Qualifi Level 7 Diploma in Educational Management and Leadership Assessment Brief 2026

Qualifi L7 Diploma in Educational Management and Leadership Assessment Brief

About QUALIFI

QUALIFI is recognised and regulated by Ofqual (Office of Qualifications and Examinations Regulator). Our Ofqual reference number is RN5160. Ofqual regulates qualifications, examinations, and assessments in England.

As an Ofqual recognised Awarding Organisation, QUALIFI is required to carry out external quality assurance to ensure that centres approved for the delivery and assessment of QUALIFI’s qualifications meet the required standards.

Why Choose QUALIFI Qualifications?

QUALIFI qualifications aim to support learners to develop the necessary knowledge, skills and understanding to support their professional development within their chosen career and or to provide opportunities for progression to further study. Our qualifications provide opportunities for learners to:

• apply analytical and evaluative thinking skills
• develop and encourage problem solving and creativity to tackle problems and challenges
• exercise judgement and take responsibility for decisions and actions
• develop the ability to recognise and reflect on personal learning and improve their personal, social, and other transferable skills.

Employer Support for the Qualification Development

During the development of this qualification QUALIFI consults a range of employers, providers, and existing centres (where applicable) to ensure rigour, validity and demand for the qualification and to ensure that the development considers the potential learner audience for the qualification and assessment methods.

Equality and Diversity

QUALIFI’s qualifications are developed to be accessible to all learners who are capable of attaining the required standard. QUALIFI promotes equality and diversity across aspects of the qualification process and centres are required to implement the same standards of equal opportunities and ensure teaching and learning are free from any barriers that may restrict access and progression.

Learners with any specific learning need should discuss this in the first instance with their approved centre who will refer to QUALIFI’s Reasonable Adjustment and Special Consideration Policy.

Qualification Title and Accreditation Number

This qualification has been accredited to the Regulated Qualification Framework (RQF) and has its own unique Qualification Accreditation Number (QAN). This number will appear on the learner’s final certification document. Each unit within the qualification has its own RQF code. The QAN for this qualification is as follows:

QUALIFI Level 7 Diploma in Educational Management and Leadership 603/6176/1

Qualification Rationale, Aims and Learning Outcomes

Rationale of the QUALIFI Level 7 Diploma in Educational Management and Leadership

The qualification has been created to develop learners’ understanding of policy, management theory and practice in education. It provides learners with an opportunity to engage with the challenges facing professionals and policy makers and will provide knowledge that underpins the ability to work as an effective manager in the education sector.

The qualification also combines both theoretical and practical knowledge in the education profession and will develop and enhance knowledge and skills in the areas of leading change, effective performance and team leadership. Learners will be able to work in a variety of roles within education administration and/or management.

It is envisaged that this programme will encourage both academic and professional development so that learners can move forward to realise not just their own potential but also that of organisations across a broad range of sectors. The qualification will enable learners to become independent, self-directed learners with tools and motivation to continue learning, developing and reflecting on practice throughout their careers.

The Diploma is accredited at the postgraduate Level 7. The programme has a total equivalence of 120 credits Completing the Diploma allows access to a dissertation at one of our university partners for a related master’s degree.

Aims of the QUALIFI Level 7 Diploma in Educational Management and Leadership

Level 7 qualifications are designed to develop the knowledge, understanding and skills learners require to deal with the complexities of management in a business context, and to develop their ability to lead change in organisations.

The Qualifi Level 7 Diploma in Educational Management and Leadership aims to give learners the opportunity to:

1. Gain a recognised qualification from an internationally recognised awarding organisation.
2. Learn from a curriculum supported by the most recent content relevant to a contemporary educational management environment.
3. Develop new skills and knowledge that can be immediately applied.
4. Prepare for higher-level positions in educational management through personal and professional development as a leader who thrives in complex and globally diverse environments.
5. Have assessments marked and moderated by respected professionals with practical experience across a number of education, business, leadership and management fields.
6. Be supported by a digital online platform and develop a personalised e-portfolio to improve the transparency and portability of the qualification.
7. Progress along a pathway to gain a higher-level qualification.

