This is an archived handbook for a previous year. The current undergraduate and postgraduate handbooks can be viewed using the links above.

Undergraduate Handbook 2025-2026 (archived)

Module EDUC2441: Equality, Diversity and Inclusion in Primary Education 2

Department: Education

EDUC2441: Equality, Diversity and Inclusion in Primary Education 2

Type	Level	Credits	Availability	Module Cap	Location
Tied	2	20	Available in 2025/2026	None.	Durham

Tied To

Pre-requisites

None

Corequisites

None

Excluded Combinations

None

Aims

To continue to develop and extend an understanding of EDI issues in primary education.
To review relevant education policy and legal requirements.
To consider the external influences on EDI issues in education.

Content

Theories and evidence relating to educational policy and practice.
Detailed study of traditionally marginalised groups in education.
Linking theory to practice.

Learning Outcomes

Subject-specific Knowledge

An understanding of EDI issues beyond the primary classroom.
The effects of cultural, social and, political contexts on Education.

Subject-specific Skills

Construct and sustain a reasoned argument and provision of well-argued conclusions relating to education issues.
Critically analyse literature on a variety of contemporary education issues.
Apply ideas relating to research to educational practice.

Key Skills

Communicate ideas, principles and theories effectively in a variety of ways;
Work effectively on given tasks and activities;
Work collaboratively with peers;
Work effectively as part of a team, on given tasks and activities;
Engage in peer- and self - assessment;
Manage time and work to deadlines;
Construct and sustain a reasoned argument;
Evaluate and make use of information from a variety of primary and secondary sources.

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

Lectures and seminars will be used as appropriate to support students in developing their critical understanding of the role of the teacher in the primary classroom.
All learning outcomes can be assessed appropriately via the assessment.

Teaching Methods and Learning Hours

Activity	Number	Frequency	Duration	Total Hours
Live lectures and directed tasks	10	1 per fortnight	2 hours	20
Workshops/Seminars/Tutorials/Practicals	10	1 per fortnight	1 hour	10
Preparation and Reading				170
Total				200

Summative Assessment

Component	Component Weighting	Element	Length/Duration	Element Weighting	Resit Opportunity
Assignment	100%	Portfolio	2000 words	100%

Formative Assessment

Written formative feedback for a section of the portfolio will be provided.

Students who do not attend monitored activities shown under Teaching Methods and Learning Hours, or who fail to complete the summative or formative assessment(s) specified above, may be subject to the Academic Progress procedures defined in the University's General Regulation V, and may be required to leave the University.