Durham University
Programme and Module Handbook

Postgraduate Programme and Module Handbook 2011-2012 (archived)

Module EDUC41220: Creating an Inclusive Learning Environment

Department: Education

EDUC41220: Creating an Inclusive Learning Environment

Type Tied Level 4 Credits 20 Availability Available in 2011/12 Module Cap None.
Tied to MTL Programme


  • Modules 1 and 2.


  • None.

Excluded Combination of Modules

  • None.


  • To broaden and embed teachers’ understanding of children and young peoples’ development
  • To develop an understanding of how inclusion and developmental issues can impact on children and young people’s learning


  • This module relates to phase 2 of the MTL programme as one of the four 20 credit modules comprising phase 2 as described in the National Framework. The overall aim of this phase is ‘to broaden and progressively embed the participant’s professional attributes, knowledge, skills and understanding through expert input, enquiry and the use of evidence within their own context’ (National Framework).
  • The purpose of the module is to further develop teachers’ understandings of aspects of inclusion and child development.
  • The module builds on achievements in phase 1. As well as core provision for all participants, phase 2 provides personalised learning opportunities in relation to each of the four content areas: teaching and learning, assessment for learning; subject knowledge for teaching, curriculum and curriculum development; inclusion, how children and young people develop and learn and the management of their behaviour; leadership and management working with others.
  • Students will probe the range of inclusion issues within their workplace. The aim is to develop a systematic understanding of selected groups as learners, including the roles played by any key workers (speech / language therapists, social workers, physiotherapists, teaching assistants) in supporting learning and personal development. Care will be taken to preserve anonymity and ethical issues relating to sensitive cases and material.
  • Students will receive input on child and adolescent development theories and be expected to relate their findings to literature.

Learning Outcomes

Subject-specific Knowledge:
  • A systematic understanding of research, national frameworks and practical knowledge in relation to content area 3, drawn on appropriately to develop students’ practice (LO3)
Subject-specific Skills:
  • An ability to critically reflect on and analyse the impact of their understanding about inclusion issues on outcomes for children and young people through their developing practice as classroom teachers and in their other professional roles (LO4)
  • An ability to critically reflect on and analyse the impact of different teaching and learning strategies on groups of children for whom inclusion is a specific and necessary issue (LO6)
Key Skills:
  • An open and questioning mindset in developing professional practice (LO12)

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

  • There will be HEI input from tutors through lectures, seminars and workshops. Lectures will be used to launch the module and introduce the students to new material relevant to the module topic. They will provide input on research and national frameworks in particular those related to issues of inclusion. The associated seminars and workshops will help students to reflect on and analyse the impact of their understanding on outcomes for children and young people through their developing practice, particularly for those for whom inclusion is a specific issue.
  • Students will also receive one-to-one in-school support from coaches. HEI tutors will visit schools to provide extra support in the work context. Participants will also engage in directed and independent study and school-based tasks.
  • Assessment is by written work of 3,500 words.
  • The preparation of a critical report exemplifying inclusion practice will allow students to demonstrate understanding of national frameworks (LO3) and the impact of their understanding and learning strategies on young people (LO4). It will require them to critically reflect on and analyse the impact of different teaching learning strategies on different groups of children and young people (LO6).
  • The preparation of a related poster will require them to think about different audiences and display an open and questioning mindset (LO12).
  • Students will complete two assignments:-
  • 1. A critical report exemplifying inclusion practice, identifying a specific behavioural issue and analysing this from a range of perspectives
  • 2. A conference-style poster summarising the findings of the report in terms of micro-, meso-, exo- and macrosystems.

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Lectures 2 Conference 1 hour 2
Seminars/workshops 3 Conference 2 hours 6
HEI tutorial support 1 Visit to school 2 hours 2
Coach support 5 Weekly for 5 weeks* 2 hours 10
Preparation, Reading, School-based tasks. 180
Total 200

Summative Assessment

Component: Assignment Component Weighting: 100%
Element Length / duration Element Weighting Resit Opportunity
1. Critical report 2500 words 60% Yes
2 Poster 1000 words 40% Yes

Formative Assessment:

Students will be allocated tutorial support time and may use this to gain feedback on drafts of their assignments.

Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University