OTHM LEVEL 7 DIPLOMA IN EDUCATION MANAGEMNT AND LEADERSHIP ASSIGNMENT BRIEFS

OTHM Level 7 Diploma in

Education Management
and Leadership’

Qualification Number: 603/4248/1

Assignment Briefs

Issue: April 2019

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Table of Contents
Unit 1 Contemporary Issues in Education, Theory, Policy and Practice…………...5
Unit 2 The Management of Educational Change .................................................... 7
Unit 3 Managing Effectice Intercultural Communication and Perspectives.. ........... 9
Unit 4 Pedagogy and Practice in Education ......................................................... 12
Unit 5 Leading Reflective Practice in Education ................................................ ..14
Unit 6 Research Methods in Education ................................................................ 16

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Assessment guidance for criterion referenced marking.

The assessment grading criteria characterises the level of complexity and demand expected of students at each level of qualification. Please note
that these are generic descriptors which apply mainly, though not exclusively, to written academic work.

Any further unit-specific assessment criteria, such as number of words, should be clearly stated in each individual assignment brief.

Result. Level 3 Level 4 Level 5 Level 6 Level 7

Pass Detailed answers to all Detailed response to all Very full, independent Excellent links between The work demonstrates
parts of the questions or relevant parts of the response to the assignment, relevant ideas, theories and engagement in an
tasks. questions or tasks, with applying relevant material practice. academic debate which
evidence of clear well beyond any module presents clear evidence
Clearly structured and understanding of the input, demonstrating Evidence of independent of a considered
focused, demonstrating issues. independent study. learning and the ability to understanding of the
overall coherence and in- engage critically and topics studied.
depth understanding of Well-structured with Excellent understanding and analytically with a wide
the unit content and evidence of independent application of relevant theory, range of contextually There is evidence of
assessment reading supporting the concepts and models. Very relevant resource material. clear synthesis of
requirements. argument. clear logical structure. theoretical issues and
Demonstration of original practice.
Evidence of the use of Clear evidence of a range insights supported by well
independently sourced of independently sourced Very few errors in referencing structured overall argument. A critical analysis of
material, well applied in material, well applied in all or grammar or syntax as theoretical models
all contexts. contexts. appropriate. Very few errors in and/or practical
referencing or grammar or applications has
Very few errors in syntax as appropriate. resulted in originality.
grammar as appropriate. Very few errors in
referencing or grammar or Very few errors in
syntax as appropriate. referencing or grammar
or syntax as
appropriate.

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Fail Little attempt to engage Little attempt to engage Little attempt to engage with Little attempt to engage with Whilst some of the
with assignment brief. with assignment brief. assignment brief. assignment brief. characteristics of a
pass have been
Learning outcomes not Learning outcomes not Learning outcomes not fully Learning outcomes not fully demonstrated, the work
fully met. fully met. met. met. does not address each
of the outcomes for the
Inadequate Inadequate demonstration Inadequate demonstration of Inadequate demonstration specified assessment
demonstration of of knowledge or knowledge or understanding of knowledge or task.
knowledge or understanding of key of key concepts, theories or understanding of key
understanding of key concepts, theories or practice. concepts, theories or The work may be an
concepts, theories or practice. practice. overly descriptive
practice. account demonstrating
minimal interpretation,
and there is very
limited evidence of
analysis, synthesis or
evaluation.

No counterarguments
or alternative frames of
reference are
generated or
considered.

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UNIT 01: CONTEMPORARY ISSUES IN EDUCATION: THEORY,

POLICY AND PRACTICE

Unit Reference Number T/617/4998

Unit Title Contemporary Issues in Education: Theory, Policy
and Practice.
Unit Level 7
Number of Credits 20
Total Qualification Time (TQT) 200 Hours
Guided Learning Hours (GLH) 100 Hours
Mandatory / Optional Mandatory
Unit Grading Structure Pass / Fail

