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The University of Southampton

EDUC3021 Current Issues in Teaching and Learning in Schools, Colleges and Higher Education

Module Overview

You will reflect on your personal experiences of learning in relation to reported educational theory. Through this context you will examine a set of current teaching and learning issues. You will be encouraged to investigate, critically assess and engage in debating these issues, as reported by active educational researchers. Additionally, you will consider how young people learn, how learning is recognised and assessed and establish a view of what is deemed effective teaching and learning. Consequently, you are expected to develop a deeper understanding of the contexts in which teachers work, the accountability of teachers and the responsibilities of learners.

Aims and Objectives

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Evaluate the relationship between teaching and learning and analyse the factors that influence this relationship.
  • Appreciate the ways in which teachers are accountable to a range of potentially different stakeholders and how this shapes what teachers do.
  • Use a range of sources to extend your knowledge and understanding of issues relating to teaching and learning, and to critically examine current issues in teaching and learning.
  • Process, synthesise and present your own views in a coherent manner.
  • Work both independently and collaboratively as a member of a team.
  • Evaluate your own contribution to a team effort.


This module has a focus on the current work of active researchers in education and the syllabus will reflect their current research interests. Typically, the content of this module will cover: - Assessment for learning and assessment of learning, including issues of validity and reliability - Places/locations of learning and a range of learning environments; - The identification of key principles of effective pedagogy - Education and accountability - Understandings of quality in educational contexts - Consideration of Teamworking

Learning and Teaching

Teaching and learning methods

This module will use a mix of lectures and seminars along with directed reading and suggested additional research. The focus will be on small team discussion, plus small team poster presentations. This module provides opportunities for individual tutorials.

Completion of assessment task52
Follow-up work9
Wider reading or practice50
Preparation for scheduled sessions19
Total study time150

Resources & Reading list

Hart, S., Dixon, A., Drummond, M.J., & McIntyre, D. (2004). Learning without limits. 

Brown G.T.L. (2019). Is Assessment for Learning Really Assessment?. Frontiers in Education . ,4 .

Current Educational Issues. .

Black, P., Harrison, C., Lee, C., Marshall, B., & William, D. (2002). Working inside the blackbox: Assessment for Learning in the Classroom. 

Brock, S.E., McAliney, P.J., Ma, C.H., and Sen, A. (2017). Toward more practical measurement of teamwork skills.. Journal of Workplace Learning.. ,29 , pp. pp. 124-133.

Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D. (2003). Assessment for learning: Putting it into practice. Maidenhead:Open University Press 

Alexander, R (2010). Children, their world, their education. 

Skinner, D (2010). Effective teaching and learning in practice. 

General Resources Information. Many of the key readings will be cited within the specific sessions. You should endeavour to research and develop your own list of references. You are likely to need: BBC Education - British Educational Research Journal (BERJ) Educational Research Review Gov.UK – Education, training and skills Harvard Educational Review School Effectiveness and School Improvement Teacher Development TES The Glossary of Education Reform The Guardian – Education The Independent

Britton, E., Simper, N., Leger, A. and Stephenson, J.  (2017). Assessing teamwork in undergraduate education: a measurement tool to evaluate individual teamwork skills. . Assessment & Evaluation in Higher Education. ,42 , pp. pp. 378-397.

Muiijs, D. and Reynolds, D. (2011). Effective teaching: Evidence and practice. 

Pacansky-Brock, M., Smedshammer M., and Vincent-Layton, K. (2020). Humanizing online teaching to equitize higher education. Current Issues in Education. ,21 .



MethodPercentage contribution
Coursework  (2500 words) 70%
Critical Reflection  (500 words) 10%
Poster presentation and defence  (1000 words) 20%


MethodPercentage contribution
Coursework  (2500 words) 70%
Individual Poster  (1500 words) 30%

Repeat Information

Repeat type: Internal & External


Costs associated with this module

Students are responsible for meeting the cost of essential textbooks, and of producing such essays, assignments, laboratory reports and dissertations as are required to fulfil the academic requirements for each programme of study.

In addition to this, students registered for this module typically also have to pay for:


With the expectation that if possible, the Team poster will be printed on campus, the programme will meet the cost of printing one poster per group.

Please also ensure you read the section on additional costs in the University’s Fees, Charges and Expenses Regulations in the University Calendar available at

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