Module manager: Dr Christopher Ostrowdun
Email: C.Ostrowdun@leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2025/26
This module is not approved as an Elective
For inclusive education to progress, the curriculum needs to be designed to respond to and celebrate learner diversity. This module gives you an opportunity to explore the principles, research, policies and practices involved. You will consider both how the curriculum is designed and taught and explore the challenges and opportunities of various curriculum areas including language/communication, mathematics, creative subjects and technology. The needs of particular groups of learners will be examined across a range of educational contexts.
The module objectives are to:
- Consider a wide range of factors that influence the development, educational experiences, well-being and attainment of diverse groups of learners.
- Explore theories of teaching and learning and how they inform education practice, for all learners including those with special educational needs and disabilities (SEND).
- Consider approaches to assessment and processes for co-ordinating provision.
- Examine the role of interventions within an inclusive curriculum.
- Critically analyse the opportunities and challenges for inclusive practice in a range of curriculum areas.
- Consider the needs and resources of particular groups of learners with SEND.
On successful completion of the module students will be able to:
1. Critically consider inclusive principles of curriculum design for all learners, including those with SEND.
2. Critically consider approaches to inclusive provision in relation to different curriculum areas.
3. Identify and critically consider processes involved in co-ordinating inclusive provision and assessing learning in a range of education contexts.
Skills Learning Outcomes
1. Academic skills - The ability to write in a clear, concise, focused and structured manner that is supported by relevant evidence.
2. Academic skills - Critical thinking - The ability to weigh up different arguments and perspectives, using supporting evidence to form opinions, arguments, theories and ideas.
3. Sustainability skills - Systems thinking - Recognises and understands relationships; analyses complex systems (environmental, economic and social systems and interdependencies across these); considers how systems are embedded within different domains and scales; deals with uncertainty; uses analytical thinking.
Details of the syllabus will be provided on the Minerva organisation (or equivalent) for the module
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Seminar | 11 | 2 | 22 |
| Tutorial | 2 | 0.5 | 1 |
| Independent online learning hours | 22 | ||
| Private study hours | 255 | ||
| Total Contact hours | 23 | ||
| Total hours (100hr per 10 credits) | 300 | ||
There is one scheduled formative task for which peer and/or tutor feedback is provided (a draft/plan). Tutorial time can be used to review module content or for assignment support.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Assignment | Coursework | 100 |
| Total percentage (Assessment Coursework) | 100 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
The reading list is available from the Library website
Last updated: 17/06/2025
Errors, omissions, failed links etc should be notified to the Catalogue Team