Postgraduate taught 

Childhood Practice MEd/PgDip

Pedagogy, practice and leadership EDUC51035

  • Academic Session: 2023-24
  • School: School of Education
  • Credits: 30
  • Level: Level 5 (SCQF level 11)
  • Typically Offered: Semester 1
  • Available to Visiting Students: No

Short Description

Examination of pedagogical approaches that can be adopted and shared within childhood practice.



Excluded Courses





The assignment is in two parts:


Part 1

Students will create a written narrative, which discusses and critiques a range of pedagogical approaches which can be undertaken to support children's learning in their Childhood Practice setting. (1750 words +/- 10%) 25%

Part 2

Students will submit a portfolio including reflection on the settings visited and a critical appraisal of the learning opportunities observed, linking comments to relevant theory and documents including the Standard for Childhood Practice (SSSC, 2016). Reflections will be used to identify related improvements to learning opportunities in their own setting and associated developments in their own practice and leadership skills towards meeting the Standard for Childhood Practice. (4000 words +/- 10%) 70%. 

Course Aims

■ To develop students' critical understanding of appropriate pedagogies for Childhood Practice settings, focusing on literacy, numeracy, health, and wellbeing.

■ To link leadership theories with pedagogical knowledge to develop students' expertise as leaders of learning.

Intended Learning Outcomes of Course

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

■ Demonstrate critical awareness of relevant leadership theories.

■ Critically evaluate national and local policy and practice guidance in relation to leadership of learning.

■ Draw on a wide range of sources to identify, critique and justify appropriate pedagogical approaches to support children's learning in an area-literacy, numeracy and health and wellbeing-in Childhood Practice settings.

■ Evaluate the learning opportunities for children and staff provided by their partner's/colleagues setting.

■ Observe and using a professional dialogue approach with your partner/colleague critically reflect on pedagogical practice within the Childhood Practice setting.

■ Identify key aspects of practice with the placement setting, indicate why they are strengths, and synthesize your reflections with theoretical knowledge of pedagogy and leadership approaches to identify implications for practice.

■ Using the above reflections consider practice in your setting and indicate how you can use leadership skills to develop practice in your setting.

Minimum Requirement for Award of Credits

To meet requirements of the Scottish Social Services Council, students are required to submit all elements of an assignment and attendance at 75% of classes is required (3 out of 4 contact days).