Artificial Intelligence (3 Years) [BSc]
Leadership of Learning
|Unit level:||Level 2|
|Available as a free choice unit?:||Y
Our aim is for you to use the opportunity of a placement in a school setting to take initiative to support the learning of the children and young people you meet, and simultaneously, further your own learning through completing a weekly reflective learning journal and one or two related assignments.
In terms of transferable skills, you will have the opportunity to enhance skills in communication, problem solving, planning, management, observation, analysis, self-evaluation, and critical reflection; together with knowledge and understanding of many aspects of leadership and professionalism. In addition, the aim is for you to develop your subject knowledge and pedagogic content knowledge by learning how to support children to learn, within the English education system.
Considering as a career in teaching, or working with children and young people in some other way?
Find out what its like to take initiative in supporting and inspiring children and young people to learn in Manchester schools.
Share and learn from other students about your differing beliefs and understandings about education, the complexities of your experiences of working in your placement schools.
Develop your understandings of the English education system; your professional skills through working alongside professionals and pupils in schools; and your critical reflective skills through using a provided critical framework.
Teaching and learning methods
Blended learning includes a combination of 10 hours face-to-face seminar-style academic preparation, supported by materials in Blackboard and independent study. This prepares students for 30 hours of experiential learning from their work placement in a school setting. Mid-way through the placements students come together for a two-hour face-to-face session to share and learn from each other about each other’s diverse school experiences, and to support each other in developing critically reflective skills to analyse and learn from identified incidents in school, using an intellectual critical framework.
Students also complete a journal after each school visit – about 150 words, reflecting on their experiences. Students have the option of uploading these in Blackboard to encourage them to keep up to date with this reflective self-study.
A further total six hours of face-to-face academic seminars is provided for students taking the 20 credit course units, where the focus is more explicitly on leadership skills.
Students are assigned a university academic tutor and have the opportunity of a tutorial per assignment. Students are also offered a review of one draft assignment by their tutor, which is either discussed during the tutorial or via email depending on the students’ preferences.
Students will also be assigned a teacher-coordinator for the duration of their placement. They will receive brief written feedback from their coordinator at the end of their placement, and verbal feedback when requested during their placement. This is in addition to pastoral support and guidance.
There is a school coordinator teacher who is the formal contact with the university in case of logistical problems or school concerns over the progress of the student. In addition, there is a school link teacher, to whom each student is assigned, and to work closely with in the classroom.
The students will be able to:
1. Explain the principles and application of effective teaching and reflective practice;
2. Plan and assess learning: their own and that of the pupils in school;
3. Develop and maintain professional working relationships with teachers and other colleagues; and establish fair, trusting and supportive relationships with groups of school pupils;
4. Develop professional and transferable skills, including communication and interpersonal skills; leadership, planning and management; observation, problem solving, analysis and critical reflection
5. Practise professional skills such as reflective practice that will help in future professional learning;
6. Analyse and critically reflect on their personal learning and professional skills;
7. Explain how teachers take practical account of diversity, and promote equity and inclusion in the classroom.
In addition, for those of you undertaking the 20 credit unit, this will enable you to:
1. Examine and analyse in more depth concepts and theories of leadership;
2. Use these concepts and theories in order to reflect on experiences from the placement and professional learning.
Students will be offered an intellectual frame through which to analyse and critically reflect on complex social situations in school, and their own classroom interactions in these situations
Transferable skills and personal qualities
Our intention is that you will develop a range of transferable skills for future employability, including the opportunity to develop knowledge and understanding of leadership and appropriate characteristics, behaviours and relationships for working in any professional setting.
- Analytical skillsEssay and group work require research and analysis of a range of social and professional situations in school
- Group/team workingProfessional skills and dispositions: Develop appropriate behaviours and relationships for working in a professional context; model positive values, attitudes and behaviours within school
- LeadershipTeaching, learning and leadership skills: The university workshops and school placements provide student with the opportunity to observe, apply principles of effective teaching for learning with peers and to critical reflect on these experience to inform better decision making in the future.
Assessment Further Information
UCIL20001: Semester 1, 10 credits
UCIL21002: Semester 2, 10 credits
o 2000 word written assignment on reflective practice
o 100% weighting
UCIL21001: Semester 1, 20 credits
UCIL 20002: Semester 2, 20 credits
UCIL 21000: Full year course – 20 credits (10 in Sem 1 & 10 in Sem 2)
o 2000 word written assignment on reflective practice (as above)
o 2000 word written assignment on leadership
10 half-days spread over ten weeks, starting in Week 2 or 3. You go to the school on the same half-day each week. The half-day is selected according to your availability and suitability for the school.
Placement activities will include a combination of some or all of the following:
- Supporting group activities;
- Team teaching / delivering part of lesson under supervision;
- One-to-one work with pupils;
- Designing subject specific resources/learning materials;
- Mentoring/coaching (e.g. study skills, time management, aspirational mentoring).
All activities occur under supervision of a teacher.
- University Sessions:
- For the 10 credit unit:
Wed week 1
- University Sessions:
- For the 20 credit unit:
Wed week 3 16.30-18.30 Seven Leading Learning: a conceptual framework – building on experience; theories and models
Wed week 4 16.30-18.30 Eight Case studies in leadership: from schooling and beyond
Thurs week 5 16:30-18.30 Nine Using concepts and theories to guide future
The student will self-evaluate and discuss with their link-teacher their placement progress, areas for improvement, and overall performance.
Academic tutors will give formative feedback on one draft per assignment, as long as this is received in good time so that further changes can be made post-feedback.
Academic tutors will also give a summative % grade and formative feedback for the written assignments in Turnitin, Blackboard.
School coordinators will give brief written feedback to the students at the end of the placement, and verbal feedback at the request of the student.
School coordinators will also provide a brief overview of how well the placement has gone for a particular student, and how well other processes have gone between the University and the schools, to support the placement.
- eAssessment - 10 hours
- Lectures - 11 hours
- Project supervision - 6 hours
- Seminars - 6 hours
- Placement - 30 hours
- Independent study hours - 56 hours