Durham University
Programme and Module Handbook

Undergraduate Programme and Module Handbook 2012-2013 (archived)


Department: Education


Type Open Level 1 Credits 20 Availability Available in 2012/13 Module Cap None. Location Durham


  • None.


  • None.

Excluded Combination of Modules

  • None.


  • To put current education policy in its historical and regional context.
  • To enable students to reflect critically on the main issues that have come to dominate the provision of education in England and Wales.


  • The content will reflect a number of key themes including the influence of the state, the way schools are organised and the way the curriculum is taught.

Learning Outcomes

Subject-specific Knowledge:
  • In terms of knowledge and understanding students will be able to demonstrate: a knowledge and understanding or the main features of the history of education and education policy.
  • an awareness of the social, political, economic, religious and cultural reasons for the provision of education in its current form.
  • an ability to find out about the past through investigating a specific question or issue by selecting, evaluating and analysing relevant sources of information before drawing and defending conclusions.
  • an understanding that the history of education is a radical study which teachers dismiss at their peril.
Subject-specific Skills:
  • the analysis of complex situations concerning human learning and development in particular contexts, including their own learning;
  • the use of examples of the implementation of education policies in practice;
  • provision of well argued conclusions relating to significant educational issues;
  • to reflect on their own value systems and development;
  • to question concepts and theories encountered in their studies of education;
  • to interrogate the assumptions underpinning theory and research;
Key Skills:
  • think critically and independently;
  • analyse, synthesise, evaluate and identify problems and solutions;
  • acquire complex information of diverse kinds in a structured and systematic way;
  • construct and sustain a reasoned argument;
  • communicate effectively with appropriate use of specialist vocabulary;
  • use ICT and a variety of library and IT resources;
  • improve their own learning and performance, including the development of study and research skills, information retrieval, and a capacity to plan and manage learning, and to reflect on their own learning;
  • work to deadlines.

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

  • Students will be introduced to a range of analytical techniques relating to the issues and period under study through lectures, tutorials and group work programme - in all of which they are expected to engage in debate.
  • Students will further develop their knowledge and understanding of key issues by applying and reflecting on ideas and demonstrating key skills through summative assessment.

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Lectures 22 Weekly 1 hour 22
Seminars 11 Fortnightly 1 hour 11
Preparation and Reading 167
Total 200

Summative Assessment

Component: Assignment Component Weighting: 50%
Element Length / duration Element Weighting Resit Opportunity
Assignment 2000 words 100%
Component: Examination Component Weighting: 50%
Element Length / duration Element Weighting Resit Opportunity
Examination Two hours 100%

Formative Assessment:

Oral presentations to be given during student led tutorials.

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