Learning Outcomes

1. Critically evaluate a range of theoretical, policy and practice issues related to inclusion in school settings 
2. Demonstrate a critical understanding of the implications of current SEND legislation for the classroom teacher, other educational practitioners, parents and pupils. 
3. Demonstrate a critical understanding of how to develop an inclusive ethos, underpinned by a commitment to all children and young people in the community and a critical awareness of the wider social and ethical implications of inclusion. 
4. Identify factors that contribute to an inclusive learning environment and reflect critically on a range of practical strategies to achieve this.

Content Covered 

• A critical examination of the origins and the concept of inclusion 
• An understanding of statutory legislation and current SEND guidance and the implications of these for teachers 
• The roles and responsibilities of class teachers with regard to SEND and inclusion 
• Multi-agency working and the need for a family-centred approach 
• Adapting the classroom environment and curriculum to ensure the progress of every pupil
• Exploration of international policy and global practices impacting on inclusion

Learning Outcomes

On successful completion of this module students will be able to: 

1.  Demonstrate knowledge and understanding, critical awareness and innovation to teach across the curriculum. 
2. Critically evaluate a range of approaches which inform the planning and assessment cycle to ensure effective class practice. 
3. Reflect systematically and critically on the effectiveness of teaching and learning and explore the relationship between theory and practice in complex situations.

Content Covered

• Critical engagement with subject knowledge for teaching development 
• A critical consideration of the planning and assessment cycle 
• A critical examination of Assessment for Learning approaches 
• A critical consideration of the value of reflective practice in the classroom

Learning Outcomes

1. Critically evaluate arguments, related to learning theory, which underpin effective learning and teaching. 
2. Critically evaluate educational concepts that engage children and young people as learners. 
3. Articulate an informed, synthesised and critical understanding of perspectives of learning and teaching.
4. Critically reflect on and develop a personal philosophy of learning and teaching. 

Content Covered

• A critical consideration of learning theories and perspectives on learning drawn from neuroscience, multi-sensory approaches, visible learning, collaborative learning and mediated learning 
• A critical evaluation of how these theories influence teaching approaches 
• A critical consideration of the role of exploratory and dialogic talk in progressing learning
• Reflection on different approaches to learning adopted in international contexts

Learning Outcomes

1. Critically evaluate and present coherent arguments regarding education policy and the effect on teaching. 
2. Critically evaluate the basis / knowledge base of their own value position related to school education and associated claims to knowledge. 
3. Engage as a critical professional with the holistic range of current educational issues raised, considering marginalised and minority groups. 
4. Demonstrate an understanding of the range of strategies teachers employ, and their professional responsibility to support diversity in the classroom. 

Content Covered

• A critical consideration of up-to-date educational issues 
• A critical evaluation of recent and proposed changes to educational policy 
• A critical discussion of the impact of education policy on school teaching 
• A critical consideration of groups of children and young people who are in danger of being marginalised 
• Updates of educational changes ensuring preparation for school-based practice is thorough
• Critical examination of international and global issues impacting on school education