The aim of this unit is to provide learners with a thorough understanding of the link between current educational research and practice by developing understanding of educational theory, policy and practice.

Learning Outcomes:

1. Understand contemporary issues affecting education policy and their impact on organisations.

• 1.1 Examine recent conceptual changes in educational theory, policy and practice.
• 1.2 Evaluate influencing factors on education theory, policy and practice.
• 1.3 Analyse the implications of education theory, policy and practice on stakeholders.

2. Understand the impact of policy change on educational provision.

• 2.1 Discuss the impact of key policy changes on teaching, learning and assessment.
• 2.2 Describe the requirement for continuous improvement.
• 2.3 Examine the measurement of continuous improvement.
• 2.4 Evaluate models and theories of quality management in service delivery.

3. Understand developments in the education system resulting from legislatory requirements.

• 3.1 Explain the interrelationship between recent developments in the education system and legislation.
• 3.2 Evaluate current educational practice which has changed as a result of legislation.

The aim of this unit is to develop learners’ understanding of ways in which educational leadership and management can provide support during the process of change, developing leadership in the learners’ own educational context.

Learning Outcomes:

1. Be able to recognise issues requiring change in education.

• 1.1 Research the need for change in an educational organisation.
• 1.2 Analyse the application of models of change management.

2. Research the need for change in an educational organisation. Analyse the application of models of change management. Be able to instigate change and improvement in educational organisations.

• 2.1 Develop a plan for change using information and feedback from appropriate sources.
• 2.2 Determine the potential impact of change on resources and service delivery.
• 2.3 Communicate the plan for change to stakeholders to gain their support.
• 2.4 Implement a plan for change.

3. Be able to monitor the change process.

• 3.1 Utilise systems for monitoring the implementation of a plan for change.
• 3.2 Propose ways of overcoming resistance to planned change.
• 3.3 Evaluate the progress of a change implementation plan against SMART objectives.

The aim of this unit is to develop learners’ understanding of the importance of managing intercultural communication and perspectives that help to  determine educational policy applicable to national and international contexts.

Learning Outcomes:

1. Understand the issues and theoretical constructs surrounding intercultural communication and perspectives.

• 1.1 Explore how an increasingly globalised and connected world necessitates dynamic communication skills.
• 1.2 Assess how intercultural communication has become established as an important aspect of applied linguistics.
• 1.3 Critically evaluate the implications this growth has for educators.

2. Understand how dimensions of culture can be barriers to effective communication.

• 2.1 Analyse the influences of culture on communication and perspectives.
• 2.2 Explain how barriers of stereotyping and ethnocentrism impede effective intercultural communication and perspectives.
• 2.3 Compare and contrast communication barriers between two national contexts.
• 2.4 Evaluate the cultural and social impact of barriers to communication in one national context.

3. Understand how to lead interaction in diverse cultural settings within academic contexts.

• 3.1 Define intercultural competence.
• 3.2 Self-assess own levels of ethnocentrism.
• 3.3 Examine our own cultural assumptions and biases.
• 3.4 Summarise practical strategies to enhance one’s own and others’ intercultural competence.
• 3.5 Explore how to utilise positive aspects of one’s own cultural assumptions and biases to lead positive intercultural communication.

4. Understand the management of intercultural communication in education

• 4.1 Explore the notion of ‘culture shock’ in relation to managing intercultural communication in education.
• 4.2 Examine what is acceptable behaviour and appropriate discourse within educational settings.
• 4.3 Analyse how to manage the challenges associated with adopting unfamiliar communication focussed pedagogies in relation to learning.
• 4.4 Evaluate strategies for managing the disorientation and stress that can arise from unfamiliarity.

The aim of this unit is to develop learners’ theoretical and practical grounding in approaches to teaching and learning, related to subject pedagogic knowledge and pedagogic practices.

Learning Outcomes:

1. Understand what is meant by subject pedagogy.

• 1.1 Explain subject pedagogy in own educational specialism or subject.
• 1.2 Analyse teaching, learning and assessment approaches relevant to own subject area.
• 1.3 Evaluate teaching, learning and assessment approaches potential for pedagogy.

2. Understand the nature of knowledge and its role in developing pedagogy.

• 2.1 Critically evaluate the relationship between policy, practice and theory
• 2.2 Examine how enquiry in practice can extend understanding of pedagogy.

3. Be able to draw on theory and research to support own pedagogic practices

• 3.1 Apply pedagogic theory and practice to own practice.
• 3.2 Improve professional practice through observation, reflection, evaluation, enquiry and collaboration.
• 3.3 Self-evaluate and apply learning to enhance practice.

The aim of this unit is to develop learners’ understanding of reflective practice in order to apply this to their and other’s roles in an educational context,  leading planning for personal development.

Learning Outcomes:

1. Understand the function of reflective practice in relation to leading the improvement of educational provision and practice.

• 1.1 Analyse how educational practitioners use reflective practice.
• 1.2 Evaluate how reflective practice influences behaviour in educational contexts.
• 1.3 Explore the potential advantages and disadvantages of using reflective practice.
• 1.4 Explain the importance of leading the engagement of reflective practice to improve own and others’ skills, practice and subject knowledge.

2. Understand theories and approaches for reflective practice.

• 2.1 Examine theories of reflective practice.
• 2.2 Examine approaches for reflective practice.

3. Be able to develop reflective practice skills in an educational setting.

• 3.1 Reflect on practice using a previously discussed model.
• 3.2 Apply the outcomes of reflection to practice through action planning and creating a personal development plan.
• 3.3 Analyse how reflective practice can change own perspectives, behaviours, attitudes and approaches.

4. Understand how to lead others in reflective practice.

• 4.1 Analyse the importance of supporting others’ reflection and continual professional development.
• 4.2 Describe approaches used to facilitate other’s reflective practice.

The aim of this unit is to develop learners’ research skills to include understanding different research approaches, formulation of research proposals,  planning research activity, analysing and interpreting data, and the relationship between research and evidence-based practice.

Learning Outcomes:

1. Understand the relevance of research within educational contexts.

• 1.1 Justify the contribution of research to education provision.
• 1.2 Evaluate an existing piece of research relevant to education provision.

2. Understand research approaches in educational contexts.

• 2.1 Critically evaluate a range of research philosophies.
• 2.2 Examine different approaches to research.

3. Be able to plan and design a research proposal relevant to management of educational contexts.

• 3.1 Justify the elements of a research proposal.
• 3.2 Design an appropriate research proposal.
• 3.3 Analyse the ethical aspects of research.

4. Be able to analyse and interpret a range of data.

• 4.1 Explain types and sources of research data.
• 4.2 Analyse data using appropriate approaches.
• 4.3 Evaluate the significance of data and the method of collection.
• 4.4 Draw conclusions from data collected.

5. Understand the relationship between research and evidence based practice.

• 5.1 Analyse the relationship between research and evidence-based practice.
• 5.2 Analyse the contribution of research and evidence-based practice to decision-making.