UTLGXF-30-M Learning and Teaching Module Handbook 2026 | UWE

UTLGXF-30-M Learning and Teaching Module Handbook

UTLGXF-30-M Aims of the Handbook  

The handbook is a guide for students in the Department of Education and Childhood. The information in the handbook can also be found in many other electronic or paper sources, and the document provides links to the definitive data sources wherever possible.

Please note that the electronic version of the handbook will be kept up to dateand you will be notied of any significant changes. If you have taken a hard copy of any information, please remember to refer to the electronic version to ensure that you are working with the most up-to-date information.

Contents

Module Enhancement

We are a flexible and reflexive programme and work hard to respond to the feedback of our students. If you have any innovative suggestions as to how the module might be improved for future cohorts, please do let us know! 

This module is designed to ensure our programme explicitly provides the knowledge referenced in the national Core Content Framework for Initial Teacher Training (2019); key contemporary thinking on practice in education, and the international QTS Standards. We are confident the Learners and Teachers curriculum rigorously matches this need, providing much more besides.

The module assessment provides an immediate connection to your developing classroom practice and pertinent theoretical learning that you can immediately instrumentalise. It is marked at M level (30 credits available) to respect the criticality expected of students as they engage with the module contents and present their summative assignments.

In response to student feedback, there is a greater emphasis in the module this year on SEND, including neurodiversity. There will also be opportunities for student interaction through a WhatsApp group you will be invited to join.

Module Specific Information

A full programme calendar overview, weekly timetable and key dates can be found in the Programme Handbook. These are always liable to change as we try to remain flexible to external factors and student feedback.

Aims and Distinctive Features

Learning and Teaching is a module for sustained discussion around classroom practice – both the science and the art of teaching. Here you will learn about learners – how they might think, act, be influenced, and respond to interventions. You will also learn about teachers – how they might think, act, be influenced, and influence pupils.

The five discrete aims of this module are stated as follows: Articulate a critical engagement with policy and literature relating to a variety of contemporary pedagogical approaches and frameworks, including the English curriculum and its implications for practice. 

• MO1 Articulate a critical engagement with policy and literature relating to a variety of contemporary best practice pedagogical approaches and frameworks, recognising their implications for practice.
• MO2 Evaluate their own personal values, beliefs and experiences and consider the implications of these in their roles as educators
• MO3 Evidence a critical understanding of how the policy, cultural and social contexts of education and of students' lives can influence their learning, behavioursand well-being
• MO4 Demonstrate an understanding of learner development and how teachers can plan and assess effective teaching which promotes high expectations and progress for all learners.

Curriculum

The information that follows is a comprehensive curriculum for the Learners and Teachers module. 

Learners and teachers' sessions follow a relatively standard format, although this is liable to adaptation to best serve the content of each session:

(i)a ‘keynote’ lecture, either live on campus or delivered remotely through Pebble pad (ii) live sessions with your academic tutor and peers (iii) further readings to engage with voluntarily (iv) school-based tasks. 

Your active engagement in sessions will greatly enhance your academic experience – to coin the cliché aphorism, ‘you get out what you put in’. When functioning successfully, the tutor time is a space to challenge, debate, expose, and engage with the subject of the session – constructing new knowledge collaboratively and considering critically and contextually the content of each lecture. 

You might note that all the sessions listed have been mapped to our UWE Transformational Teacher Framework. The Learners and Teachers module has been formulated to comprehensively cover the core concerns of classroom teaching in an English secondary school. As such, sessions will focus acutely on seven areas of the TTF: Pedagogy, and how young people learn, Behaviour Management and Assessment, or how you might teach, Curriculum, Professional Behaviours, and send Assessment learning outcomes: MO1 Articulate a critical engagement with policy and literature relating to a variety of contemporary pedagogical approaches and frameworks, including the English curriculum and their implications for practice understanding. There is also a commontheme ofEquity that runs throughout the module delivery, as some inputs will ask you to reflect on issues of diversity and inclusion in the classroom. While much of what we do inter-relates some descriptors, the righthand columnis colour-coded to suggest the primary link, following the key below.

Module Units

The module’s sessions listed below are organised to represent areas of pedagogy and practice. As the module is delivered by a diverse range of expert colleagues, there is always some potential for the dates for each session delivery to change, but please do refer to the programme schedule in the programme handbook andon blackboard for provisional dates.

Assignment Brief

Assessment of learning outcomes

MO1 Articulate a critical engagement with policy and literature relating to a variety of contemporary pedagogical approaches and frameworks, including the English curriculum and its implications for practice

MO2 Evaluate their own personal values, beliefs and experiences and consider the implications of these in their roles as educators

MO3 Evidence a critical understanding of how the policy, cultural and social contexts of education and of students' lives can influence their learning, behaviours and well-being

MO4 Demonstrate an understanding of learner development and how teachers can plan and assess effective teaching which promotes high expectations and progress for all learners.

