ED1BEP: Exploring Educational Practice

Module code: ED1BEP

Module provider: Institute of Education

Credits: 20

ECTS credits: 10

Level: 4

When you’ll be taught: Semester 1 / 2

Module convenor: Dr Fiona Curtis, email: f.r.curtis@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

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

Module(s) excluded:

Placement information: NA

Academic year: 2026/7

Available to visiting students: No

Talis reading list: No

Last updated: 25 March 2026

Overview

Module aims and purpose

This module introduces students to applied aspects of education and being an educator. Specifically, the module explores key aspects of teaching and learning, culminating in the development of a learning activity. The module combines taught sessions on teaching and learning principles and practice with visits to various education settings. In doing so, students develop a strong grounding in what it is to be an educator as well as an appreciation of the broad application of education in different contexts.  

Module learning outcomes

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

1. Create a learning activity that demonstrates knowledge of key teaching and learning principles 
2. Understand the broad and varied contexts within which education takes place 
3. Develop a range of skills in accessing material and information from a range of sources relating to the academic study of educational issues 
4. Develop academic writing, critical thinking and evaluation skills 
5. Develop skills of collaboration 

Module content

Students will be introduced to key principles of teaching and learning, as well as the core skills and techniques required by educators. Alongside the taught sessions, students will participate in a variety of visits to different education settings, and will interact with a variety of practitioners in order to broaden their horizons on careers within the multi-faceted field of education. Applying what they have learnt, students will create a learning activity designed for a target audience and setting of their choice.  

Structure

Teaching and learning methods

The module comprises taught sessions, group work, discussions, reflection, and external visits. 

Study hours

At least 20 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 40% 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 a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): 10% of the total marks available for that piece of work will be deducted from the mark for each calendar day (or part thereof) following the deadline up to a total of three calendar days;
• where the piece of work is submitted up to three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in you Individual Learning Plan), 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 calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan), no penalty shall be imposed;
• where the piece of work is submitted more than three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three calendar days of the deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): no penalty will be applied;
• where the piece of work is submitted more than three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): a grade of Fail will be awarded.

Where a piece of work is submitted late after a deadline which has been revised owing to an extension granted through the Assessment Adjustments policy and process (self-certified or otherwise), it will be subject to the maximum penalty (i.e., considered to be more than three calendar days late). This will also apply when such an extension is used in conjunction with a DAS-agreed extension as a reasonable adjustment.

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.

• Ongoing feedback on the progressive development of the learning activities 
• Peer feedback in class 

Reassessment

Additional costs