning outcomes

 Skills:

RS0 Designs programmes and intervention measures to promote the inclusion of all pupils.

Course Content

New Information and Communication Technologies are becoming increasingly prevalent in today’s society. In the field of education, with a focus on

diversity and inclusive education, ICT helps to make educational contexts more inclusive, serving as a tool that enables the optimisation

educational support for the diversity of the student body. Technology enables the provision of support, and helps to promote and facilitate learning for pupils with difficulties

to use conventional channels. Furthermore, knowledge of technological resources helps children with SEN not only in school activities,

but also in their interaction with their environment and in their daily lives. Students will learn about the application of digital environments to learning across various

subjects, as well as adaptive software and resources for children with specific difficulties

Training activities

• Lecture sessions (asynchronous) 15 hours

• Interactive lectures (synchronous) 12 hours

• Interactive practical sessions (synchronous) 22 hours

• Self-study, case studies or problem-solving, literature reviews (independent work). 91 hours

• Online tutorials (synchronous/asynchronous). 7 hours

• Completion of knowledge assessments (face-to-face). 3 hours

Assessment system and criteria

5 Marking system

In the course’s virtual classroom and during the first session, you will be able to view in detail the activities you are required to complete, as well as the submission dates, assessment criteria and marking schemes for each one. Your final mark will be determined according to the following assessment system:

5.1. Regular assessment period

The marking criteria are:

• The final exam for the module will account for: 50% of the final mark.

The exam mark must be 5.0 out of 10.0 or higher to be included in the overall mark.

• 50 per cent of the mark will be based on your continuous assessment.

The following will be taken into account:

- Activity 1 (10%)

- Activity 2 (15%)

- Portfolio (25% of the mark).

Late submission of core activities will NOT be accepted, except in cases of force majeure

To pass the module in the ordinary examination period, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module.

5.2. Supplementary examination period

To pass the module in the supplementary examination period, you must sit the final examination for the module and achieve a mark of 5.0 out of 10.0 or higher in the final mark.

In the supplementary examination, coursework will NOT count towards your mark

The final exam for the supplementary sitting will always include a practical component, either in the form of a case study or open-ended questions.

Objectives

Conceptual objectives:

• To understand the concept of language and its evolution throughout human development, as well as the main theories explaining its acquisition.

• To understand the neurological basis involved in the production and comprehension of language, both spoken and written.

• To analyse the process of spoken and written language acquisition, identifying the biological, cognitive and sociocultural factors that influence it.

• To recognise and distinguish between the main disorders of spoken language, voice, speech and written language.

• To identify the principles of language and communication assessment through testing, observation and analytical methods.

• To understand the principles and models of intervention applied to language, speech and communication disorders in an educational setting.

• We do not want passive students who simply receive and process information; we want students who form their own opinions and are keen to learn and contribute different perspectives.

To this end, we aim to achieve:

Learning objectives:

• To apply basic observation and recording techniques to identify difficulties with spoken and written language, as well as voice and speech, in the school context.

• To select and use appropriate assessment tools to analyse pupils’ linguistic and communicative abilities.

• To design individual and group intervention plans aimed at improving language, communication and literacy.

• To implement language support strategies within the classroom, tailored to the specific needs of each pupil.

• Develop teaching materials and activities that promote the development of spoken and written language.

• Collaborate with families and other professionals in planning interventions and monitoring the progress of pupils with language disorders.

Prerequisites

Entry Profile

Graduate in Early Years Education

Graduate in Primary Education

Degree in Pedagogy

Bachelor’s Degree in Psychology

Bachelor’s Degree in Educational Psychology

Graduate in Social Education

Graduate in Speech and Language Therapy

Master’s Degree in Teacher Training for Secondary Education (ESO), Sixth Form (Bachillerato), Vocational Training (FP) and Language Teaching

Graduates who have completed a Pedagogical Adaptation Course, or graduates or engineers from education systems outside the European Higher Education Area who are qualified to teach in their country of origin; or

with accredited teaching experience at pre-school, primary, secondary, sixth-form or vocational training levels.

Competencies

Competencies:

RC6 Critically reviews specific educational situations, as well as scientific studies related to the field of education, to draw conclusions applicable to their professional practice

RC7 Rigorously defends their own research and projects in the field of education in order to share the results of their research with the scientific community

Learning outcomes

Skills or competences:

RS0 Designs programmes and intervention measures to promote the inclusion of all pupils

Course description

This module examines communication problems and language disorders, and their academic and psychosocial implications. Furthermore

students will acquire knowledge enabling them to assess the extent of difficulties in this area, and to plan and implement intervention programmes

for various language and communication disorders (problems with articulation, fluency and voice; linguistic processing;

hearing disorders, or communication difficulties in people on the autism spectrum or with severe physical or intellectual disabilities). It will also

guidance for the family environment to improve communication skills in everyday settings will be addressed.

