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Key Concepts in Education - EDU00015C

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  • Department: Education
  • Credit value: 20 credits
  • Credit level: C
  • Academic year of delivery: 2024-25
    • See module specification for other years: 2023-24

Module summary

The purpose of this module is to introduce students to the study of education as a field and to give them opportunities to engage critically with contemporary issues that are being debated, researched and taught in this field. The module will introduce students to fundamental educational concepts, with a particular focus on the following areas of theory and research: Curriculum, Learning, and Assessment. Students will engage in a critical examination of these key concepts and the issues and debates arising from them.

Module will run

Occurrence Teaching period
A Semester 2 2024-25

Module aims

The module aims to:

  • Introduce students to fundamental educational concepts, with a particular focus on the following areas of theory and research: Curriculum, Learning, and Assessment.

  • Introduce students to contemporary issues that are being debated, researched and taught within the field of education.

  • Develop students’ critical understanding of ethical issues such as those related to inequality and inclusion in relation to the study and practice of education.

Module learning outcomes

Learning Outcomes

Subject content

By the end of this module students will be able to:

  • Critically reflect upon contemporary issues related to the field of education, with a focus on theory and research in: Curriculum, Learning, and Assessment.

  • Describe key educational concepts and the ways in which these apply to the study and practice of education.

  • Critically read and reflect on relevant literature.

  • Apply educational theory and research to the analysis of a range of teaching and learning scenarios.

Academic and graduate skills

By the end of this module students will be able to:

  • Formulate academic arguments in written and oral form.

  • Work effectively with others in a group and meet obligations to group members.

  • Analyse and critically evaluate research, policy and media literature on key issues within education.

  • Use the VLE and Internet effectively.

Module content

The following is indicative of the possible content. The following topics can be related to primary, secondary and/or tertiary education throughout:
• Learning - How does learning work? Definitions, research findings and implications for educational design.
• Learning - Informing teaching.
• Learning - Developing a teaching and learning philosophy.
• Assessment - Assessment for and of learning.
• Learning and assessment - Intersections with inclusion and equality.
• Professionalism - What does an understanding of curriculum, learning, and assessment imply for educational practice?
• Curriculum - What gets taught and why?
• Curriculum - What gets taught and who decides?
• Curriculum - Critiquing curricula by considering inclusion and equality.
• Curriculum - Current issues and debates.
• Policy - What does an understanding of curriculum, learning, and assessment imply for educational policy?

Indicative assessment

Task % of module mark
Essay/coursework 100

Special assessment rules

None

Additional assessment information

A written piece critically considering contemporary implications for curriculum, learning or assessment of a contemporary issue in education (for example inclusion, sustainability, decolonization). Title set by module staff.

Indicative reassessment

Task % of module mark
Essay/coursework 100

Module feedback

Individual written feedback reports, with follow-up tutor meeting, if necessary. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information

Indicative reading

  • Lovett, M. C., Bridges, M. W., DiPietro, M., Ambrose, S. A. & Norman, M. K. (2023). How Learning Works. Hoboken, New Jersey: John Wiley & Sons, Inc.
  • The Routledge Education Studies Textbook. London: Routledge. Bartlett, S., & Burton, D. (2007).
  • Introduction to Education Studies. London: Sage Publications. Hart, S., Dixon, A, Drummond, MJ & McIntyre, D. (2004).
  • Learning without Limits. Maidenhead: Open University Press. (see also http://learningwithoutlimits.educ.cam.ac.uk) Hayward, L., Pandya, J., & Wyse, D. (Eds.) (2016).
  • The SAGE handbook of curriculum, pedagogy and assessment. Los Angeles: SAGE Holmes, B. (2020).
  • The Curriculum: a comparative perspective. London: Routledge Inglis, F. & Aers, L. (2008).
  • Key Concepts in Education. Los Angeles: Sage Reay, D. (2018). Miseducation: Inequality, education and the working classes. Bristol: Policy Press Taylor, P. (2018).
  • An Introduction to Curriculum Studies. London: Routledge


The information on this page is indicative of the module that is currently on offer. The University constantly explores ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary. In some instances it may be appropriate for the University to notify and consult with affected students about module changes in accordance with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.