5B095E - Additional Learning Needs (ALN) 01 Sep 2027 - 31 Aug 2033 | Version 0
Associated Module Information
| Module Code: | 5B095E | ||
|---|---|---|---|
| Module Title: | Additional Learning Needs (ALN) | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Education | ||
| Faculty Sub Group: | Education | ||
| Module Leader: | Alys Parkins | ||
| Module Team: | Philippa Watkins, Wendy-Lee Jones, Amanda Thomas | ||
| First Intended Intake: | SEP 2027 | Final Year of Intake: | |
| Date Closed: | |||
| Credit Value: | 30 | Credit Level: | 5 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | |||
| Equivalent Module: | |||
| HECOS codes: | 100459 - education studies | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 0 |
|---|---|
| Valid From | 01 Sep 2027 |
| Valid To | 31 Aug 2033 |
Module Aims
Aim 1: Develop students’ broad knowledge and critical understanding of Additional Learning Needs (ALN), including key legislation, policy, and inclusive pedagogies within the Curriculum for Wales.
Aim 2: Foster the ability to apply child-centred, trauma-informed and multi-agency approaches to conceptualise and design equitable, accessible learning environments, resources and strategies.
Aim 3: Cultivate professional capabilities—creative and ethical practice, collaborative working, digital competence, and reflective inquiry—to support confident, evidence-informed decision-making in contemporary educational contexts.
Content Summary
This module will offer you the opportunity to explore how inclusive education supports every learner to thrive. You’ll build on your understanding of child development and inclusive pedagogy to examine the principles, policies, and practices that underpin education for learners with Additional Learning Needs (ALN) within the Curriculum for Wales.
You’ll engage with key frameworks such as the ALN Code of Practice (2021) and the United Nations Convention on the Rights of the Child (UNCRC), gaining insight into how these shape inclusive and equitable practice in schools. Through studying a range of ALN — including Autism, ADHD, Dyslexia, and communication difficulties — you’ll learn how trauma-informed and person-centred approaches can promote wellbeing, accessibility, and belonging.
Learning will take place through interactive workshops, immersive learning, case studies, and collaboration with schools and professionals, giving you real-world experience of how theory translates into effective support for learners and families. By the end of the module, you’ll have developed your confidence in applying creative, reflective, and collaborative approaches to inclusion.
This module prepares you for professional practice by strengthening your digital competence, critical reflection, and ability to work effectively across multi-agency teams — essential skills for designing inclusive learning environments and supporting the diverse needs of all learners.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Practical Classes and Workshops | 56 |
| Guided study | 10.5 |
| Digital Learning | 10.5 |
| Summative assessment | 60 |
| Independent Study | 163 |
| Total Hours Selected | 300 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Analyse and apply theoretical perspectives, research evidence, and Welsh policy frameworks to evaluate inclusive approaches that support learners with ALN and their families. |
| LO2 | Design and justify accessible and ethical communication strategies for parents and carers that explain ALN clearly and provide practical, inclusive support, with awareness of diverse family contexts and the principles of the United Nations Convention on the Rights of the Child. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Portfolio | The chosen assessment method aligns closely with the University of South Wales Assessment for Learning Principles by providing an authentic, inclusive, and practice-focused task that mirrors professional expectations in the education sector. The summative assessment enables students to demonstrate both their theoretical understanding of Additional Learning Needs (ALN) pedagogy, legislation, and policy, and their ability to communicate this knowledge creatively and ethically for a real-world audience. | 0 | 4000 | 100 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Portfolio | ✔ | ✔ | |