Unit Aims
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

Learning Outcomes – Assessment Criteria –

The learner will:
1. Understand contemporary
issues affecting education
policy and their impact on
organisations.
2. Understand the impact of
policy change on educational
provision.
3. Understand developments
in the education system
resulting from legislatory
requirements.
The learner can:
1.1 Examine recent conceptual changes in
educational theory, policy and practice.
1.2 Evaluate influencing factors on education theory,
policy and practice.
1.3 Analyse the implications of education theory,
policy and practice on stakeholders.
2.1 Discuss the impact of key policy changes on
teaching, learning and assessment.
2.2 Describe the application of continuous
improvement.
2.3 Examine the measurement of continuous
improvement.
2.4 Evaluate models and theories of quality
management in service delivery.
3.1 Explain the interrelationship between recent
developments in the education system and
legislation.
3.2 Evaluate current educational practice changed
as a result of legislation.

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Scenario

Assignment Title: Contemporary Issues in Education

For this assignment you are required to select an area of current debate within your own
education setting and evaluate the impact and change it has had on legislatory
requirements. You will present your research findings within a fully referenced research
report.

Task 1 – (LO1, AC 1.1, 1.2 and 1.3)

• Research recent conceptual changes in educational theory, policy and practice to

identify one area that you will focus your research report on.
• Identify and evaluate the influencing factors on education theory, policy and practice
related to your chosen area of debate.
• Analyse the implications of education theory, policy and practice on stakeholders
related to your chosen area of debate.

Task 2 – (LO2, AC 2.1, 2.2, 2.3 and 2.4)

• Discuss the impact of key policy changes on teaching, learning and assessment in
your chosen area.
• Describe the application of continuous improvement in your chosen area.
• Examine the measurement of continuous improvement in your chosen area.
• Evaluate models and theories of quality management in service delivery in your
chosen area.

Task 3 – (LO3, AC 3.1 and 3.2)

• Explain the interrelationship between recent developments in the education system

and legislation in your chosen area.
• Evaluate current educational practice changed as a result of legislation in your
chosen area.

Submission Requirements;

1. 4,500 word processed Research Report.

2. Reference List
3. Bibliography

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UNIT 02: THE MANAGEMENT OF EDUCATIONAL CHANGE

Unit Reference Number A/617/4999

Unit Title The Management of Educational Change.
Unit Level 7
Number of Credits 20
Total Qualification Time (TQT) 200 Hours
Guided Learning Hours (GLH) 100 Hours
Mandatory / Optional Mandatory
Unit Grading Structure Pass / Fail

Unit Aims
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

Learning Outcome Assessment Criterion –

The learner will: The learner can:
1. Be able to identify 1.1 Research the need for change in an educational
issues requiring organisation.
change in education 1.2 Apply models of change management.

2. Be able to instigate 2.1 Develop a plan for change using information and
change and feedback from appropriate sources.
improvement in 2.2 Determine the potential impact of change on
educational resources and service delivery.
organisations. 2.3 Communicate the plan for change to stakeholders to
gain their support.
2.4 Implement a plan for change.
3. Be able to monitor 3.1 Utilise systems for monitoring implementation of a
the change process. plan for change.
3.2 Identify and propose ways of overcoming resistance to
planned change.
3.3 Evaluate the progress of a change implementation
plan against SMART objectives.

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Scenario

Assignment Title: Case Study for Educational Change

For this assignment you are required to select an area within your own education setting that
that requires change in order to improve. You will write a case study to summarise the
justification of the change, a proposal of how to implement the change and an evaluation of
the change progress. You must liaise with your Line Manager to agree on the subject for this
case study.

Task 1 – (LO1, AC 1.1 and 1.2)

• Research the need for change in your own educational organisation or setting.
• Apply models of change management.

Task 2 – (LO2, AC 2.1, 2.2, 2.3 and 2.4)

• Develop a plan for change using information and feedback from appropriate sources
within your own educational organisation or setting.
• Determine the potential impact of change on resources and service delivery within
your own educational organisation or setting.
• Communicate the plan for change to stakeholders to gain their support.
• Implement a plan for change.

Task 3 – (LO3, AC 3.1, 3.2 and 3.3)

• Devise a system for monitoring implementation for the plan for change.
• Identify and propose ways of overcoming resistance to planned change.
• Evaluate the progress of a change implementation plan against SMART objectives.

