EDU-40129 - Module Specification
School of Humanities and Social Sciences
Faculty of Humanities and Social Sciences

Programme/Approved Electives for 2025/26

Available as a Free Standing Elective

Co-requisites

None

Prerequisites

None

Barred Combinations

None

Description for 2025/26

This module develops your professional confidence in promoting high quality learning in a rapidly changing higher education landscape that values student-centred, inclusive teaching strategies. It builds on the previous module's focus on individual teaching and learning events, extending the planning and developing of learning to wider professional practice and scholarship
It offers the opportunity to design and develop a discipline-specific module or course in your own subject in collaboration with peers, mentors and tutors in a supportive environment. You will explore and respond to inter-disciplinary issues of teaching and learning and contemporary debates in HE, whilst increasing your understanding of quality assurance and quality enhancement processes.
You will be encouraged to take part in scholarship of teaching and learning to support a career-long interest in pedagogy; engage in peer review to further develop the reflective practices vital to continuing personal and professional development; and to explore new modes of assessment that will develop the skills of a confident twenty-first century academic.
Students who successfully complete this module are eligible for professional recognition as a Fellow of the Higher Education Academy (FHEA). Additionally, it provides core elements of the Academic Professional Apprenticeship (APA) and supports apprentices to prepare for their end point assessment (EPA).

This module helps teachers bring their teaching practice (skills, knowledge and values) up to descriptor 2 of the UK Professional Standards Framework and provides the opportunity to explore the process of designing, implementing and evaluating the introduction of an inclusive pedagogical approach in practice. They do this by developing an inclusive critical rationale for practice in the context of both general and discipline-specific educational theory, communities of practice, and a range of policy contexts.
This module supports your professional confidence in designing and delivering high quality learning experiences in a rapidly changing higher education landscape.
The module embeds the values, knowledge and activities of the PSF 2023 and delivers elements of the knowledge, skills, values and behaviours outlined in the APA standards.

Intended Learning Outcomes

Critically evaluate your design of modules and/or programmes based on an understanding of relevant policy and theory: 1,2
Critically evaluate your assessment-related decisions based on an understanding of relevant policy and theory: 1,2
Explain how a discipline-specific approach to pedagogy has informed your design and practice of teaching and assessment: 1,2
Constructively discuss the implications of quality assurance and policy contexts for learning and teaching: 1,2
Constructively use a range of methods and rationales to evaluate and develop your teaching: 1,2

Study hours

SCHEDULED / GUIDED:
Scheduled:
• Formal synchronous workshops, directed collaborative activity and discussion, and asynchronous week: 24 hours
• Observations and accompanying professional discussion with peers and tutor: 9 hours
• Regular meetings with discipline / professional mentor: 14 hours
• Module conference: 6 hours
Independent:
• Guided reading: 17 hours
• Preparation for assessments (reading, assessment development, etc.): 230 hours

School Rules

EDU-40128 Reflective Teaching in Higher Education or equivalent if APL is requested.
Participants must be able to demonstrate they are, or will be, engaged in designing and developing a series of learning events (modules / programmes / courses / connected sessions).

Description of Module Assessment