Modules 1-4 are completed in Year 1 (September to June), Module 5 in Year 2 (September to May).
Module 1: Leading People and Organisational Change (25 credits)
This module introduces students to the thinking related to leading staff and organisational change. Students take simple but thoughtful steps to help identify what would have the greatest impact within their setting for the most vulnerable and challenging students. Students will reflect on their development through critical evaluation of key documents relating to leadership competencies and will look at the application of theory on their actions in their setting.
Module 2: Leading on Upskilling Staff (25 credits)
This module looks at the most recent evidence-based pedagogy. Links will be made to the work of senior leaders and strategic approaches to teaching and learning. In this unit, students are introduced to the most recent research and theoretical knowledge around effective teacher development.
Module 3: Leading on Transformational Change for Vulnerable Students (30 credits)
Students demonstrate their ability to devise a work-based action plan for working with vulnerable students. This will be completed by working collaboratively with up to four other students. There will be an evaluation of coaching theory and methods along with an understanding of contemporary statutory policy to understand the nature and responsibilities of pastoral leadership. Students apply a range of appropriate research methods and enquiry methodologies to assess the effectiveness of their plan taking into account the culture, leadership and processes associated with their organisation.
Module 4 (40 credits)
Option 1: Leading on Inclusive pedagogy (40 credits)
Students explore the pedagogy of differentiation and positive learning experience. They will identify effective practice and measure the impact of this on teaching and learning within a cohort. They will explore how to raise attainment and accelerate learning in identified cohorts using personalised approaches and differentiated learning, in recognition of the diverse learning needs of students.
OR Option 2: Leading on behaviour (40 credits)
Students will deepen their understanding of the approaches associated with effective behaviour for learning and study the psychological theories relating to behaviour. Students will identify effective practice and measure the impact of this on behaviour and attitudes across the school or setting. They will construct a plan of action for the setting based on informed research which is designed to secure behaviour and attitudes.
OR Option 3: Leading provision for children with the social worker (40 credits)
Students will deepen their understanding of care-experienced children and other children with an allocated social worker and explore the barriers to education for this group of children. There will be the opportunity to work collaboratively with others to consider creative solutions and problem solving. Students will explore how to improve the outcomes of children and young people with a social worker. They will identify effective practice and measure the impact of this on children and young people with a social worker.
OR Option 4: Leading on narrowing the attainment gap (40 credits)
Students will deepen their understanding of the ‘attainment gap’ in the context of their setting through exploring case studies and research. They will learn how to apply evidence-based practice and how to raise awareness of the practical steps that can be taken.
Module 5: Education Research Dissertation (60 credits)
All Masters students will be able to develop an in-depth knowledge and understanding of a particular area of interest in the context of educational research. Through completing this module students gain knowledge of the research process itself and how to evaluate other research projects in a specific field. Once this has been undertaken then students devise and carry out their own small-scale research project with guidance from the university. Students engage with research methodology and through this process develop their own critical skills as reflective practitioners. This module introduces students to some of the complexities and challenges of engaging in educational research.
Reflections of 1500 words, regularly through modules 1-3, five for each module.
- Module 1 – 3,000 to 4,000 words (25 credits)
- Module 2 – 3,000 to 4,000 words (25 credits)
- Module 3 – 4,000 to 5,000 words (30 credits)
- Module 4 – 8,000 to 10,000 words (40 credits)
- One dissertation of 12,000-15,000 words for module 5.