ED3BRL: Reflective Leadership of Learning

Module code: ED3BRL

Module provider: Institute of Education

Credits: 20

Level: Level 3 (Honours)

When you'll be taught: Semester 2

Module convenor: Dr Geoff Taggart, email: g.taggart@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 17 June 2024

Overview

Module aims and purpose

Drawing upon relevant theories, this module will encourage students to see leadership and management as essential aspects of their work. It will enable students to identify the organisational culture of their early years setting or school and evaluate its impact on children’s well-being, development and learning and make adjustments where necessary (environment, curriculum, pedagogy etc.). It will also  address issues of equality and diversity as they affect all aspects of organisational life. It will  focus on reflective practice as the principal tool through which practitioners can effect these changes, presenting a range of ideas and models of reflection, which can be drawn upon.  

The module aims to develop students: 

• To take a creative and constructively critical approach towards adopting practice when benefits and improvements are identified.  
• To evaluate the effectiveness of provision for supporting children’s learning and development and to take the lead role in making appropriate changes in the environment and/ or delivery of practice.   
• To consider equality, diversity and inclusion issues when thinking about changes.   
• To consider issues relating to the establishment of fair, respectful, trusting and constructive relationships with children, colleagues and/or parents/carers.  
• To draw on theories of reflective practice to evaluate the impact on practice.  

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Discuss key theories of leadership and change management related to early years and/or primary contexts and evaluate professional literature, in relation to applying theory within practice.   
2. Argue in relation to the effectiveness of the learning environment, with children’s interests, learning and development needs informing the decisions for change while considering principles of equality and diversity.  
3. Appraise alternatives and plan and implement actions to be able to lead and manage a process for change.   
4. Communicate effectively with children, staff and other professionals, drawing on research and their own evidence to support the rationale of change, using the key principles of reflective practice to justify your change and to develop practice and self-awareness. 

Module content

Students will be introduced to the module in semester two with the module being taught over semester two. All inputs in semester two will include  the module expectations and  the required tasks relating to the assessments e.g. reflective portfolio and presentation 

The module will focus on  

• Management, leadership and appreciative enquiry 
• Positive psychology and models of reflection 
• Working in partnership with parents/inclusive learning 
• Leading through change 
• Reflective forum/team dynamics 
• Professionalism and leadership day 
• Effective environments/SEN Code of practice 

Within the second semester students will compete a critical reflective portfolio and a presentation. 

Structure

Teaching and learning methods

Online materials will support a combination of lectures, seminars, group discussions, case studies and independent research. Complementary work-based tasks, independent activities and directed tasks will contribute to the achievement of the intended learning outcomes.  

Study hours

At least 45 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Formative feedback on one reflective account 

Reassessment

Additional costs