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Teaching & Learning in Schools - EDU00039M

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  • Department: Education
  • Module co-ordinator: Prof. Paula Mountford
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2024-25

Module summary

This module will explore some key features of teaching and learning in schools. We will engage with a range of concepts, thinkers, practitioners and classroom practice via the VLE and sessions.

Module will run

Occurrence Teaching period
A Semester 1 2024-25

Module aims

To introduce students to key psychological ideas that have been applied to teaching and learning in schools.

Module learning outcomes

Subject content:

  • Understand and be able to critically reflect upon key ideas regarding teaching and learning in schools
  • Understand how these ideas provide a framework to consider and evaluate teaching and learning
  • Display awareness of theoretical frameworks and relevant research writings and findings regarding teaching and learning in schools.

Academic and graduate skills:

  • Able to critically analyse and communicate theoretical frameworks and research findings.
  • Aware of issues concerning the collection and interpretation of research data.
  • Able to identify relevant research literature.
  • Able to develop and make use of ICT skills.

Module content

Overview of our course:

  • Introduction: fundamental concepts of education
  • Purposes of education and approaches to learning
  • Lesson planning and assessment
  • SEND
  • Diversity, equality and social justice in schools
  • Teaching skills and Teacher CPD
  • Teacher-pupil relationships and pupil misbehaviour
  • Dialogic teaching and learning
  • Research rich practice


Task Length % of module mark
Essay/coursework: 3500 words
N/A 100

Special assessment rules



Task Length % of module mark
Essay/coursework: 3500 words
N/A 100

Module feedback

Students will receive written feedback on their summative assessments. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.

Indicative reading

Kyriacou, C. (2018). Essential Teaching Skills (5th edn). Oxford: Oxford University Press.

Hattie, J. (2012). Visible Learning For Teachers: Maximizing Impact on Learning. Routledge

The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.