Learning Outcomes of the QUALIFI Level 7 Diploma in Educational Management and Leadership

The overall learning outcomes of the qualification are for learners to: 

1. To understand and apply the principles of management strategy in an educational environment
2. Review and apply the principles of educational leadership within industry
3. To improve the employability of learners by allowing them to explore the relationship between management theories and their practical application in education.
4. Analyse problem-solving techniques specific to education.
5. Select, collate, review and analyse information form a wide range of sources
6. Work independently and as part of a team
7. Manage one’s own personal development and growth.

The learning outcomes and assessment criteria for each unit are outlined in the unit specifications.

Delivering the Qualification

External Quality Assurance Arrangements

All centres are required to complete an approval process to be recognised as an approved centre. Centres must have the ability to support learners. Centres must commit to working with QUALIFI and its team of External Quality Assurers (EQAs). Approved centres are required to have in place qualified and experienced tutors. All tutors are required to undertake regular continued professional development (CPD).

Approved centres will be monitored by QUALIFI External Quality Assurers (EQAs) to ensure compliance with QUALIFI requirements and to ensure that learners are provided with appropriate learning opportunities, guidance and formative assessment.

QUALIFI’s guidance relating to invigilation, preventing plagiarism and collusion will apply to centres.

Unless otherwise agreed, QUALIFI:

• sets all assessments;
• moderate’s assessments prior to certification;
• awards the final mark and issues certificates.

Learner Induction and Registration

Approved centres should ensure all learners receive a full induction to their study programme and the requirements of the qualification and its assessment.

All learners should expect to be issued with the course handbook and a timetable and meet their personal tutor and fellow learners. Centres should assess learners carefully to ensure that they are able to meet the requirements qualification and that, if applicable, appropriate pathways or optional units are selected to meet the learner’s progression requirements.

Centres should check the qualification structures and unit combinations carefully when advising learners. Centres will need to ensure that learners have access to a full range of information, advice and guidance to support them in making the necessary qualification and unit choices. During recruitment, approved centres need to provide learners with accurate information on the title and focus of the qualification for which they are studying.

All learners must be registered with QUALIFI within the deadlines outlined in the QUALIFI Registration, Results and Certification Policy and Procedure.

Entry Criteria

Approved centres are responsible for reviewing and making decisions as to an applicant’s ability to complete the learning programme successfully and meet the demands of the qualification. The initial assessment by the centre will need to consider the support that is readily available or can be made available to meet individual learner needs as appropriate.

The qualification has been designed to be accessible without artificial barriers that restrict access. For this qualification, applicants must be aged 19 years or over.

Learners are expected to hold the following:

• Level 6 qualification or:
• First Degree.

In the case of applicants whose first language is not English, then IELTS 6 (or equivalent) is required. International qualifications will be checked for appropriate enrolment to UK higher  education postgraduate programmes where applicable. The applicants are normally required to produce two supporting references, at least one of which should preferably be academic.

In certain circumstances, applicants with considerable experience but no formal qualifications may be considered, subject to interview and being able to demonstrate their ability to cope with the demands of the qualification.

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether learners can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.

QUALIFI encourages centres to recognise learners’ previous achievements and experiences whether at work, home or at leisure, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning. RPL enables recognition of achievement from a range of activities using any valid assessment methodology. Provided that the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification.

Evidence of learning must be valid and reliable. For full guidance on RPL please refer to QUALIFI’s Recognition of Prior Learning Policy.

Data Protection

All personal information obtained from learners and other sources in connection with studies will be held securely and will be used during the course and after they leave the course for a variety of purposes and may be made available to our regulators. These should be all explained during the enrolment process at the commencement of learner studies. If learners or centres would like a more detailed explanation of the partner and QUALIFI policies on the use and disclosure of personal information, please contact QUALIFI via email support@QUALIFI-international.com

Learner Voice

Learners can play an important part in improving the quality through the feedback they give. In addition to the on-going discussion with the course team throughout the year, centres will have a range of mechanisms for learners to feed back about their experience of teaching and learning.

Professional Development and Training for Centres

QUALIFI supports its approved centres with training related to our qualifications. This support is available through a choice of training options offered through publications or through customised training at your centre.

The support we offer focuses on a range of issues including:

• planning for the delivery of a new programme;
• planning for assessment and grading/developing effective assignments;
• building your team and teamwork skills;
• developing learner-centred learning and teaching approaches;
• building in effective and efficient quality assurance systems. Please contact us for further information.