This module will be assessed through an assignment submission, structured into two parts

Assessment A 

Reflection on Teaching Activity.

Record and upload 20 mins of teaching using Iris Connect and upload tosecure platform. Prepare and record a 12-minute presentation reflecting on your teaching with reference to one or both of the following themes:

Behaviour management/Effective Teaching strategies. 

Your reflections should make links to readings on learning theories, behaviour management theories and other relevant literature.

A link to your recorded teaching session should be provided. 

This presentation is at masters level and should include critical analysis of your own actions and theories with a range of alternate viewpoints from the literature.

Assessment B

Portfolio (75%)

Portfolio containing Written Assignment 3000 words on:

What is your philosophy on education? Discuss your philosophy with reference to literature and to your chosen pedagogies.

In addition to meeting the criteria outlined above, there is a requirement that written components are completed in clear, accurate Standard English and that trainees produce an auxiliary reference list, using UWE Harvard referencing.

Submission Details

This assessment has a 48-hour grace period in which students can submit their work without penalty. Please note that the submission deadline at the conclusion of the 48-hour grace period is absolute and based on UWE server time; you are strongly advised to submit work well ahead of the deadline dates to avoid your work not being accepted for marking. For full information, please see: Assessment support options - Academic information |UWE Bristol

All submissions should be made via the Pebblepad portal, which will appear on the assignments tab of the Learners and Teachers module page a few days or weeks before the assignment submission deadline.

Assessment

Your assessment submission will be marked by a tutor with expertise in your subject discipline. It will be assessed against the following domains:

M-Level / Level 6 Criteria:

A Conceptual Domain

ALM: The assignment demonstrates that the student can use and organisecoherently relevant ideas, perspectives or theories to interpret and/or explore issues under study. They can critically analyse and/or evaluate those ideas, perspectives or theories, showing the ability to synthesise and/or transform ideas in the process of developing an argument.

B Literature Domain

BLM: The assignment demonstrates that the student can reference an extensive range of relevant literature and utilise it in the development of analysis and discussion of ideas, including critical engagement with that literature.

G Action Domain

GLM: The assignment demonstrates that the student can explore the relationship between theory and practice in the workplace and can use reflection to develop personal theory and refine professional practice, with due regard to issues of equity and social justice, critically evaluating professional development needs and/or outcomes.

Submission dates:

See tabs on Pebblepad 

You will receive informal feedback verbally through all teaching sessions –ensure you listen carefully. Each assessment you submit will be returned to you with written feedback and consists of comments made by tutors on students’assessed work, which enables students to understand how they have met the defined assessment criteria and identify areas for further improvement. The period for providing feedback will not normally exceed 20 working days(excluding University closure days) following the deadline for submission of the assessment concerned. This period may be shorter or longer for some forms of assessment. Where the period is greater than 20 working days, students will be informed of the deadline and the rationale for the extension. Outcomes that have not been confirmed by an examining board shall be considered as unconfirmed.

Date of submission feedback 
See Assessment Tabs
Resit information:
Any work due for resit will be subject to alterations as per the original assessment. Hand-in date for re-submission will be later in the academic year, specific date to be confirmed with Module Leaders.

Additional Information and Reading Lists

Your module reading list can be accessed online, either directly through the link below or through the module’s Blackboard page. 

The short video available on the library’s website will introduce you to some of the key features of the online reading list system.

Communication 

Throughout your time with us, you will receive regular communication from your module leaders and also from the administrative staff. It is your responsibility to ensure that you read everything that you are sent, and act upon it where appropriate. 

The main communication channel used is the Blackboard for all the modules you are currently studying. Blackboard provides the main communication channelfor module specic information, and these too should be checked regularly for new content and announcements.

Advice and support: Student Wellbeing

Student well-being is very important to us, and while the PGCE programme is designed to test you at times, we want you to know that we will support you however we may – we are willing to help you to succeed. UWE Bristol offers a range of facilities and services to go to for advice and support, depending on what the issue is. Remember - asking for help at the earliest possible stage will help you in the long run. 

Your first point of call when on campus should always be your Module or Subject Tutors, as they will be able to signpost you to the right services and will be able to deal with specific matters relating to teaching and learning. If you are not able to contact your Tutors for any reason, you might contact your Programme Leader, or go to an Information Point who may be able to help.

Student Support Advisers are available and can also be contacted through the Information Points. 

You are more than welcome to talk to other members of UWE Start, depending on who you feel most comfortable talking to – the PGCE team are empathetic, generous, and all invested in your continued wellbeing.