ED3OML-Organisation and Management for Development and Learning

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Terms in which taught: Autumn and Spring (Double presentation)
Non-modular pre-requisites:
Modules excluded:
Module version for: 2016/7

Module Convenor: Dr Geoff Taggart

Email: g.taggart@reading.ac.uk

Summary module description:
This module will enable students to identify the organisational culture of their school or early years setting and evaluate its impact on children’s well-being, development and learning and make adjustments where necessary. It considers how theories and case studies of compassionate leadership and compassionate organisation may relate to educational contexts. It focusses on ways in which practitioners can provide safe, stimulating and encouraging environments that meet children’s needs and enable them to develop and learn. It identifies the effect of different organisational elements, such as the use of the outdoors in a school setting and grouping children by ability, gender or age. It addresses issues of equality and diversity as they affect all aspects of organisational life.

• To evaluate the effectiveness of the provision for supporting children’s learning and development and to take a leading role in making appropriate adjustments
• To consider issues relating to the establishment of fair, respectful, trusting and constructive relationships with colleagues, parents/carers and children
• To know how organisational structure within a workplace can affect the motivation and learning of all children, taking into account equality, diversity and inclusion issues.

Assessable learning outcomes:
On successful completion of the module, students will:
•Understand key theories of leadership and management as related to primary and early years contexts and apply them to generate effective solutions
•Critically evaluate principles of equality and diversity
•Be able to evaluate the effectiveness of the learning environment, with children’s interests, learning and development needs informing decisions for change
•Appraise alternatives and plans and implement actions to be able to lead and manage a process for change
•Be able to communicate assertively with staff, children and other professionals, drawing on research and your own evidence to support the rationale of change

Additional outcomes:
The module will support students in becoming leaders of good practice and agents for change.

Outline content:
In relation to relevant child development theory, identify key areas within an early years or school setting which would benefit from change.
Develop observation skills.
Explore team dynamics and communication.
Principles of transactional analysis.
Assertiveness and ‘non-violent’ communication.
Apply management and leadership theory to practice, in particular appreciative inquiry.
Leadership skills for delivering effective change.

Brief description of teaching and learning methods:
Online materials will support a combination of lectures, seminars, group presentations and independent research. Complementary work based tasks will contribute to the achievement of the intended learning outcomes.

Contact hours:
  Autumn Spring Summer
Lectures 20
Tutorials 10
Guided independent study 90
Placement 80
Total hours by term 200.00
Total hours for module 200.00

Summative Assessment Methods:
Method Percentage
Written assignment including essay 80
Oral assessment and presentation 20

Other information on summative assessment:
A video or online presentation planned for either colleagues or parents to explain what is effective in the work place and the reasons behind a change in the organisation.
A 2000 word assignment providing the rationale for the change, supported by analysis of relevant literature.

Formative assessment methods:

Penalties for late submission:
The Module Convenor will apply the following penalties for work submitted late, in accordance with the University policy.

  • where the piece of work is submitted up to one calendar week after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for the piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
  • where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

  • The University policy statement on penalties for late submission can be found at: http://www.reading.ac.uk/web/FILES/qualitysupport/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.

    Length of examination:

    Requirements for a pass:
    40% overall aggregate

    Reassessment arrangements:
    Resubmission of assignment during the summer resit period.
    Presentation reassessed by submission of PowerPoint presentation and full explanatory notes during summer resit period.

    Additional Costs (specified where applicable):
    1) Required text books: Lewis, S. (2011). Positive Psychology at Work Wiley- Blackwell £27.99
    ISBN: 978-1-119-95056-1

    2) Specialist equipment or materials:
    3) Specialist clothing, footwear or headgear:
    4) Printing and binding:
    5) Computers and devices with a particular specification:
    6) Travel, accommodation and subsistence:

    Last updated: 21 December 2016

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