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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: 2024-25

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 Semester 2 2024-25

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:

  • Theory and Practice
  • Curriculum Design
  • Classroom Climate
  • Maths and Science Teaching an Learning and Cross-Curricular Numeracy
  • English Teaching and Learning and Cross-Curricular Literacy
  • Technology to Support Teaching and Learning
  • Teaching and Learning Strategies: Activities and Tasks
  • Pastoral Care
  • Micro-teaching Sessions

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

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

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.