Undergraduate Programme and Module Handbook 2025-2026
Module EDUC2441: Equality, Diversity and Inclusion in Primary Education 2
Department: Education
EDUC2441: Equality, Diversity and Inclusion in Primary Education 2
| Type | Tied | Level | 2 | Credits | 20 | Availability | Available in 2025/2026 | Module Cap | None. | Location | Durham |
|---|
| Tied to | X101 |
|---|---|
| Tied to | X102 |
| Tied to | X103 |
Prerequisites
- None
Corequisites
- None
Excluded Combination of Modules
- 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: Assignment | Component Weighting: 100% | ||
|---|---|---|---|
| Element | Length / duration | Element Weighting | Resit Opportunity |
| Portfolio | 2000 words | 100% | Yes |
Formative Assessment:
Written formative feedback for a section of the portfolio will be provided.
■ 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