The learning strategies will require participants to commit 300 learning hours of which 30 hours will consist of contact time.
Sessions will take the form of 5 x 6 hour sessions during the year.
Sessions will consist of
- lectures and presentations by the tutor;
- seminars and workshops to generate discussion, reflection and exchange of ideas;
- guided reading, supported self-study and independent study to enable participants to engage with relevant and appropriate debates;
- individual tutorials to support development of understanding;
- practical workshops for the analysis and discussion of issues, documents and materials;
- case-study activities to establish connections between the workplace and issues raised by the programme;
- critical feedback from peers and tutors on presentations, workplace experiences and standpoints taken on issues raised in taught sessions;
- Work Related Learning - the opportunity to link theoretical perspectives to practice. It will enable participants to reflect on values, practices, assumptions and policies;
- work with others, which enables participants to develop interpersonal skills, the capacity to plan, to share goals and work as a member of a team, communicate and present oral and written arguments;
- Information and Communication Technology, including word processing, data bases, internet communication, information retrieval and on-line searches. VLE (Blackboard) will be used to facilitate exchange of ideas and access to specific resources and activities. Participants will be required to use word processing, data bases, internet communication, information retrieval and on-line searches throughout their studies
- support from the peer group through collaborative learning activities
A further 270 hours of independent study will require participants to take responsibility for relating the issues addressed in this module to their personal experience, for reading and thinking about their work as newly qualified teachers and relating all this to their own working context. This will form the basis of the assignment.

This module aims to develop the skills of students in relation to interprofessional Working and to broaden their understanding of interprofessional working opportunities within education. Topics studied include;
- An analysis of the range of legislation, policy and guidance that underpin interprofessional working in an education context. Currently these include: `The Children Act 1989', `The Children Act 2004', `The Childcare Act 2006', `Every Child Matters', `Working Together to Safeguard Children' and `Championing Children'.
- An analysis of the extent of Multi-agency working and multi disciplinary working in relation to children and young people - education, health, social services, youth justice etc;
- How educational organisations create and use partnerships as a mechanism for extending learning opportunities;
- An analysis of ways of developing people and teams including an exploration of barriers to communication
- Maintaining clear communication between staff and developing teamwork (including recognition of disposition towards styles of participation and contribution to groups; group norms and roles, deviation and cohesion, transmission of group culture, facilitating meetings);

A written assignment of 5000 words. Students can choose from;
Assignment A - Critically evaluate the current extent of interprofessional working within your professional context. Tests Learning outcome 1,2,3
Assignment B - Critically evaluate the effectiveness of communication in relation to interprofessional working within your organisation. Analyse how colleagues interact and make recommendations to enhance team work. Tests learning outcome 1,2,3

University teaching sessions
Tutorials
University library
Materials and links on MA Education Blackboard

Argyle, M. (1967)The psychology of interpersonal behaviour Penguin Harmonsworth
Bowring Carr, C., Gelsthorpe, T. & West-Burnham, J. (2000) Transforming Schools through Community Education CEDC
Brooke-Smith, R. (2003) Leading Learners, Leading Schools. (London: RoutledgeFalmer)
Davies, B. and Ellison, L. (2003) The New Strategic Direction and Development of the School (London: RoutledgeFalmer).
DfES (2003) Neighbourhood Learning Centres London: Dept for Education and Skills
Dryfoos, J G. (1994) Full-Service Schools Jossey-Bass Inc.
Fullan, M. (2003) Change Forces with a vengeance (London: Routledge Falmer).
Gelsthorpe, T. and West-Burnham, J. (Eds.) (2003) Educational Leadership and the Community Harlow: Pearson Education
Pease, A. and Pease, B. (2005) The definitive guide to body language Orion Publishing Company
Reynolds, D., Springfield, S., Teddlie, C. Creemers, B. and
Ruddock, J (1991) Innovation and Change Buckingham: Open University Press
Street p.(1997) Managing Schools in the Community Arena books
Publishing
Wallace, M. and Fullan, M. (2002) Managing complex educational change: large scale reorganisation of schools (London: Routledge Falmer).