Progression and Links to other QUALIFI Programmes

Completing the QUALIFI Level 7 Diploma in Educational Management and Leadership will enable learners to progress to:

• QUALIFI Level 8 Diploma.
• A university partner to compete a master’s degree.
• Employment in an associated profession.

Qualification Structure and Requirements

Credits and Total Qualification Time (TQT)

The QUALIFI level 7 Diploma in Educational Management and Leadership is made up of 120 credits which equates to hours 1200 of TQT.

Total Qualification Time (TQT) is an estimate of the total amount of time that could reasonably be expected to be required for a learner to achieve and demonstrate the achievement of the level of attainment necessary for the award of a qualification.

Examples of activities that can contribute to Total Qualification Time includes guided learning, independent and unsupervised research/learning, unsupervised compilation of a portfolio of work experience, unsupervised e-learning, unsupervised e-assessment, unsupervised coursework, watching a prerecorded podcast or webinar, unsupervised work-based learning.

Guided Learning Hours (GLH) are defined as the time when a tutor is present to give specific guidance towards the learning aim being studied on a programme. This definition includes lectures, tutorials and supervised study in, for example, open learning centres and learning workshops, live webinars, telephone tutorials or other forms of e-learning supervised by a tutor in  real time. Guided learning includes any supervised assessment activity; this includes invigilated examination and observed assessment and observed work-based practice.

Rules of Combination

Learners must complete 2 mandatory units and choose 4 optional units to achieve a minimum of 120 credits total.

Achievement Requirements

Learners must demonstrate they have met all learning outcomes and assessment criteria for all the required units to achieve this qualification. QUALIFI will issue certificates to all successful learners via their registered centres.

Awarding Classification/Grading

This qualification grading is Pass/Fail.  All units will be assessed internally through written assignment, marked internally by the QUALIFI approved centre and subject to external quality assurance by QUALIFI.

Assessment  Strategy   and  Guidance

QUALIFI will provide assessments for each unit of this qualification. These tasks will address all learning outcomes and related assessment criteria, all of which must be demonstrated/passed in order to achieve the qualification.

The tasks will enable learners to draw on work-related information and/or examples wherever possible. Some assessment tasks will contain a practical assignment which will require observation by an assessor (see Assessment Guidance for further information).

The assessment tasks will require learners to draw on real organisational information or case studies to illustrate their answers. To support this activity during the programme of learning, centres are required to make sure that they include case studies of relevant organisations and, wherever possible, encourage learners to draw on work-place opportunities to undertake research and investigation to support their learning.

QUALIFI provides a Candidate Workbook for each unit that learners should use to record their answers and/or cross-reference any supporting evidence relating to a practical task. Approved centres should request a copy of the assessment workbook.

Learner assessments will be marked internally by the approved centre and will be subject to external moderation by QUALIFI prior to certification.

All learning outcomes and related assessment criteria must be demonstrated/passed in order to achieve the qualification. To achieve a ‘pass’ for each of the units, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the standards specified by all assessment criteria.

Qualifi will provide a combination of assessment that cover the learning outcomes and assessment criteria. These may be as follows.

1: Formative Assessment

Formative assessment is an integral part of the assessment process, involving both the Tutor/Assessor and the learner about their progress during the course of study. Formative assessment takes place prior to summative assessment and focuses on helping the learner to reflect on their learning and improve their performance and does not confirm achievement of grades at this stage.

The main function of formative assessment is to provide feedback to enable the learner to make improvements to their work. This feedback should be prompt, so it has meaning and context for  the learner and time must be given following the feedback for actions to be complete. Feedback on formative assessment must be constructive and provide clear guidance and actions for improvement. All records should be available for auditing purposes, as we may choose to check records of formative assessment as part of our ongoing quality assurance. Formative assessments will not contribute to the overall mark of the units.

2: Summative Assessment

Summative assessment is used to evaluate learner competence and progression at the end of a unit or component. Summative assessment should take place when the assessor deems that the learner is at a stage where competence can be demonstrated.

Learners should be made aware that summative assessment outcomes are subject to confirmation by the Internal Verifier and External Quality Assurer (EQA) and thus is provisional and can be overridden. Assessors should annotate on the learner work where the evidence supports their decisions against the assessment criteria. Learners will need to be familiar with the assessment and grading criteria so that they can understand the quality of what is required.

