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ED22011: Language, curriculum and pedagogy

[Page last updated: 15 August 2024]

Academic Year: 2024/25
Owning Department/School: Department of Education
Credits: 10 [equivalent to 20 CATS credits]
Notional Study Hours: 200
Level: Intermediate (FHEQ level 5)
Period:
Academic Year
Assessment Summary: CWRI 100%
Assessment Detail:
  • Case Study of Educational Practice (CWRI 100%)
Supplementary Assessment:
Like-for-like reassessment (where allowed by programme regulations)
Requisites:
Learning Outcomes:
  • Developing awareness and understanding of issues concerning language, social interaction and learning with reference to a range of educational settings.
  • Analysing external constraints on language development and learning.
  • Examining the role of language in the classroom, pedagogy and learning.
  • Analysing curriculum frameworks used at various educational stages.
  • Discovering the concepts underpinning curriculum and pedagogic models.
  • Demonstrating coherent arguments drawing on theory, policy and practice associated with the study of curriculum, language and pedagogy.



Synopsis: "Examine curriculum and learning processes in various educational contexts, including early years and schools. You will focus on dialogue, pedagogy, and curriculum analysis. You will engage with theoretical work, including socio-cultural studies and the sociology of curriculum and pedagogy, and explore teaching and learning in the context of developments in educational knowledge and policy. You will also visit an educational setting. "

Content: Language development at home and in school Language, literacy and learning Social interaction and language in classroom discourse Analysing classroom discourse Sociology of education with respect to communication Socio-cultural and socio-linguistic perspectives on classroom processes Perspectives on language, dialogue and pedagogy Critical skills to evaluate research into language, communication and learning in educational settings Gender issues in classroom language Examine commonly held binaries frequently used in educational practice (traditional/progressive; child-centred/teacher-centred; content based/process based or product/process; curriculum/pedagogy) The planned, enacted and received curriculum Definitions of the curriculum Hidden and formal curriculum Comparative study of curriculum models The influence of theoretical perspectives of childhood and child development on curriculum models Curriculum policy Types of assessment and the relationship between curriculum and assessment Diversity, inclusion and learning Visits to educational contexts

Course availability:

ED22011 is Optional on the following courses:

Department of Education
  • UHED-AFB20 : BA(Hons) Education with Psychology (Year 2)
  • UHED-AKB20 : BA(Hons) Education with Psychology with professional placement (Year 2)
Department of Social & Policy Sciences
  • UHSP-AFB37 : BSc(Hons) Social Sciences (Year 2)
  • UHSP-AKB37 : BSc(Hons) Social Sciences with professional placement (Year 2)

Notes:

  • This unit catalogue is applicable for the 2024/25 academic year only. Students continuing their studies into 2025/26 and beyond should not assume that this unit will be available in future years in the format displayed here for 2024/25.
  • Courses and units are subject to change in accordance with normal University procedures.
  • Availability of units will be subject to constraints such as staff availability, minimum and maximum group sizes, and timetabling factors as well as a student's ability to meet any pre-requisite rules.
  • Find out more about these and other important University terms and conditions here.