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Session: 2022/23

Last modified: 14/12/2022 15:03:58

Title of Module: Leading Learning

Code: EDUC09020 SCQF Level: 9
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:N  Allan

Summary of Module

The module is designed for experienced practitioners working in early years establishments and enables the practitioner to make the transition to leading a learning community.

The module examines concepts of Early Childhood Education and Care (ECEC), acknowledged internationally as a holistic approach to service provision which takes place in the home, establishment and community. Comparisons are drawn against the concept of Early Learning and Child Care (ELCC) which suggests that early learning and childcare are indivisible and views learning as a continuous action, recognising the assets of the child and interactions with significant individuals.  

The module explores concepts and theories of curriculum and pedagogy, focussing upon development and learning from before birth to eight years. Students will examine a range of guidelines for practice, learning and curriculum and use relevant frameworks to identify values, knowledge and skills which practitioners are expected to bring to the sector.

Drawing on previous knowledge of motivation, delegation and distributed leadership, students will lead a workplace project which demonstrates the importance of valuing children as autonomous learners and active agents in shaping curriculum and learning experiences. Concepts of wellbeing, communication, creativity, inquiry, curiosity and opportunities for play and rest will be explored as determinants of effective learning.

This will allow students to reflect upon their knowledge and skills in using stakeholder consultation, distributed leadership approaches and reflection on evidence to drive effective innovation and change in leading children’s learning. 


The module will be delivered by blended learning, including workplace learning, supervised by a mentor.




Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

Online with mandatory face-to-face learning on Campus

Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:


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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2check markTerm 3check mark

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Critically analyse principal theories, pedagogical approaches and national and international frameworks which inform practice in childhood establishments.

L2. Apply and evidence keys skills necessary for the implementation of pedagogical approaches and frameworks in ways which take account of their own and other professionals' responsibilities and the perspectives of stakeholders.

L3. Use skills of critical self-evaluation and reflection upon evidence to demonstrate ability to lead a team of colleagues in driving effective innovation and change in leading children's learning.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 9.

Knowledge of national/international frameworks for practice with children from before birth to eight years of age, psychological theory and pedagogical approaches relevant to the implementation of the frameworks.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Use professional self-evaluation and reflection on evidence to lead a team of colleagues in a workplace project on leading children's learning.

Generic Cognitive skills SCQF Level 9.

Analyse aspects of government frameworks and inform practice through synthesis of ideas, concepts and information.

Communication, ICT and Numeracy Skills SCQF Level 9.

Make formal and informal presentations to colleagues about personal professional values in relation to pedagogy and practice.

Autonomy, Accountability and Working with others SCQF Level 9.

Exercise some autonomy in carrying out the research whilst taking responsibility for the work of others, adhering to SSSC Codes of Conduct.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Children's Learning Pre-Birth to 6
Other:or equivalent to the above module.
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
Use of VLE, Interactive Whiteboards, on-line tutor/student led discussions. Lectures, tutorials, student-led seminars, group-work, role-play, presentations, workshops, problem based learning, self study packs, guided research and placement will be used to develop student learning. Formative and summative assessments will be used including such instruments as essay, assignments, seminars, and seminar papers and presentations.
Student handbooks, and other detailed material made available to students, will give more specific information on the particular learning and teaching methodologies, and combinations of these methodologies, to be used for timetabled student sessions. This will clarify for students both their expectations for timetabled sessions, and their expectations for the overall balance of learning and teaching methodologies to be used during the module. The module will be delivered by blended learning, including face to face delivery, online learning using VLE and workplace learning, supervised by a mentor.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:
Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery36
Work Based Learning/Placement 100
Independent Study64
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Education Scotland (2016) How Good Is Our Early Learning and Child Care?. Livingston. Education Scotland.

Paige-Smith,A. and Craft. A. (2011) Developing reflective practice in the early years. Maidenhead. Open University Press. Available as e-book.

Rodd, J. (2013) Leadership in early childhood. Maidenhead. Open University Press

SSSC (2015) The Revised Standard for Childhood Practice. Dundee. SSSC.

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All full-time students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations available at the following link:

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Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelChildhood Studies/Practice
ModeratorJ Leslie
External ExaminerJ Shaik Mopidevi
Accreditation DetailsApproval required by SSSC
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Formative Assessment
With reference to relevant theory, research and regulatory frameworks, students will critically discuss leadership of learning within the context of early learning and childcare or out of school care also referring to the importance of involving key stakeholders. This underpins the consideration of LO1.

Summative Assessment (Weighting 100%- 3000 words)
Reflective report on a workplace project which demonstrates ability to use stakeholder consultation, distributed leadership approaches and critical reflection on evidence and relevant theory to drive effective innovation and change in leading children's learning.
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Dissertation/ Project report/ Thesischeck markcheck markcheck mark1000
Combined Total For All Components100% 0 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and learning needs. Using the VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distance learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations.

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.