Evidence of both formative and summative assessment MUST be made available at the time of external quality assurance – EQA.

Unit Specifications

Unit EDML701 Assignment Brief

Aim

The aim of this unit is to explore the links between leadership and management at a strategic level. Different leadership styles and underlying principles and concepts will be considered.

The unit will also explore how  team performance can be evaluated and optimised to realise strategic business and operational objectives.

The unit covers the links between strategic management and leadership, key leadership principles, theory and organisational strategy.

Learning Outcomes and Assessment Criteria

 Suggested Reading List

• Amanchukwu, R.N., Stanley, G.J., and Ololube, N.P. (2015). A review of leadership theories, principles and styles and their relevance to educational management. Management, 5(1), 6-14
• Basham, L.M. (2012). Transformational leadership characteristics necessary for today’s leaders in higher education. Journal of International Education Research, 8 (4), 343-347.
• Bolman, L.G., Deal, T.E. (2017). Reframing Organizations, 6th Ed., Jossey-Bass
• Bush, T. (2006). Theories of Educational Management. National Council of Professors of Educational Management.
• Debowski, S., Blake, V. (2004). The developmental needs of higher education academic leaders in encouraging effective teaching and learning. In Seeking Educational Excellence. Proceedings of the 13th Annual Teaching Learning Forum, 9-10 February 2004. Perth: Murdoch University.
• Jiang, M., Lu, S. (2020). To empathize, or not empathize in educational leadership. Journal of Organizational & Educational Leadership, 5(1), Article 3.
• Khan, A. Z., Nosheen, A. (2014). Impact of Leadership Styles on Organizational Performance. Journal of Management Sciences, 2(11), 501-515.
• Lasater (2016). School leader relationships: The need for explicit training on rapport, trust, and communication. Journal of School Administration Research and Development,

1(2), pp. 19-26. Retrieved from https://files.eric.ed.gov/fulltext/EJ1158155.pdf

• Mahmood, Z., Basharat, M. and Bashir, Z. (2012). Review of classical management theories. International Journal of Social Sciences and Education, (2)1, 512-522.
• McClesky, J.A. (2014). Situational, Transformational, and Transactional Leadership and Leadership Development. Journal of Business Studies Quarterly, 5 (4), 117-130.
• Robinson, V.M.J., Lloyd, C.A., and Rowe, K.J. (2007). The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types. Iterative Best Evidence Synthesis program of the New Zealand Ministry of Education.
• Schrik, P., Wasonga, T.A. (2019). The role of a school leader in academic outcomes:

Between self- efficacy and outcome expectations. Athens Journal of Education, 6(4), 271-306.

• Singphen, T., Poopayang, P., Siphai, S., and Charoensuk, P. (2019). Strategic leadership factors of school administrators influencing the effectiveness of small- sized schools. International Journal of Educational Administration and Policy Studies, 11(3), 20-28
• Sreeramana, A. (2016). Creating Innovators through setting up organizational Vision, Mission, and Core Values: A Strategic Model in Higher Education. International Journal of Management, IT and Engineering (IJMIE), 6(1), 310-324.
• Sreeramana, A. (2015). How an effective leadership and governance supports to achieve institutional vision, mission and objectives. International Journal of Multidisciplinary Research and Development, 2 (5), 154-161.
• Yanney, J. P. (2014). Business Strategy and Leadership Style: Impact on Organizational Performance in the Manufacturing Sector of Ghana. American Journal of Industrial and Business Management, 4(12).

Unit EDML702 Assignment Brief

Aim

The aim of this unit is to provide learners with a thorough understanding of the link between current educational research and practice by developing understanding of educational theory, policy and practice.

