ED3PI1-Professional Studies and Inclusion

Module Provider: Institute of Education
Number of credits: 40 [20 ECTS credits]
Terms in which taught: Autumn / Spring / Summer module
Pre-requisites: ED1PS1 Professional Studies 1 ED2PS1 Professional Studies 2 ED1SX1 School Experience 1 ED2SX1 School Experience 2
Non-modular pre-requisites:
Modules excluded:
Current from: 2021/2

Module Convenor: Miss Cara Broadhurst
Email: c.broadhurst@reading.ac.uk

Type of module:

Summary module description:
This double module will build on and extend the knowledge, understanding and skills gained in Professional Studies and School Experiences in Years 1 and 2. In particular, it will develop trainees’ experience and expertise in the area of Special Educational Needs and Disability (SEND) and the Inclusive Curriculum, including the relevant legislative framework and the range of specialist advisory services. The module will consider teaching and learning in SEND settings and the needs of pupils with specific learning difficulties (e.g. autistic spectrum disorders, dyslexia, sensory disabilities, and physical/neurological disabilities). Trainees will also develop their behaviour management skills, including the managing of children with SEND and will investigate wider professional responsibilities. A key aspect to this module will be the opportunity for a research project in an area of teaching and learning that interests the trainee.


  • To advance trainees’ understanding of what the term Special Educational Needs and Disability encompasses.

  • To advance trainees knowledge and understanding of the current SEN Code of Practice and relevant legislatory material.

  • To establish the term Inclusion and how to build Inclusive practice.

  • To develop trainees’ knowledge, understanding and skills in teaching an Inclusive Curriculum.

  • To give trainees knowledge about a range of specific learning difficulties.

  • To ensure trainees relate theory and practice through observation and application.

  • To advance trainees expertise in managing behaviour in challenging situations.

  • To support trainees in developing the required skills to engage in effective small-scale research.

Assessable learning outcomes:

On successful completion of the module, trainees will be able to:

  • Develop a reflective approach to teaching and learning by successfully combining classroom experience and theory.

  • Recognise the content of the SEN Framework and other relevant legislation.

  • Be aware of the distinctive features of Special Schools and Units.

  • Demonstrate further understanding of how children develop as learners including those with SEN .

  • Show that they can differentiate support and teaching to address individual needs.

  • Demonstrate the ability to handle behaviour issues constructively and fairly.

  • Understand an inclusive approach, embracing diversity.

  • Show an understanding of the inter-dependence of assessment, planning, evaluating and recording to facilitate children's learning.

  • Carry out research and reflection within the framework given by tut ors.

Additional outcomes:
Trainees will gain insight and confidence in the planning, organisation and carrying out of effective teaching in a Primary classroom. They will also work effectively to national requirements demonstrating achievement of the required Teachers' Standards.

Outline content:

  • What are Special Educational Needs and Disabilities?

  • The legislative framework and range of specialist advisory services

  • The Inclusive approach to SEN and individual needs

  • Teaching and learning in a Special Needs setting

  • The needs of pupils with specific learning difficulties

  • Differentiation strategies

  • The learning environment

  • Planning for progression and evaluating lea rning in a Special Needs context.

  • Behaviour Management Skills

  • Individual study and discussion time

Brief description of teaching and learning methods:
A substantial proportion of this module is taught through large group sessions which include some lecture style presentations and also small group tasks and discussion. There is an expectation that some small preparation or background reading tasks will be completed outside of sessions. The module will include some blended learning. Additionally, trainees will spend time in tutorials and engaged in background reading for their research project. The block School Experience in the Autumn and Sprin g terms complements the university-based sessions and allows trainees to apply new knowledge about the role of the teacher.

Contact hours:
  Autumn Spring Summer
Lectures 24 12 15
Project Supervision 2 3
Work-based learning 20 20
Guided independent study: 100 104 100
Total hours by term 146 139 115
Total hours for module 400

Summative Assessment Methods:
Method Percentage
Dissertation 100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:
One research based dissertation of 8,000 words.

Formative assessment methods:
Ongoing methods of assessment include monitoring of participation in sessions, focussed developmental tasks and discussion.

Penalties for late submission:

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

  • 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 five working days;
  • where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.
The University policy statement on penalties for late submission can be found at: http://www.reading.ac.uk/web/FILES/qualitysupport/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.

Assessment requirements for a pass:

40% overall

Reassessment arrangements:
Resubmission during the summer resit period.

Additional Costs (specified where applicable):

  1. Required text books: Pollard, A. (2014). Reflective Teaching in Schools. (4th Edition). London: Continuum. ISBN: 978-1441191700 RRP: £20 2)

  2. Specialist equipment or materials:

  3. Specialist clothing, footwear or headgear:

  4. Printing and binding: Occasional printing of materials, although photocopies of materials will be provided in the teaching sessions. Students will need to provide a printed copy of their dissertation: a dissertation of no more than 8,000 words with a Reference List and Appendices, printed at 12 font, double line spacing, on one side of the page only will be charged at 5p per b/w sheet and 15p per colour sheet. Students should expect to pay for comb binding in the region of £1.00.

  5. Computers and devices with a particular specification:

  6. Travel, accommodation and subsistence:

Last updated: 8 April 2021


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