Submission Requirements;

1. 4,500 word processed Case Study.

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UNIT 03: MANAGING EFFECTIVE INTERCULTURAL

COMMUNICATION AND PERSPECTIVES

Unit Reference Number D/617/5000

Unit Title Managing Effective Intercultural Communication and
Perspectives.
Unit Level 7
Number of Credits 20
Total Qualification Time (TQT) 200 Hours
Guided Learning Hours (GLH) 100 Hours
Mandatory / Optional Mandatory
Unit Grading Structure Pass / Fail

Unit Aims

The aim of this unit is to develop learners’ understanding of the importance of

managing intercultural communication and perspectives that help to determine
educational policy applicable to national and international contexts.

Learning Outcomes and Assessment Criteria

Learning Outcomes – Assessment Criteria –

The learner will:
1. Understand the
issues and theoretical
constructs surrounding
intercultural communication
and perspectives.
2. Understand how
dimensions of culture can
be barriers to successful
communication.
3. Understand how to lead
interaction in unfamiliar
settings within academic
The learner can:
1.1 Explore how an increasingly globalised and
connected world necessitates dynamic
communication skills.
1.2 Assess how intercultural communication has
grown to become an important aspect of applied
linguistics.
1.3 Critically evaluate the implications this growth
has for educators.
2.1 Analyse the influences of culture on
communication and perspectives.
2.2 Explain how barriers of stereotyping and
ethnocentrism impede effective intercultural
communication and perspectives.
2.3 Compare and contrast communication barriers
between two national contexts.
2.4 Evaluate the cultural and social impact of
barriers to communication in one national
context.
3.1 Define intercultural competence.
3.2 Self assess own levels of ethnocentrism.
3.3 Examine own cultural assumptions and biases.

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contexts. 3.4 Summarise practical strategies to enhance own

and others’ intercultural competence.
3.5 Explore how to utilise positive aspects of own
cultural assumptions and biases to lead and
promote positive intercultural communication.
4. Understand the 4.1 Explore the notion of ‘culture shock’ in relation to
management of managing intercultural communication in
intercultural communication education.
in education. 4.2 Examine what is acceptable behaviour and
appropriate discourse within educational
settings.
4.3 Analyse how to manage the challenges
associated with adopting unfamiliar
communication focussed pedagogies in relation
to learning.
4.4 Evaluate strategies for managing the
disorientation and stress that can arise from
unfamiliarity.

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Scenario

Assignment Title: Effective Communication in Education

For this assignment you are required to research issues and theoretical constructs
surrounding intercultural communication and perspectives in your education setting. You will
then use your research findings to prepare a report and deliver a micro teach session in your
own educational setting. Finally, you will deliver a presentation to your group based on your
research and how this was used this to influence your own practice.

Task 1 – Research and analysis (LO1, AC 1.1, 1.2 and 1.3 and LO2, AC 2.1, 2.2, 2.3 and
2.4)

• Explore international communication skills in your own education setting

• Assess and evaluate the implications of the growth of intercultural communication
and why thus has become an important aspect of applied linguistics.
• Analyse the influences of culture on communication and perspectives.
• Explain the barriers of stereotyping and ethnocentrism and their effect on intercultural
communication and perspectives.
• Compare and contrast communication barriers between two national contexts.
• Evaluate the cultural and social impact of barriers to communication in one national
context.

Task 2 – Micro Teach Session (LO3, AC 3.1, 3.2, 3.3, 3.4 and 3.5)

• Define one area of intercultural competence.

• Self-assess own levels of ethnocentrism and examine own cultural assumptions and
biases.
• Define practical strategies to enhance own and others’ intercultural competence.
• Apply the strategy in own education setting to explore how lead and promote positive
intercultural communication.

Task 3 – Evaluation and Presentation (LO4, AC 4.1, 4.2, 4.3 and 4.4)

• Explore the notion of ‘culture shock’ in relation to managing intercultural

communication in education.
• Examine what is acceptable behaviour and appropriate discourse within educational
settings.
• Analyse how to manage the challenges associated with adopting unfamiliar
communication focussed pedagogies in relation to learning.
• Evaluate strategies for managing the disorientation and stress that can arise from
unfamiliarity.