Learning Outcomes and Assessment Criteria

Suggested Reading List

• Antony, J., Krishan, N., Cullen, D., Kumar, M. (2012). Lean Six Sigma for higher education institutions (HEIs). International Journal of Productivity and Performance Management, 61(8), 940 – 948.
• Dennick, R. (.2012). Twelve tips for incorporating educational theory into teaching practices. Medical Teacher, 34, 618–624.
• Fryer, K., Antony, J. & Douglas, A. (2007). Critical success factors of continuous improvement in the public sector. The TQM Magazine, 19(5), 497-517.
• Fuller, K. & Stevenson, H. (2019). Global education reform: understanding the movement. Educational Review, 71(1), 1-4.
• O’Mahony, K., Garavan, T. E. (2012). Implementing a quality management framework in a higher education organization. Quality Assurance in Education, 20(2), 184 – 200.
• Park, S., Hironaka, S., Carver, P., & Nordstrom, L. (2013). Continuous Improvement in Education. Carnegie Foundation for the Advancement of Teaching and Learning.
• Shih, Y. (2018). Rethinking Paulo Freire’s Dialogic Pedagogy and Its
• Implications for Teachers’ Teaching. Journal of Education and Learning, 7(4), 230-235
• Toland, P (2018). Global Education Policy and International Development: New Agendas, Issues and Policies, Policy & Practice: A Development Education Review, 27, 209-215.

Unit EDML703 Assignment Brief

Aim

The aim of this unit is to develop learners’ understanding of ways in which educational leadership and management can provide support during the process of change, developing leadership in the learners’ own educational context.

Learning Outcomes and Assessment Criteria

Required Text

Hayes, J. (2018). The Theory and Practice of Change Management. Palgrave: London

Scholarly Articles

• Clement, J. (2014). Managing mandated educational change. School Leadership & Management, 34(1), 39-51.
• Kamarudin, M.F., Starr, K., Abdullah, A.N. & Husain, K. (2014). Communicating change in organizational restructuring: a grounded theory case study, in I-COME 2014:Communication, Empowerment and Governance: The 21st Century Enigma. Proceedings of the International Conference on Communication and Media 2014 (I-COME), Elsevier, Amsterdam, The Netherlands, pp. 496-501.

• Kuzhda, T. (2016). Diagnosing resistance to change in the change management process. Economics, Management and Sustainability, 1(1), 49-59. doi:10.14254/jems.2016.1-1.5.
• Mento, A., Jones, R.M., & Dirndofer, W., (2002). A change management process:Grounded in both theory and practice, Journal of Change Management, 3(1), 45–59.

• Patria, B. (2012). Change Management in the Higher Education Context: A case of student-centred learning implementation. International Journal of Education, 4(4), 176-191.
• Shen, Y. (2008). The Effect of Changes and Innovation on Educational Improvement. International Education Studies, 1(3), 73-77.
• Shirley, D. (2016). How to lead educational change. Journal of Educational Change, 17,281– 285.
• Waddell, D., Sohol, A.S. (1998). Resistance: a constructive tool for change management. Management Decision, 36(8), 543–548.
• Weiner, B. J. (2009). A theory of organizational readiness for change. Implementation Science, 4(67).
• Wood, P. (2017). Overcoming the problem of embedding change in educational organizations: A perspective from Normalization Process. Theory in Education, 31(1), 33–38.
• Yılmaz, D. and Kılıçoğlu, G. (2-13). Resistance to change and ways of reducing resistance in educational organizations. European Journal of Research on Education, 1(1), 14-21

Unit EDML704 Assignment Brief

Aim

The aim of this unit is to develop learners’ theoretical and practical grounding in approaches to teaching and learning, related to subject pedagogic knowledge and pedagogic practices.

Learning Outcomes and Assessment Criteria

Required Text

• Merriam, S. B., Bierema, L.L. (2014). Adult Learning: Linking Theory to Practice. San Francisco, CA: Wiley

