EDMIIP: Investigating Inclusion in Primary Teaching

Module code: EDMIIP

Module provider: Institute of Education

Credits: 40

Level: Postgraduate Masters

When you'll be taught: Semester 1 / 2

Module convenor: Mr Ilan Dwek, email: i.g.dwek@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s): IN THE SAME YEAR AS TAKING THIS MODULE YOU MUST TAKE EDMPRT (Compulsory)

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

This module is designed to complement students’ experience of teaching in school. There is a focus on researching, planning and evaluating the impact of teaching to promote an inclusive and enabling environment that celebrates diversity. It provides an opportunity for students to consider in depth an aspect of their adaptive teaching to meet an area of additional educational need, drawing on research to carry out an investigation to inform and evaluate an investigation of their teaching practice.

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Identify a focus and implement and critically evaluate an investigation of their teaching practice 
2. Engage systematically with literature, finding and critically evaluating relevant literature  
3. Engage with and carry out an investigation in an educational context, developing appropriate methodology to investigate the impact of their teaching practice 
4. Plan and implement a series of evidence-informed lessons, indicating how these are adapted to meet the needs of learners with particular education needs 
5. Evaluate the impact of their teaching on children’s learning, drawing conclusions to inform future practice 
6. Understanding developed through this module will contribute towards the development of students' practical teaching. 

Module content

The module content will examine the evidence around inclusive practice and the creation of an enabling environment to celebrate diversity and enhance learning. Students will design and complete a project to develop their ability to adapt teaching to meet the needs of learners. The purpose of this is for them to improve their teaching by engaging with research literature and empirical study around an area of additional education need.  

The first part of this study will involve compiling a review of the relevant research literature. This will lead to a review of the issues surrounding their chosen topic that arise from existing research. 

On the basis of their reading, students will design an investigation of their teaching practice, plan and implement a sequence of evidence-informed lessons, and identify ways of evaluating the impact of this investigation on their students. They will then write up their results, discussion and the conclusions that they draw in relation to their practice.

Structure

Teaching and learning methods

Students will attend lectures and seminars during the spring term to identify and explore areas of additional educational need in relation to adapting their planning and teaching. Sessions will introduce research methods and approaches to finding and reviewing appropriate literature.Online teaching opportunities will complement the introduction to research methods and discussions on their proposed investigation. 

A tutorial will beoffered during the Spring Term to consider the design of their investigation of their planning and teaching and evaluation methodologies. 

Study hours

At least 14 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Proposal for the investigation they are undertaking will form the basis of formative feedback through a 1-1 tutorial.  

Reassessment

Additional costs