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Evaluating UK Classroom Practice - EDU00112M

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  • Department: Education
  • Module co-ordinator: Prof. Paula Mountford
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2022-23

Module summary

This module builds upon the theoretical and professional understanding developed by the compulsory modules: Theories of Learning and Development and Teaching and Learning in Schools.

We will introduce you to a range of teaching approaches, activities and resources utilised in UK classrooms. We will critically reflect upon why and how these pedagogical approaches are employed. Students will develop understanding of curriculum design, lesson planning, activity design and classroom climate. There will be opportunities to reflect upon a range of subject areas and across both primary and secondary education. Students will have the opportunity to critically reflect upon pedagogical issues from a UK and an international perspective

Module will run

Occurrence Teaching period
A Spring Term 2022-23

Module aims

  • To introduce students to a range of UK practical pedagogical approaches and issues
  • To underpin curriculum design and lesson planning with relevant educational theory
  • To develop an understanding of curriculum design, lesson planning, activity design, classroom climate and pastoral support to support pupil progress and engagement

Module learning outcomes

Subject Content

Students who successfully complete the course should be able to:

  • Evaluate curriculum plans, lesson plans and activities in relation to methodology and teaching and learning context
  • Relate practical issues of classroom pedagogy to relevant research literature on teaching and learning
  • Design effective lessons that include tasks and activities for specific learners
  • Understand issues relating to classroom climate, pastoral care and formative assessment how these underpin effective teaching and learning

Academic and graduate skills:

  • Engage critically with academic and professional teaching publications
  • Formulate critical and balanced arguments orally and in writing
  • Participate in group work and problem-solving activities
  • Critically analyse and communicate theoretical frameworks and research findings

Module content

Course Details (week by week):

Week 2: Theory and Practice

This session will focus on making links to the compulsory modules Theories of Learning and Development and TALIS. It will explore how educational theories influence pedagogical decisions and curriculum/Lesson design. The session will enable students to critically reflect upon e.g.s of Curriculum Design and Lesson Planning.

Week 3: Curriculum Design

This session will focus in on approaches to UK Curriculum Design. There will be opportunities to reflect upon comparisons with international approaches to curriculum design and planning. Students will be given the opportunity to evaluate examples of curricula. They will collaborate to co-create a curriculum design outline for a particular subject (relevant to Primary/secondary age group).

Week 4: Classroom Climate

This session will focus on classroom climate. We will reflect upon a range of behaviour for learning and behaviour management approaches that can be built in to curriculum design and lesson/activity planning. We will deconstruct and reflect upon sample materials. We will develop a range of resources and articulate how they contribute to a positive classroom climate and positive behaviour.

Week 5: Maths and Science Teaching and Learning and Cross-Curricular Numeracy

This session will focus in on Maths and Science lesson planning and teaching and learning approaches. It will also reflect upon numeracy support across a range of subjects. Sample lesson plans from both primary and secondary lessons will be deconstructed and evaluated. The demands of mathematical understanding and suitable pedagogical approaches will be reviewed.

Week 6: English Teaching and Learning and Cross-Curricular Literacy

This session will focus in on English Literature and Language lesson planning and teaching and learning approaches. It will also reflect upon Literacy support across a range of subjects. Sample lesson plans from both primary and secondary lessons will be deconstructed and evaluated. The demands of English Literature and Language understanding and suitable pedagogical approaches will be reviewed.

Week 7: Technology to Support Teaching and Learning

This session will focus on how we can use new technologies to support teaching and learning. We will engage with a range of resources that include: VLEs, Websites, Padlet, Quizzes, Blogs and Wikis.

We will reflect upon issues relating to ‘blended’ learning, teacher skill and internet safety. You will engage with and evaluate a range of ICT teaching and learning activities.

Week 8: Teaching and Learning Strategies: Activities and Tasks

In this session you will engage with a range of tasks and activities that are regularly used in UK classrooms. You will be required to apply your developing knowledge and understanding to the design and create of an activity linked to a specific subject/topic or school age.

Week 9: Pastoral Care

In this session you will engage with a range of ‘pastoral’ approaches that support people engagement, attendance, well-being and achievement. We will focus on the role of the form tutor and tutor time, assemblies and whole-school initiatives such as anti-bullying projects and environmental projects.

Week 10: Micro Teaching Sessions

In this session you will produce a detailed lesson plan and a range of resources. You will present one activity to an audience of peers and your lecturer. This is part of the formative assessment for this module.

Assessment

Task Length % of module mark
Essay/coursework
Lesson Plan and Commentary		 N/A 100

Special assessment rules

None

Reassessment

Task Length % of module mark
Essay/coursework
Lesson Plan and Commentary		 N/A 100

Module feedback

You will receive feedback in a range of ways throughout this module. This will include oral feedback in class, responses to posts on the VLE discussion board and written comments on work. You will have the chance to obtain feedback on your writing during the module.

You will be provided with oral and written feedback on your presentation. You will be provided physical written feedback on assignment report sheets. 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

Biddulph, J.(ed).(2020). Inspiring Primary Curriculum Design. London: Routledge

Boyle, B. & Charles, M. (2016). Curriculum Development: A guide for Educators. London: Sage

Carden, C. (ed). (2018). Primary Teaching: Learning and Teaching in Primary Schools Today. Learning Matters

Conkbayir, M. & Pascal, C. (2014). Early Childhood Theories and Contemporary Issues – An Introduction. London: Bloomsbury Education

Flemming, M. (2015). English Teaching in the Secondary School: Linking Theory and Practice. London: Routledge

Haylock, D. & Manning, R. (2018). Mathematics Explained for Primary Teachers. London: Sage

Howard, C.& Burton, M. (2019). Children’s Mental Health and Well-being in Primary Schools. Exeter: Learning Matters

Hramiak, A. & Hudson, T. (2011). Understanding Learning and Teaching in the Secondary School. Harlow: Pearson Longman

Illeris, K. (2009). Contemporary theories of learning: Learning theorists in their own words. London: Routledge.


Schunk, D.H. (2004). Learning theories. An educational perspective. Columbus, NJ: Pearson-Merrill Prentice Hall.

Mansell, S., Gravells, A. & Hampel, A. (2020). 50 Assessment Approaches. London: Sage

McKeown, S. & McGlashon, A. (2019). Brilliant ideas for using ICT in the inclusive classroom. London: Routledge

Myatt, M. (2018). The Curriculum Gaullimaufry to coherence. Suffolk: John Catt Educational Ltd

Rogers, B. (2015). Classroom Behaviour: A practical guide to effective teaching, behaviour management and colleague support. London: Sage

Sobel, D. (2019). Leading on Pastoral Care: A Guide to Improve Outcomes for Every Student. London: Bloomsbury Education

Thompson, C. & Spenceley, Ly. (2019). Learning Theories for Everyday Teaching. Exeter: Learning Matters


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.