Suggested Readings

• Aliakbari, M. and Elham Faraji, E. (2011). Principles of Critical Pedagogy. Second International Conference on Humanities, Historical and Social Sciences IPEDR, 17, 77-85.
• Bates, A. W. (2015). Teaching in a Digital Age. Retrieved at https://opentextbc.ca/teachinginadigitalage/ Clark, R., Harrelson, G.L. (2002). Designing Instruction That Supports Cognitive Learning Processes.
• Journal of Athletic Training, 37(4), 152-159.
• Deignan, T. (2009). Enquiry-Based Learning: perspectives on practice. Teaching in Higher Education, 14(1), 13-28.
• Freire, P. (2005). Pedagogy of the Oppressed, 30th Anniversary Edition. New York: Continuum.
• Husbands, C. and Pearce, J. (2012). What Makes Great Pedagogy? Nine Claims from Research. National College for School Leadership.
• Herrington, A. J. & Herrington, J. A. (2007). What is an authentic learning environment? In L. A. Tomei (Eds.), Online and distance learning: Concepts, methodologies, tools, and applications (pp. 68-77).
• Hershey, PA: Information Science Reference.
• Johnson, C.M. (2005). Establishing an Online Community of Practice for Instructors of English as a Foreign Language. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Graduate School of Computer and Information Sciences. (614)
• Larsen, L.L., (2012). “Teacher Education Research Between National Identity and Global Trends.” Pedagogical Approaches – Insights for Teachers of Adults. NAFOL Conference.
• Nelson, R., Spence-Thomas, K. & Taylor, C. (2015). What makes great pedagogy and great professional development: A final report. National College for Teaching and Leadership. Retrieved from https://dera.ioe.ac.uk/22157/1/What_makes_great_pedagogy_and_great_profession al_developm ent_final_report.pdf
• O’Connor, C. (2015). A Practice-Led Approach to Aligning Learning Theories with Learning and Teaching Strategies in Third Level Chemistry Education. Irish Journal of Academic Practice, 4(1), Article 7.
• O’Riordan, F. (2018). Transformational pedagogy through curriculum development discourse. J. Innovation and Learning, 23(2), 244-260.
• Patel, N. H. and Herick, D. (2010) Collaborating in Higher Education: Improving Pedagogical Practice. scholarlypartnershipsedu, 5(2), Article 7.
• Webster-Wright, A. (2009). Reframing Professional Development Through Understanding Authentic Professional Learning. Review of Educational Research, 79(2), 702-739.   

Unit EDML705 Assignment Brief

Aim

The aim is this unit is to develop learners’ understanding of reflective practice in order to apply this to their and other’s roles in an educational context, leading planning for personal development.

Learning Outcomes and Assessment Criteria

Required Text

• Malthouse, R., Roffey-Barentsen, J. (2013). Reflective Practice in Education and Training, 2^nd Ed. London: Sage Publications, Learning Matters.

Suggested Reading

• Bell, A., Rosina Mladenovic, R. (2013). How tutors understand and engage with reflective practices. Reflective Practice, 14(1), 1-11.
• Boud, D. & Walker, D. (1998). Promoting reflection in professional courses: the challenge of context. Studies in Higher Education, 23(2), 191-206.
• Clegg, S. (2000). Knowing through reflective practice in higher education. Educational Action Research, 8(3), 451-469.
• Coghlan, D., Brannick, T. (2005). Doing Action Research in Your Organization. London: Sage.
• Finlay, L. (2008). Reflecting on ‘Reflective practice. Practice Based Professional Learning Centre. The Open University.
• Jordi, R. (2011). Reframing the concept of reflection: Consciousness, experiential learning, and reflective learning practices. Adult Education Quarterly, 61(2), 181-197.
• Larivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307
• Mathew, P., Mathew, P., & Peechattu, P. J. (2017). Reflective practices: A means to teacher development. Asian Pacific Journal of Contemporary Education and Communication Technology, 3(1), 126-131.
• McLeod, L. (1999). Using Action Research to Develop a Professional Development Programme in an Early Childhood Setting. New Zealand Research in Early Childhood Education, 41-51.
• Miraglia, R., Asselin, M.E. (2015). Reflection as an educational strategy in nursing professional development. Journal for Nurses in Professional Development, 31(2), 62 -72.
• Pitsoe, V., Maila, M. (2013). Re-thinking Teacher Professional Development through Schön’s Reflective Practice and Situated Learning Lenses. Mediterranean Journal of Social Sciences, 4(3), 211-218
• Russell, T. (2013). Has Reflective Practice Done More Harm than Good in Teacher Education? Phronesis, 2 (1), 80–88.
• Stingu, M. M. (2012). Reflexive practice in teacher education: facts and trends. Procedia – Social and Behavioural Sciences, 33, 617-621
• Walker, D. (1985). “Writing and Reflection,” in Boud, D., Keogh R. & Walker, D. (1985), Reflection: Turning Experience into Learning. London: Kogan Page, 52-68.
• Zulfikar, T., Mujiburrahman. (2018). Understanding own teaching: becoming reflective teachers through reflective journals. Reflective Practice, 19(1), 1-13.

