Gwybodaeth Modiwlau

This module will explore key issues regarding Curriculum leadership and innovative practice, drawing on theoretical and philosophical debates
It is targeted at education professionals. The module will encourage students to critically appraise their own approaches to curriculum development and leadership.
This module is optional but becomes core once selected.

1- To explore and evaluate models of leadership within Educational settings and contexts.
2- The critically evaluate the role of leadership within the Curriculum for Wales and to deepen their understanding of dispersed leadership.
3- To enable students to deepen their understanding of key theoretical and philosophical debates in regard to curriculum design and implementation, and to apply these approaches to their own practices.
4- To evaluate innovative strategies in curriculum development and to reflect on their application in their own educational settings and contexts.

This module explores theories of leadership and innovation with specific focus on the Curriculum for Wales. Students will critically evaluate different approaches to leadership and apply those theories to their own professional settings and contexts. Furthermore, the context of leadership within the Curriculum for Wales will be explored with emphasis on understanding dispersed leadership and management of Areas of Learning and Experience with reference to teacher agency and responsibility. The module will also draw upon key philosophical and theoretical debates regarding pedagogical theory and allow students to explore their application within their own educational settings and contexts. Additionally, the module will draw upon innovative strategies for curriculum, design, implementation and management and allow students to reflect on their application within heir own educational settings and contexts.

The module will be structured around 4 key themes with a number of subthemes:
Theories of Leadership in educational contexts and settings
• Theories of leadership
• Distributed v top down leadership models
• Theories of leadership and management in educational settings and contexts.
Leadership and agency in the Curriculum for Wales
• Maintaining subsidiarity in the context of the Curriculum for Wales
• Supporting teacher agency though curriculum implementation
• Holding contested and contesting ideas
• Accountability in the Curriculum for Wales
• Collaborative working
Theoretical and philosophical approaches to the application of curriculum design in regard to the Curriculum for Wales
• Supporting transition
• Using curriculum models
• Assessment for the future
• Implications for practice
Innovative approaches to curriculum design and delivery
• Effective cluster working
• Scaling-up
• Case studies of innovation
• Implications for practice

Knowledge and Understanding

K1. An in-depth, systematic and advanced knowledge of the complexity and multi-faceted nature of education, both in their own context and beyond.

K2. A critical evaluation of current policy, theoretical and practice-based perspectives at a local, national and international level

K3. A critical reflection and interpretation, synthesis and application of knowledge and research in their own professional contexts.

K4. A comprehensive, critical evaluation and synthesis of relevant literature.

K5. A critical awareness of key methodological approaches applicable to professional enquiry.

K7. A systematic acquisition of a significant body of knowledge in their area of professional practice.

K8. The ability to communicate accurately and clearly to a wide range of audiences

Lectures
Total hours:16
Type of Contact: Scheduled
Students will engage in lectures and workshops, face-to-face and online, to explore and examine the key concepts in this module.
Type of Contact (scheduled/ guided independent study/placement): Scheduled

Seminars
Total hours: 6
Type of Contact: Scheduled
Seminars will encourage students to build confidence and deepen their understanding of the concepts being taught in smaller groups. Approaches to seminar delivery will include ‘flipped learning approaches’ whereby students interrogate key issues before further exploration with their peers, supported by course tutors, as well as Problem-Based Learning and challenge-based learning approaches.

Self-Directed Tasks and Individual Study Time
Total hours: 178
Type of Contact: Independent
Between scheduled sessions, students will have opportunities to engage in wider reading, undertake independent tasks to test out ideas and to build confidence in their own professional practice.