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Teaching, Learning and Assessment - EDU00060I

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  • Department: Education
  • Module co-ordinator: Dr. Mike Wray
  • Credit value: 20 credits
  • Credit level: I
  • Academic year of delivery: 2024-25
    • See module specification for other years: 2023-24

Module summary

This module is aimed at the students who are thinking of becoming teachers. Building on the content of Key Concepts in Education, the module will introduce key theoretical concepts and issues of relevance to the practice of teaching and provide opportunities for applying them to practice through problem-based learning activities.

Module will run

Occurrence Teaching period
A Semester 1 2024-25

Module aims

The key aims of the module are:

  • Demonstrate a good knowledge and understanding of key theoretical concepts and issues in the field of education;

  • Challenge educational practice with reference to the above;

  • Apply the knowledge and understanding of key theoretical concepts and issues in the field of education to possible teaching scenarios.

Module learning outcomes

Academic:

  • students will hone their research, reading and writing skills at the undergraduate level, and their analytical and synthesis skills.

  • Self-directed learning: each class session requires preparation and follow-up work. Students will develop the skills to work independently and plan their time accordingly.

Students will have learned how to:

  • students will learn to work and refine their ideas in groups, present their ideas formally and informally, contribute to debate and reach collective decisions.

  • IT skills: The module is being taught in conjunction with the learning materials available on the Virtual Learning Environment. Students will develop the skills to navigate on and engage with the platform and to manage their learning online as well as face-to-face.

Module content

The module will be structured as follows:

  1. Introduction: How children learn (1 session)

  2. Approaches to Pedagogy (2 sessions)

  3. Classroom discourse (2 sessions)

  4. Curriculum Design (2 sessions)

  5. SEND and inclusion (2 sessions)

  6. Issues in Assessment (2 sessions)

Assessment

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

Special assessment rules

None

Additional assessment information

With reference to three of the five module themes (Approaches to pedagogy, Classroom discourse, Curriculum design, SEND and inclusion, and Issues in assessment), critically reflect on a learning episode(s) that you have experienced (e.g., activity, a sequence of activities, assessment, informal learning experience, project, etc.)

Reassessment

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

Module feedback

Individual written feedback reports, with follow-up tutor meeting, if necessary. 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

Gaunt, A. & Stott, A. (2019). Transform teaching and learning through talk: The oracy imperative. Rowman & Littlefield.

Kirschner, P. A., Hendrick, C. & Heal, J. (2022). How teaching happens: Seminal works in teaching and teacher effectiveness and what they mean in practice. Routledge.

Moore, A. (2012). Teaching and learning: Pedagogy, curriculum and culture. Routledge.

Muijs, D. & Reynolds, D. (2017). Effective teaching: Evidence and practice. Sage.

Nuthall, G. (2007). The hidden lives of learners. NZCER Press.

Pearce, J. (2022). What every teacher needs to know: How to embed evidence-informed teaching and learning in your school. Bloomsbury.


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.