PE7064 - Leading Learning and Change

What will I learn on this module?

In the ever-changing landscape of education, this module aims to explore the range of changes that can impact on educational institutions and at all levels. Starting with a consideration of up-to-date theories of learning based on real evidence, we will consider how middle and senior leaders in schools, and other learning institutions, create great teacher and pupil- learning. Techniques, such as Lesson Study and Action Research, will be considered as part of a strategy to build a learning rich school, as will the effectiveness, or otherwise, of monitoring and the use of data. The module will provide the opportunity to consider and discuss effective ways of bringing about change in schools and other institutions and how to manage it. It will enable you to explore key theories and ideas and then apply them to real school challenges, bringing into this the experience of headteachers in changing their schools and local authority personnel responsible for bringing about school turn-around.

How will I learn on this module?

The programme uses Technology Enhanced Learning as a framework to support and enhance teaching and learning. As a Distance Learning programme, delivery is entirely online via a Virtual Learning Environment (VLE). Each module is supported by numerous interactive sessions over a period of 10 weeks of learning, leading to an assessment submission week (you will study one module at a time). Session delivery captures a variety of formats acknowledging the nature and content of the individual module and subject, alongside your needs as a student. You will also be required to engage with and evaluate current research in leading learning and change to inform your participation in interactive discussion boards, where you will be able to share your thoughts with others and engage in debate. Some sessions are text based, others utilise audio and video tools to deliver the learning materials.. All sessions have interactive elements that enable you to enhance your understanding and test your learning, thereby facilitating formative feedback. All modules are supported by online reading lists that provide simplified access by various electronic, digital and hard copy sources. You also can participate in scheduled Blackboard Collaborate sessions in which you will be able to “video-conference” academic tutors and students.

Within the programme, there are wide ranging opportunities for you to engage actively in research rich learning through problem solving, project work and real-world examples, all of which are informed by current research and practice, as well as reading journal papers that develop your theoretical insight. All of the Level 7 modules that form the programme cover each of the four elements of research-rich learning, but with increasing emphasis on you as a student being an active participant rather than part of an audience. There is a significant application of research-based (enquiry-based) and research-tutored approaches, the former being significantly supported through organisation-oriented summative assessment.

How will I be supported academically on this module?

There are a range of mechanisms to support you academically throughout your Distance Learning study with us. These will include induction and study support interventions, supported electronically, to recognise the different backgrounds of students entering this programme at Level 7.
You will have the support of an academic Programme Leader from the subject discipline who will lead the programme from an academic perspective and will be available to support you in terms of any academic guidance you require. From an individual module perspective, you will be supported academically by the module tutor leading the individual module you are undertaking at any given point in time, alongside the receipt of peer support from your fellow participants on your module, be it through Blackboard Collaborate and/or online discussion boards.

What will I be expected to read on this module?

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at:
(Reading List service online guide for academic staff this containing contact details for the Reading List team –

What will I be expected to achieve?

Knowledge & Understanding:
1. You will explore the breadth and complexity involved in leading learning.

Intellectual / Professional skills & abilities:
1. You will critically evaluate the ways in which leadership behaviours enhance or inhibit learning and their impact on culture within an organisation.
2. Identify and critically analyse effective
approaches in monitoring, evaluation and
3. Reflect on different theoretical approaches to the management of change.

Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):
1. Enhance your communication, team working skills as well as demonstrating independent intellectual curiosity by researching and identifying appropriate literature to inform and develop your discussions and practice as well as your summative assessments.

How will I be assessed?

Formative Assessment
You will engage in discussions with your peers on discussion forums. This will include sharing ideas on issues of interest in leading learning and change and how you will effectively address these in your assignments. Your tutor will guide you as you plan and prepare for your assignments.

You will be provided with constructive written/verbal feedback from tutors and your peers.

Summative Assessment
1. Prepare and deliver a presentation on an aspect of leading learning. (15 minutes)
MLOs: (KU1) (IPSA 1-3) (PVA 1)

2. Written Assignment in which you will discuss and critically evaluate an aspect of leading learning in an educational setting.
(2500 words)

MLOs: (KU 1) (IPSA 1- 3) (PVA 1)

You will be provided with written feedback using the criteria and the elaborated marking scale.





Module abstract

In this module you will learn how middle or senior leaders in educational institutions can use the latest thinking about learning to maximise student outcomes. You will reflect critically on current practice and the effect of cutting-edge knowledge on this. We will start by looking at up-to-date theories of learning based on research from education, psychology and brain science, and consider what this tells us about expert teaching and student learning. Then we consider how leaders in schools at every level (subject co-ordinators, Heads of Department, and Senior Leaders) can work to make their institution a truly learning organisation. This will include consideration of ways of finding out what happens in school (e.g. via Learning Walks, using data, carrying out Action Research) and what works according to the evidence base. Finally, we consider theories of change and how these can impact on schools and the learning that takes place within them. This course is highly suitable for anyone at any level who aspires to lead learning in a school or other institution where teaching and learning takes place. OFSTED now place a high value on effective subject leadership at all levels, and this course will enable you to manage discussions with inspectors, parents and others with knowledge and confidence.

Course info

Credits 20

Level of Study Postgraduate

Mode of Study 2 years Part-Time Distance Learning

Location City Campus, Northumbria University

City Newcastle

Start Upcoming Intakes: July 2024, October 2024

Fee Information

Module Information

All information is accurate at the time of sharing. 

Full time Courses are primarily delivered via on-campus face to face learning but could include elements of online learning. Most courses run as planned and as promoted on our website and via our marketing materials, but if there are any substantial changes (as determined by the Competition and Markets Authority) to a course or there is the potential that course may be withdrawn, we will notify all affected applicants as soon as possible with advice and guidance regarding their options. It is also important to be aware that optional modules listed on course pages may be subject to change depending on uptake numbers each year.  

Contact time is subject to increase or decrease in line with possible restrictions imposed by the government or the University in the interest of maintaining the health and safety and wellbeing of students, staff, and visitors if this is deemed necessary in future.


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