Training activities

AV1. – Lectures.

A lecture-based activity (asynchronous) in which the theoretical content of the module is presented by lecturers who are experts in the field, enabling the topics to be contextualised and addressed from a holistic perspective.

AV2. Interactive lectures

Synchronous class sessions designed to contextualise the syllabus and explore its key aspects in greater depth from an

applied perspective. These complement activity AV1. They encourage interaction with students, allow questions to be answered, and help to illustrate

examples to illustrate the content.

AV3. Interactive practical sessions

V3a. Critical analysis sessions

Taking a holistic approach, students, guided synchronously by the lecturer, will reflect on the course content, contextualising it, identifying its applicability to professional practice and critically analysing it.

V3b. Case studies and/or projects

Students, guided synchronously by the lecturer, will tackle, using the case study method or other methodologies, various practical cases contextualised within the field of education. Projects with an applied research focus, centred on identifying improvements, may also be undertaken. The lecturer divides the class into groups so that they can prepare the documentary elements of the case study or project, working asynchronously, before

subsequently work on them as a team and present them to the class.

V3c Oral presentations, discussions and/or debates

In these synchronous sessions, the lecturer will encourage students’ active participation and the development of their communication skills. To

this purpose, students will give oral presentations on projects they have carried out, and debates or discussions will be organised in which students must compare their views with those of their peers on a topic related to the course content.

AV4. Independent study, case studies or problem-solving, and literature reviews.

Individual or group learning activities based on the materials, case studies, problems and recommended reading for the modules. This includes

reading and reviewing of texts to#deepen and broaden knowledge in the various fields of#study, as well as activities complementary to such reading, such as#comparing authors or critiquing articles. It also involves solving cases, problems and/or challenges deliberately designed to enable students to carry out an in-depth and comprehensive analysis of a#real#or hypothetical#situation,#with the aim of understanding it, interpreting it, resolving it, generating hypotheses, comparing data, reflecting, expanding their knowledge, diagnosing it#and, on occasions, practising

possible alternative solution strategies.

AV5. – Online tutoring

The teacher, as a facilitator of the learning process, guides and advises students by addressing theoretical or practical queries, monitoring

the methods used by students on the course and providing meaningful feedback through various tools and media:

· Synchronous online sessions in which the teacher is available at a scheduled time communicated to the students, and students may log in

at their own discretion, according to their needs.

· Personalised support via email or the virtual campus messaging system.

· A forum for addressing queries regarding specific teaching units or general aspects of the course.

AV6.—Completion of assessment tests

An assessable learning activity designed to objectively determine the knowledge acquired by each student in a specific subject. This includes

various formats (continuous and final assessment). In other words, it allows for the continuous assessment of the acquisition of learning outcomes throughout the

course duration, as well as a comprehensive final assessment. Furthermore, it involves the time spent by both the lecturer and the student on

carrying out these types of classroom activities.

At the end of the module, a face-to-face final knowledge test is held on the University’s campuses or at the various venues designated for

this purpose.

AV7. External Academic Placements

Curricular placements involving a period spent at a company or institution where the student deepens their understanding of and applies, within a professional context

relevant to their degree programme.

AV8. – Preparation of the Master’s Thesis

Design, preparation and drafting of the Master’s Thesis, which will be submitted to an Examination Board prior to the oral defence.

AV9.- Public oral defence of the Master’s Thesis

Oral presentation of the Master’s Thesis prepared by the student, followed by a session to address any queries raised by the examination board.

Tutorials

Collaborative work

Final in-person examination

Assessment system and criteria

In the course’s virtual classroom and during the first session, you will be able to view in detail the activities you are required to complete, as well as the submission dates, assessment criteria and marking schemes for each one. Your final mark will be determined according to the following assessment system:

5.1. Standard assessment period

The marking criteria are:

• The final exam for the module will account for: 50% of the final mark.

Your exam mark must be 5.0 out of 10.0 or higher to be included in the overall mark.

• 50 per cent of the mark will be based on your continuous assessment.

The following will be taken into account:

- Activity 1 (10% of the mark).

- Activity 2 (15%)

- Portfolio (25%)

Submissions made after the deadline will NOT be accepted, except in cases of force majeure

To pass the module in the ordinary examination session, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module.

5.2. Extraordinary examination session

To pass the module in the supplementary examination period, you must sit the final examination for the module and achieve a mark of 5.0 or above out of 10.0 in the final mark.

In the supplementary examination, coursework will NOT count towards your mark

The final exam for the supplementary sitting will always include a practical component, either in the form of a case study or open-ended questions.