Education: Leading Innovation and Change
MA, PGDip, PGCert

Modules

• Academic Paper and Conference Presentation  Core

Academic Paper and Conference Presentation

(Core)

The aim of this module is to enable participants to evaluate a small scale research enquiry into   contemporary pedagogical issue within their professional practice and to communicate new knowledge through an academic paper (dissertation) of 10,000 to 12,000 words.  In this module students explain their claims to new knowledge relating to researching and reporting on findings in the area of interest.

Assessment: Paper (10-12,000 words); Oral presentation (20 mins)

• Change Agency and Strategy: From Research to Policy Core

Change Agency and Strategy: From Research to Policy

(Core)

Assessment: Paper (5,000 words); Oral presentation (15 mins)

• Leadership and Professional Attributes Core

Leadership and Professional Attributes

(Core)

The aim of this module is to support participants in understanding concepts and principles relating to their own professional identity and leading innovation and change, in the context of national and local agendas for change.  Participants will be required to reflect systematically on their particular contexts of practice and to consider the implications of models of change for leadership styles.

This module also facilitates the development of critical thinking and reflection through engagement with literature on change and the leading of innovation and change and theories of school organisation.

Assessment: Reflective Journal (6,000 words) developed over the course of the module

• Research Methods for Project Inquiry Core

Research Methods for Project Inquiry

(Core)

This module aims to develop students’ understanding of epistemological enquiry and facilitate their acquisition of a systematic and coherent body of knowledge relating to research.  Students will have the opportunity to develop their understanding of the underlying principles and concepts of planning and designing research studies, qualitative and quantitative research techniques, methods of data analysis, ethical considerations in research and skills in presenting research findings.

Assessment: Paper (6,000 words)

• Addressing Literacy Across the Curriculum Optional

Addressing Literacy Across the Curriculum

(Optional)

The module is designed for practising teachers in the secondary and primary sectors. It is specifically intended to build their theoretical, conceptual and practical application of literacy across the curriculum. This will necessarily involve understanding the assessment and progression of literacy and the factors which promote or inhibit its transition between and across the key stages of schooling.

Assessment: Literature review (1,500 words); Case study (4,500 words)

• Critical Issues in Inclusion Practice Optional

Critical Issues in Inclusion Practice

(Optional)

The aim of this module is to provide participants with opportunities to analyse and reflect critically and systematically on knowledge and understanding of inclusion and special educational needs. It will enable learners to challenge normative assumptions underpinning current discourses in special education and make informed links between theory and practice thus developing their own epistemology of inclusive practice.

Assessment: Portfolio (4,500 words); Participation in an online discussion forum (1,500 words)

• Dyslexia in the Classroom Optional

Dyslexia in the Classroom

(Optional)

The module is designed for practising teachers in the secondary and primary sectors. It is intended as an introduction to the concept of Dyslexia in school. This will necessarily involve understanding the development of reading, reading impairment, specific and generic reading assessments and factors which promote or inhibit the inclusion of Dyslexic students in school. The module is not designed to qualify class teachers to teach Dyslexic students. 

Assessment: A position paper allows students to conceptualise the principles of Dyslexia by reviewing the historical and current research surrounding Dyslexia as a syndrome (3,000 words); A portfolio allowing students to undertake a comparative evaluation of commercial, non-specialist, packages for teaching Dyslexia in the mainstream classroom (3,000 words)

• Emotional Intelligence in Teaching and Learning Optional

Emotional Intelligence in Teaching and Learning

(Optional)

This module aims to introduce the key concepts of Emotional Intelligence in Teaching and Learning, in particular to develop It will support students to develop a critical analysis of educational practices and to explore potential developments in pedagogical practices and interventions within the context of emotional intelligence.

Assessment: A reflective Mahara e-portfolio reflecting on EI in the student’s own practice (4,000 words); Case Study of ESBD student and behaviour for learning (2,000 words)

• Innovation to Enhance Mathematical Learning Optional

Innovation to Enhance Mathematical Learning

(Optional)

The aim of this module is to provide clear points around which students will develop the skills required to be reflective, critical, change agents in the appreciation of mathematics as a creative and dynamic subject.  The students will engage in an exploration of the historical aspects of mathematics and the significant signposts of curriculum and pedagogical development in, but not limited to, the UK.  They will be lead through experiences that enable them to challenge the myths of mathematics while analysing the nature of the subject and how it is taught, learnt and assessed in Primary and Secondary school contexts.

Assessment: Portfolio to include the design and presentation of a mathematics event/innovation (5,000 words); Essay providing a rationale of event/innovation (1,000 words)

• Leading and Managing Teams Optional

Leading and Managing Teams

(Optional)

The aim of this module is to introduce students to the theory and concept of team and its role in an organisation and an understanding of team leadership and team management, the establishment of teams and team roles.  It will provide students with an opportunity to consider the practical issues associated with team building by applying their theoretical understanding to their own professional context.

Assessment: Paper (5,000 words); Oral presentation (15 mins)

• Organisational Culture Optional

Organisational Culture

(Optional)

The aim of this module is to introduce the student to the theory and concept of culture and understand how ‘culture’ impacts upon both the Individual and the organisation; providing the student with a theoretical understanding of the concept of culture as well as identifying the practical issues surrounding any cultural dimension. In addition it will focus on how the prevailing culture in an organisation can be a major inhibitor to any change initiative. Finally, the module will outline practical solutions to help to minimise any cultural barriers both on an Individual and organisational basis. 

Assessment: Paper (5,000 words); Oral presentation (15 mins)

• Pedagogical Issues in Practice Optional

Pedagogical Issues in Practice

(Optional)

This module offers students the opportunity to identify and explore in depth a pedagogical issue of interest to them in their professional context.

Assessment: Essay (6,000 words)

• The Purpose and Value of Science Education Optional

The Purpose and Value of Science Education

(Optional)

This module will provide participants with opportunities to analyse and critically reflect on the arguments which surround the inclusion of science as a core element of the school curriculum. Knowledge and understanding of the cognitive and affective elements of science education will be developed by the learner to allow an analysis of the claim of ‘science for all’. It will require participants to focus on the importance of scientific enquiry as a key aspect of science education. Throughout the module, issues will be illustrated by consideration of recent developments within the field of research in science education.

Assessment: Essay (6,000 words)

• The Values and Virtues of Religious Education Optional

The Values and Virtues of Religious Education

(Optional)

The aim of this module is to support participants in understanding concepts and principles relating to Religious Education in the context of international, national and local agendas for change. Participants will be required to reflect systematically on practice and consider issues related to improving the learning and curriculum leadership of RE. The module also facilitates the development of critical thinking and reflection through engagement with literature on the leading of learning in RE.

Assessment: Reflective Journal (4,500 words); Flyer designed in defence of a chosen pedagogy for teaching Religious Education (1,500 words)