Unit EDML706 Assignment Brief

Aim

The aim of this unit is to develop learners’ research skills to include understanding different research approaches, formulation of research proposals, planning research activity, analysing and interpreting data, and the relationship between research and evidence-based practice.

Learning Outcomes and Assessment Criteria

Required Text

• Punch, K. F. & Oancea, A., (2014). Introduction to Research Methods in Education. London: Sage. 

Suggested Reading

• Deasy, C., Coughlan, B., Pironom, J., Jourdan, D., & Mannix-McNamara, P. (2014). Psychological distress and coping amongst higher education students: A mixed method enquiry. Plos one, 9(12), e115193.
• Elliot, M., Fairweather, I., Olsen, W.K., and Pampaka, M. (2016). A Dictionary of Social Research Methods. Oxford, UK: Oxford University Press
• Gerber, P. J. (2012). The impact of learning disabilities on adulthood: A review of the evidenced-based literature for research and practice in adult education. Journal of Learning Disabilities, 45(1), 31-46.
• Gibbs, P., Cartney, P., Wilkinson, K., Parkinson, J., Cunningham, S., James-Reynolds, C., … & MacDonald, A. (2017). Literature review on the use of action research in higher education. Educational Action Research, 25(1), 3-22.
• Kivunja, C. (2018). Distinguishing between Theory, Theoretical Framework, and Conceptual Framework: A Systematic Review of Lessons from the Field. International Journal of Higher Education 7(6), 44-53.
• Manhães, L. M. B., da Cruz, S. M. S., & Zimbrão, G. (2014, April). The Impact of High Dropout Rates in a Large Public Brazilian University-A Quantitative Approach Using Educational Data Mining. In CSEDU (3), 124-129.
• Ramanaik S, Collumbien M, Prakash R, Howard-Merrill L, Thalinja R, Javalkar P, et al. (2018). Education, poverty and “purity” in the context of adolescent girls’ secondary school retention and dropout: A qualitative study from Karnataka, southern India. PLoS ONE 13(9): e0202470. https://doi.org/10.1371/journal. pone.0202470.
• Victoria Clarke & Virginia Braun (2017) Thematic analysis. The Journal of Positive Psychology, 12(3), 297-298.

Unit EDML707 Assignment Brief

The unit will also offer a framework for each individual’s evaluation of their academic and professional action plans for personal and professional learning.

Learning Outcomes and Assessment Criteria

Suggested Reading

• Adams, R. (ed.) (2012) Working with children and families. London. Palgrave Macmillan
• Arnold, C. Ed. (2012) Improving your reflective practice through stories of practitioner
• London: Routledge.
• Costly, C., Elliott, G. & Gibbs, P. (2010) Doing Work Based Research. Approaches to Enquiry
• for Insider-Researchers. London: Sage
• Ghaye, T., (2011), Teaching and Learning through Reflective Practice, second edition,
• Abingdon: Routledge.
• Schön, D., (1991), The Reflective Practitioner: How Professionals Think in Action, Farnham:
• Boulton, G. (2014) Reflective Practice: Writing and Professional Development. London: Sage
• Frost, N. & Dolan, P. (2012) ‘The Theoretical Foundations of Family Support Work’, in Davies,
• (ed.) Social Work with Children and Families. Houndmills: Palgrave Macmillan, pp. 40-49
• Moon, J., (2006), Learning Journals: A Handbook for Reflective Practice and Professional
• Development, Abingdon: Routledge.
• Pollard, A. (2014) Readings for reflective teaching in schools, London: Bloomsbury Academic.
• Reed, M. & Canning, N. (2010) Reflective Practice in the Early Years. London: Sage.

Unit EDML708 Assignment Brief

Aim

The aim of this unit is to help learners identify and develop a focus on research and approaches to the analysis of data such as phenomenological and hermeneutic approaches and descriptive statistics. In addition to this, learners will be able to formulate and justify an approach for pursuing enquiries that takes account of different epistemological and methodological traditions of research.