Submission Requirements;

1. A report of research findings

2. Preparation of a presentation (inclusive of research findings and evidence of
micro teach session).

• 4, 500 word count for for both tasks.

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UNIT 04: PEDAGOGY AND PRACTICE IN EDUCATION

Unit Reference Number H/617/5001

Unit Title Pedagogy and Practice in Education.
Unit Level 7
Number of Credits 20
Total Qualification Time (TQT) 200 Hours
Guided Learning Hours (GLH) 100 Hours
Mandatory / Optional Optional
Unit Grading Structure Pass / Fail

Unit Aims

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

Learning Outcomes – Assessment Criteria –

The learner will:
1. Understand what is meant by
subject pedagogy.
2. Understand the nature of
knowledge and its role in
developing pedagogy.
3. Be able to draw on theory
and research to support own
pedagogic practices.
The learner can:
1.1 Explain subject pedagogy in own educational
specialism or subject.
1.2 Analyse teaching, learning and assessment
approaches relevant to own subject area.
1.3 Evaluate teaching, learning and assessment
approaches potential for pedagogy.
2.1 Critically evaluate the relationship between
policy, practice and theory
2.2 Examine how enquiry in practice can extend
understanding of pedagogy.
3.1 Apply pedagogic theory and practice.
3.2 Improve professional practice through
observation, reflection, evaluation, enquiry and
collaboration.
3.3 Self evaluate and apply learning to enhance
practice.

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Scenario

Assignment Title: Pedagogy and Practice in Education

For this assignment you are required to research on theoretical and practical approaches to
teaching and learning, related to subject pedagogic knowledge and pedagogic practices.
This will include observing teaching and learning within your own or related educational
setting. You will present your research findings within a fully referenced research report.

Task 1 – (LO1, AC 1.1, 1.2 and 1.3)

• Research subject pedagogy in own educational specialism or subject.

• Analyse teaching, learning and assessment approaches relevant to own subject
area.
• Evaluate teaching, learning and assessment approaches potential for pedagogy.

Task 2 – (LO2, AC 2.1 and 2.2)

• Using an observation of teaching and learning, critically evaluate the relationship

between policy, practice and theory
• Examine how enquiry in practice can extend understanding of pedagogy.

Task 3 – (LO3, AC 3.1, 3.2 and 3.3)

• Use research to apply pedagogic theory and practice in own education setting
• Discuss how professional practice has improved through observation, reflection,
evaluation, enquiry and collaboration.
• Self-evaluate and apply learning to enhance practice.

Submission Requirements;

1. 4,500 word processed Research Report.

2. Reference List
3. Bibliography

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UNIT 05: LEADING REFLECTIVE PRACTICE IN EDUCATION

Unit Reference Number K/617/5002

Unit Title Leading Reflective Practice in Education.
Unit Level 7
Number of Credits 20
Total Qualification Time (TQT) 200 Hours
Guided Learning Hours (GLH) 100 Hours
Mandatory / Optional Mandatory
Unit Grading Structure Pass / Fail

Unit Aims

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

Learning Outcomes- Assessment Criteria-

The learner will:
1. Understand the function of
reflective practice in
relation to leading the
improvement of
educational provision and
practice.
2. Understand theories and
approaches for reflective
practice.
3. Be able to develop
reflective practice skills in
an educational setting.
4. Understand how to lead
others in reflective practice.
The learner can:
1.1 Analyse how educational practitioners use
reflective practice.
1.2 Evaluate how reflective practice influences
behaviour in educational contexts.
1.3 Explore the potential advantages and
disadvantages of using reflective practice.
1.4 Explain the importance of leading the
engagement of reflective practice to improve own
and others’ skills, practice and subject
knowledge.
2.1 Examine theories of reflective practice.
2.2 Examine approaches for reflective practice.
3.1 Reflect on practice using a previously discussed
model.
3.2 Apply the outcomes of reflection to practice
through action planning.
3.3 Analyse how reflective practice can change own
perspectives, behaviours, attitudes and
approaches.
4.1 Analyse the importance of supporting others’
reflection and continual professional
development.
4.2 Describe approaches used to facilitate other’s
reflective practice.

