Course Catalogue

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This course will focus on evaluating and analysing pedagogical leadership within a collegiate context including across students' establishments. Using the lens of distributed leadership, students will reflect on the breadth and depth of playwork through to structured curricular learning, guided learning, playful pedagogy and pedagogical values. Students will analyse how establishment cultural imperatives including the range of curriculum, planning, implementation, evaluation and assessment processes in a placement setting compares in terms of ensuring best outcomes for children with their own setting. 

Two hours twilight (with a pre-recorded resource supplied one week in advance of each session) session normally taking place on a Wednesday evening for six consecutive weeks

As published: https://www.gla.ac.uk/undergraduate/degrees/childhoodpractice/

NA

Children in Society

Students will:

1. In pairs, students will present to their cohort peers explaining how their leadership of practice has been evolved through a synthesis of their reflections on their own practice, the placement practice and their professional and academic reading. Together, students should focus on three aspects of playwork through to structured curricular learning, guided learning, playful pedagogy and pedagogical values. (1500 word equivalent - 50% weighting)

An alternative assessment will be provided where a student cannot work in a pair due to extenuating circumstances, such as ill health.

2. Individually, students will author an essay explaining two cultural imperatives that they believe to be essential (though not sufficient) for leading practice based upon consideration of their own practice, placement experience and academic and professional reading. (1500 words +/-10% - 50% weighting)

The course aims to enable participants to:

1. enhance their understanding of pedagogical leadership as well as to help them reflect on their role as a pedagogical leader and how this might be developed further or improved through professional reflection and dialogue including with a peer from another childhood practice or associated agency setting in class and in situ.

By the end of this course students will be able to:

1. have enhanced their knowledge, skills and commitment apropos how children develop and learn including via sharing good practice

2. monitor and compare the quality of provision in their own and others' establishments apropos leading practice including the appropriate professional cultural values (e.g. passion) and practices to ensure best outcomes for children

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.