Learning Outcomes and Assessment Criteria

Suggested Reading

• Bell J and Waters S (2014) Doing your research project, 6 th edition, Maidenhead: McGraw Hill Education
• Fulford, A., and Hodgson, N., (2016), Philosophy and Theory in Educational Research: Writing in the Margin, Abingdon: Routledge.
• Mukherji, P., and Albon, D. (2015) Research Methods in Early Childhood, second edition, London: Sage.
• Newby, P., (2014), Research Methods for Education, second edition, Harlow: Pearson.
• O’Reilley, M., and Parker, N. (2014) Mental Health Research with Children and Adolescents: A Guide to Qualitative Methods, London: Sage.
• Punch, K., and Oancea, A. (2014) Introduction to Research Methods in Education, London: Sage.
• Sargeant, J. and Harcourt, D. (2012) Doing ethical research with children [electronic resource]. Open University Press.
• Thomas, G. (2013) How to Do Your Research Project: A Guide for Students in Education and Applied Social Sciences, second edition, London: Sage.
• Thomas, G., (2013), How to Do Your Research Project: A Guide for Students in Education and Applied Social Sciences, second edition, London: Sage.
• Workman B and Nottingham P (2015) Work based projects, in Helyer R (2015) The Work Based Learning Student Handbook, 2nd edition, pp 253- 277, London: Palgrave

Unit EDML709 Assignment Brief

Aim

The aim of this unit is to assist educators in comprehending the theories that drive recommendations for best practice and calls for action in a challenging and quickly evolving professional context. It introduces learners to a small range of important thinkers that have had, or currently exert influence, on educational thought and practice. It will also use case study examples of the way that lines between academic theory and educational practice can be crossed and re-crossed by professionals.

Finally, the unit is designed to build confidence in reading and triangulating theory and practice for members of a profession often called to think and react quickly to situations or policy changes.

Learning Outcomes and Assessment Criteria

Suggested Reading

• Aubrey, K. and Riley, A. (2017) Understanding and Using Challenging Educational Theories. London: SAGE
• Biesta, G., Allan, J. and Edwards, R. (2014) Making a Difference in Theory. Abingdon: Routledge
• Peim, N. (2018) Thinking in Education Research: Applying Philosophy and Theory. London: Bloomsbury
• Smith, S.R., (2016) Applying theory to policy and practice: issues for critical reflection. London: Routledge
• Giroux, H. (1988) Teachers as Intellectuals. New York: Bergin and Garvey
• Moore, R. (2004) Education and Society: Issues and Explanations in the Sociology of
• Cambridge, UK: Polity Press
• Murphy, M. (2013) Social Theory and Education Research; Understanding Foucault,
• Habermas, Bourdieu and Derrida. Abingdon: Routledge
• Palmer, J. (2001) Fifty modern thinkers on education: from Piaget to the present. London: Routledge
• Thomas, G. (2007) Education and Theory: Strangers in Paradigms. Maidenhead: OUP.
• Williams, R. (1988) Keywords. London: Fontana Press  

Unit EDML710 Assignment Brief

Aim

The aim of this unit is to introduce learners to a wide range of new and emerging topics from many educational sectors. The content will allow learners to explore a range of philosophical, theoretical and practical issues facing those working in contemporary educational contexts and will allow learners to contextualise their learning on new perspectives/initiatives appropriately. Also, learners will develop knowledge, critical understanding and skills through an engagement with the new perspectives on and  issues about education.

Learning Outcomes and Assessment Criteria

Suggested Reading

• Edwards, A., (2012), New Technology and Education, London: Bloomsbury.
• Gorard, S., and See, B.H., (2014), Overcoming Disadvantage in Education, Abingdon: Routledge.
• McArthur, J., (2014), Rethinking Knowledge within Higher Education, London: Bloomsbury.
• Sala, S. D. and Anderson, M., (Eds), (2012), Neuroscience in Education, Oxford: OUP.
• Skelton, C., Francis, B., and Smulyan, L., (2007), The Sage Handbook of Gender and
• Education, London: Sage.
• Eacott, S., and Evers, C., (2016), New Directions in Educational Leadership, Abingdon:
• McEntarfer, H.K., (2016), Navigating Gender and Sexuality in the Classroom, Abingdon:
• November, A., (2010), Empowering Students with Technology second edition, London: Sage.
• Race, R., (2012), Multiculturalism and Education, London: Bloomsbury.

Answer

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