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Scenario

Assignment Title: Reflective Practice Case Study

For this assignment you are required to explore how reflective practice effects your own and
other roles in your education setting. You will write a case study to summarise your findings
and use this to create a personal development plan.

Task 1 – (LO1, AC 1.1, 1.2, 1.3 and 1.4. LO2, AC 2.1 and 2.2)

• Examine theories and approaches of reflective practice.

• Analyse how educational practitioners use reflective practice.
• Evaluate how reflective practice influences behaviour in educational contexts.
• Explore the potential advantages and disadvantages of using reflective practice.
• Explain the importance of leading the engagement of reflective practice to improve
own and others’ skills, practice and subject knowledge.

Task 2 – (LO3, AC 3.1, 3.2 and 3.3)

• Using your research reflect on own practice using a previously discussed model.
• Apply the outcomes of reflection to practice through action planning.
• Analyse how reflective practice can change own perspectives, behaviours, attitudes
and approaches.

Task 3 – (LO4, AC 4.1 and 4.3)

• Analyse the importance of supporting others’ reflection and CPD.

• Describe approaches used to facilitate other’s reflective practice.

Submission Requirements;

1. 4,500 word processed Case Study.

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UNIT 06: RESEARCH METHODS IN EDUCATION

Unit Reference Number M/617/5003

Unit Title Research Methods in Education.
Unit Level 7
Number of Credits 20
Total Qualification Time (TQT) 200 Hours
Guided Learning Hours (GLH) 100 Hours
Mandatory / Optional Mandatory
Unit Grading Structure Pass / Fail

Unit Aims
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

Learning Outcomes –
The learner will:
1. Understand the relevance of
research within educational
contexts.
2. Understand research
approaches in educational
contexts.
3. Be able to plan a research
proposal relevant to
management of educational
contexts.
4. Be able to analyse and
interpret a range of data.
5. Understand the relationship
between research and
evidence-based practice.
Assessment Criteria –
The learner can:
1.1 Justify the contribution of research to education
provision.
1.2 Evaluate an existing piece of research relevant
to education provision.
2.1 Critically evaluate a range of research
philosophies.
2.2 Examine different approaches to research.
3.1 Justify the elements of a research proposal.
3.2 Provide an appropriate research proposal.
3.3 Analyse the ethical aspects of research.
4.1 Explain types and sources of research data.
4.2 Analyse data using appropriate approaches.
4.3 Evaluate the significance of data and the
method of collection.
4.4 Draw conclusions from data collected.
5.1 Analyse the relationship between research and
evidence-based practice.
5.2 Analyse the contribution of research and
evidence-based practice to decision-making.

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Scenario

Assignment Title: Research Proposal

For this assignment you are required to write a research proposal for one area within
your own education setting that requires further understanding. The subject will need
to allow for the analysis of existing data in order to inform your own research
proposal. You will fully explain your hypothesis, justified research methods and
appropriate approach for data collection and analysis. You will present your proposal
with a reference list and bibliography to support your intentions.

Task 1 – (LO1, AC 1.1 and 1.2. LO2, AC 2.1 and 2.2. LO3, AC 3.1 and 3.3).

• Critically evaluate a range of research approaches and philosophies.

• Evaluate an existing piece of research relevant to own education setting.
• Justify the contribution of research to own education setting.
• Justify the elements of a research proposal.
• Analyse the ethical aspects of research.

Task 2 – (LO3, AC 3.2. LO4, AC 4.1, 4.2, 4.3 and 4.4)

Produce an appropriate research proposal to;

• Explain types and sources of research data.
• Analyse data using appropriate approaches.
• Evaluate the significance of data and the method of collection.
• Draw conclusions from data collected.

Task 3 – (LO5, AC 5.1 and 5.2)

• Analyse the relationship between research and evidence-based practice.

• Analyse the contribution of research and evidence-based practice to decision-
making.

Submission Requirements;

1. Word processed Research Proposal.

2. Reference List
3. Bibliography
• 4, 500 word count for all tasks.

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