Durham University
Programme and Module Handbook

Postgraduate Programme and Module Handbook 2018-2019 (archived)

Module EDUC43330: Teaching & Learning In the Curriculum - Generic Issues in School Based Education (Int)

Department: Education

EDUC43330: Teaching & Learning In the Curriculum - Generic Issues in School Based Education (Int)

Type Tied Level 4 Credits 30 Availability Available in 2018/19 Module Cap
Tied to X6K214, X7K414,


  • None.


  • None.

Excluded Combination of Modules

  • None.


  • A critical understanding of the models of teaching and learning and their theoretical underpinnings.


  • Research evidence in classroom strategies for effective teaching and learning.
  • The teacher as reflective practitioner; detailed contextualisation.
  • Teaching for understanding.
  • Creative dimensions of teaching and learning.
  • The teacher as active researcher; various theoretical models.

Learning Outcomes

Subject-specific Knowledge:
  • LO1 to demonstrate a critical in-depth understanding of the educational ideas and philosophies relevant to Professional Standards as the foundation of subsequent professional development as teachers
  • LO2 to demonstrate a critical understanding of the factors which affect teaching and learning across a range of generic educational issues of contemporary significance
  • LO3 to demonstrate a broad understanding of a range of research methodologies and their application to education matters.
Subject-specific Skills:
  • LO4 the ability to analyse and evaluate educational research, and the ideas deriving from this research, applied in different contexts
  • LO5 the ability to identify and solve problems in specific educational contexts.
Key Skills:
  • LO9 to plan, conduct and evaluate small scale academic research empirical and conceptual;
  • LO10 to reflect on a range of educational research literature and to use this in the writing of academic assignments;
  • Through their summative assessments students will demonstrate the ability to:
  • Undertake a search and synthetic review of research literature;
  • summarise and critique research-based literatures;
  • communicate ideas effectively, both orally and in writing, to an advanced level;
  • learn independently;

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

  • An intensive programme of lectures, seminars, practical explorations and tutorials.
  • Learning will be developed through disussion, reading, professional practice and academic writing.
  • Assessment in the form of a written assignment will provide the opportunity for students to present the extent to which they have understood and are able to engage critically with the themes and issues covered under the aims of the module.

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Lectures 10 During Teaching and Learning Conference 1 hour 10
Seminars 8 During Education conference, During Teaching and Learning Conference 2 hours 16
Tutorials 10 e-tutorials following the conference; telephone tutorials 2 hours 20
Preparation & reading 254
Total 300

Summative Assessment

Component: Assignment Component Weighting: 100%
Element Length / duration Element Weighting Resit Opportunity
Assignment 5,000 words 100% Yes

Formative Assessment:

Preliminary summary and outline of the assignment above, with additional critical bibliography to indicate reading undertaken.

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