module specification

The curriculum leadership module develops critical knowledge and understanding of curriculum policy, strategy, and leadership of learning in educational settings (formal or informal) in the context of theoretical frameworks, ideological debates, and empirical study.  

The module is designed to equip students with the knowledge, understanding and skills to critically analyse how the way in which the curriculum is conceived, led, and managed influences the processes of learning and teaching as well as both educational and social outcomes.  

Students will engage with a wide range of theory and research to explore questions and themes related to curriculum and leadership of learning: 

What is curriculum?

What are the purposes of education and the role of the curriculum in learning?

How are different leadership models and behaviours linked with these purposes?

How does leadership shape the way the curriculum is constructed and delivered?

What influence does curriculum leadership have on student (learner) learning and outcomes and the impact on different groups of learners?

What is the concept of the hidden curriculum and how do differing leadership philosophies and approaches impact the hidden curriculum.

The module will use the UK education system as a point of reference for gaining an in-depth insight into key issues, debates and discourses surrounding curriculum leadership in general.  However, students’ experience of different UK and international contexts will be used to enrich and extend the scope of the module.  

Module aims

Students will engage in activities that enable them to:

critically analyse how the content, delivery and assessment of a school’s curriculum are located within historical, social, cultural, economic and political contexts;

develop a critical understanding of ideological and pedagogical debates underpinning curriculum leadership;

develop a critical insight into different styles and models of curriculum leadership;

develop a critical understanding of the way different approaches to leadership influence curriculum planning, delivery, development and student learning.

Available for Study Abroad? No

Students will be introduced to different theories of leadership in the context education and wider philosophical and sociological ideas and debates. (LO: 1, 3, 5)

Educational philosophies and theories are considered, and students encouraged to critically analyse how these may be applied in different contexts and critiqued using a range of ideological perspectives. (LO: 1, 2)

Students will consider the roles and responsibilities of curriculum leaders in contemporary education, exploring how different dimensions of the curriculum are led and managed in the context of modern educational institutions and settings including the impact of historical, political, social and ideological circumstances. (LO: 1, 2, 3, 4, 5)

Curriculum leadership will be explored through the lens of student outcomes and student learning experiences, including an exploration of the role of leadership in addressing inequalities and disadvantage and the link between education, curriculum and the principles of social justice, social inclusion, and social mobility. (LO: 2, 3, 4)

Learning theories are discussed and explored and the role of curriculum leaders in promoting, assessing, and understanding evidence-based practice and the potential for their application in differing settings, stages, and circumstances.  (LO: 1, 2, 3, 5)

Students will be introduced to key concepts of teacher leadership, organisational development and organisational culture and issues explored in relation to educational policy and strategy and the role of external influences, stakeholders, and socio-economic circumstances in developing, managing and leading learning. (LO: 1, 2, 3, 4, 5)

The module comprises twelve 3-hour scheduled teaching sessions. There will be a variation in the way these sessions are organised and delivered. The sessions will be organised in the form of lectures, seminars, and workshops. A certain degree of flexibility has been built into the delivery format to enable the tutors to respond to the needs and preferences of the students.

It is expected that the students will engage in substantial independent study activities, which will include, reading, writing, reflection, and small group discussions.

Weblearn, the university’s virtual learning environment, will be used as a complementary learning resource. Students will be expected to familiarise themselves with the module on Weblearn and make optimum use of the learning resources uploaded on the platform.

Learning Outcomes

On successful completion of this module, students will be able to: 

demonstrate a critical understanding of a range of perspectives and theories relating to the leadership of curriculum design, organisation, delivery, assessment and development; 

demonstrate awareness and understanding of educational policies, school curricula and learning provision and how these might be affected by a range of social, historical, cultural and political processes and the effect these may have on learners, teachers and communities; 

evaluate the efficacy and implications of different leadership approaches, styles, structures and processes;

discuss strategies and efficacy of different models of curriculum leadership in relation to equality, inclusion and tackling issues of prejudice and bias in education;

articulate an emerging personal theory of curriculum leadership.

Indicative syllabus – for full details see section C in module booklet

Students will be introduced to different theories of leadership in the context education and wider philosophical and sociological ideas and debates. (LO: 1, 3, 5)

Educational philosophies and theories are considered, and students encouraged to critically analyse how these may be applied in different contexts and critiqued using a range of ideological perspectives. (LO: 1, 2)

Students will consider the roles and responsibilities of curriculum leaders in contemporary education, exploring how different dimensions of the curriculum are led and managed in the context of modern educational institutions and settings including the impact of historical, political, social and ideological circumstances. (LO: 1, 2, 3, 4, 5)

Curriculum leadership will be explored through the lens of student outcomes and student learning experiences, including an exploration of the role of leadership in addressing inequalities and disadvantage and the link between education, curriculum and the principles of social justice, social inclusion, and social mobility. (LO: 2, 3, 4)

Learning theories are discussed and explored and the role of curriculum leaders in promoting, assessing, and understanding evidence-based practice and the potential for their application in differing settings, stages, and circumstances.  (LO: 1, 2, 3, 5)

Students will be introduced to key concepts of teacher leadership, organisational development and organisational culture and issues explored in relation to educational policy and strategy and the role of external influences, stakeholders, and socio-economic circumstances in developing, managing and leading learning. (LO: 1, 2, 3, 4, 5)

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