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Unit information: Educational and Professional Studies SEND Investigation in 2020/21

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Unit name Educational and Professional Studies SEND Investigation
Unit code EDUCM0075
Credit points 20
Level of study M/7
Teaching block(s) Academic Year (weeks 1 - 52)
Unit director Ms. Bailey
Open unit status Not open




School/department School of Education
Faculty Faculty of Social Sciences and Law



This unit allows student teachers to use their practical experience in schools to explore professional issues in teaching in secondary schools. The main strands of the programme are the classroom craft, pastoral issues, developing as a professional and inclusion. They will carry out an investigation in school which will support the development of their professional skills. The unit promotes evidence and research-based practice as a foundation for career-long personal and professional development. It provides opportunities for working with other professionals in school and in other subject areas.


This unit aims to set student teachers’ practical teaching experience in the wider context of key issues affecting teaching. It aims to provide student teachers with opportunities to explore the four strands (see above) through practical experience in school, as well as in dialogue with relevant professionals. They will reflect on and analyse their learning through engagement with a wide range of appropriate literature. The unit sets their subject based work in a wider school context, in order to enhance their classroom skills and understanding.

Intended learning outcomes

Student teachers will be able to:

  • Plan investigations of practice in school to develop their understanding of it;
  • Use ideas from a wide range of professional literature to develop their own thinking and practice;
  • Understand key educational issues which arise in their practice;
  • Work with other professionals collaboratively;
  • Present well-structured and clearly presented accounts of their investigations;
  • Begin to take responsibility for their continuing professional development as a teacher, by reflecting on their own development.

Teaching details

Student teachers will attend a programme of lectures and seminars in preparation for the assignment. While university-based there will be a formal programme of lectures which may be face to face or online and while school-based they will take part in small seminars led by a member of school staff. They will be asked to consult relevant professionals in school to investigate their chosen focus, and to undertake lesson observations in order to evaluate certain types of educational provision in school. In the event of further school closures the school-based element of the course will move to online teaching and learning.

Assessment Details

Student teachers will draw on their reading and investigations in school in order to critically evaluate the effectiveness of the educational provision observed. They will submit the equivalent of a 4000-word assignment which will consist of a variety of components, including a literature review, an investigation of key educational issues and a reflective summative evaluation of their own development in light of their findings. ILOs 1-6

Reading and References

Ainscow, M (Ed.) (1999) Understanding the Development of Inclusive Schools, London: Falmer

Arthur, J., Davison, J., and Lewis, M. (2005) Professional Values and Practice: Achieving the Standards for QTS, London: RoutledgeFalmer.

Bourdillon, H. and Storey, A. (2002) Aspects of Teaching and Learning in Secondary Schools: Perspectives on Practice, London: RoutledgeFalmer

Brooks, V., Abbott, I., and Bills, L. (eds) (2012 edition) Preparing to Teach in Secondary Schools: a student’s guide to professional issues in secondary education, Maidenhead: OUP.

Capel, S., Leask, M. & Turner, T. (eds.) (2016) Learning to Teach in the Secondary School: a Companion to School Experience, London/New York: RoutledgeFalmer.

Cohen, L., Manion, L. & Morrison, K. (2007) Research Methods in Education (6th Edition).

London: RoutledgeFalmer

Frederickson, N. and Cline, T. (2015) Special Educational Needs, Inclusion and Diversity (3rd Edition) Oxford: OUP