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.

A review of relevant theory and practice in relation to:
- Leadership roles in the context of community based learning;
- Models of innovation and their potential application to community learning;
- The different learning styles appropriate to different learning settings (e.g., health, regeneration, housing, etc.);
- The management of community based learning - appropriate styles, leadership, outcome setting, evaluation, futures thinking;
- The role and contribution of the educational organisation as a learning resource in local regeneration;
- Establishing and implementing clear evaluation processes that assure quality of provision, including the use of appropriate assessment methods and the data gained as a means of planning progression of learning opportunities.
- Do you need some content that aligns with Assignment B? Such as `the principles underpinning multi-agency working'?

An Assignment of 5000 words. Students can choose from;
Assignment A - Leadership and community learning - A critical evaluation of the new characteristics of leadership which are evolving relevant to the approaches inherent community learning. Having established what exists and analyzed its effectiveness; students will explore new and evolving forms of leadership in relation to community learning. Tests learning outcomes 1,2,3
Assignment B - An evaluation of community learning leadership through multi-agency partnerships. Critically evaluate the extent to which such approaches improve the effectiveness and efficiency of community learning interventions. This will include a review and critical appraisal of the principles underpinning multi-agency working. Tests learning outcomes 1,2,3
Assignment C - Measuring the success of community learning interventions. Evaluating the extent to which traditional methods of monitoring and evaluation are suitable in community learning contexts. This will include a review and critical appraisal of newer, more participative methods of evaluation and their applicability in community learning contexts.

Bentley, T (1998) Learning beyond the classroom Routledge
Bowring-Carr, C., Gelsthorpe, T. & West-Burnham, J. (2000) Transforming Schools through Community Education CEDC
Dryfoos, J. G. (1994) Full-Service Schools Jossey-Bass Inc.
Dyson, A. (2003) Schools and Area Regeneration Joseph Rowntree
Fullan, M. (2001) Leading in a Culture of Change San Francisco: Jossey-Bass
Gelsthorpe, T and West-Burnham, J (Eds.) (2003) Educational Leadership and the Community Harlow: Pearson Education
Putnam, R.D.(2000) Bowling Alone New York: Simon and Schuster
Rudduck, J (1991) Innovation and Change Buckingham: Open University Press

University teaching sessions
Tutorials
University library
Materials and links on Blackboard