Teaching and Learning Support Foundation Degree

Course length: 2 years full-time; 3 years part-time

Overview

Research has shown that teaching and learning support assistants are an essential part of the effective education of children in schools. This Foundation Degree course is intended for those who are currently employed or volunteering in a support capacity within a primary or secondary school and it has been designed to build on and acknowledge your existing professional skills. It also aims to improve the confidence and effectiveness which you bring to your work, and prepare the ground for progression onto career possibilities including teaching.

The Foundation Degree Teaching and Learning Support, is a highly regarded qualification within the field. It has been designed in consultation with employers and other education practitioners. It is a work-based qualification that may provide progression onto the final year of an Honours degree course, and, for those who wish to, can be the first step towards a teaching career. 

The course has been designed to allow students to develop an understanding of the curriculum, education policy, principles of education and becoming a researcher. The course is intended to equip its graduates with an awareness of the changing field of the school workforce, particularly in terms of integrated working and extended school provision.

Who should take this course?

The course is intended for teaching assistants or those working or volunteering in similar capacities supporting learners in primary or secondary schools.

Attendance

Full time: Taught sessions will be on one day / and one early evening session (between 4.00-6.00pm).  

Part time: Taught sessions will be on one evening a week between 4.00 – 8.30.

Full time and Part time: In addition to the taught sessions you will need to spend at least two days or 10 hours a week volunteering or working in an appropriate educational setting.

Assessment

Assessment will be through a range of work-based strategies such as portfolios, presentations, written reports and interviews with tutors. There will also be directed study and module tasks (some work-based) to complete in your own time.

Special features

This course will enable the development of your own expertise and will support you to explore your own education interests in-depth. You will be able to share relevant experiences and ideas with professionals leading the course and also with fellow students. You will be respected as a learner, as your needs will be taken into account to develop independent study skills which will be transferable to other education contexts. 

Opportunities

A foundation degree is a nationally recognised qualification that may support progression within your current teaching assistant role. After successful completion you may top-up your award to a full, related BA (Hons) Degree. Completion of an honours degree will enable you to pursue a career in teaching, although further study and qualifications are needed.

How to apply

Full-time: Apply via UCAS, course code X390.

Part-time: Apply directly to Newman University, click on the brown rectangle at the top of the right hand column above (below the search box).


Newman University would like to draw your attention to our Academic Regulations. These regulations are your Terms of Reference and should be considered when making a decision to study with our institution.

Entry requirements

Entry requirements are flexible but normally you will possess a level 3 qualification, such as A levels, a BTEC or NVQ level 3.

Workplace experience. You will need to have 2 years vocational experience in an appropriate setting. You must have access to an early years on a full or part-time, employed or voluntary basis, with the support of your employer / head teacher.

For further details please contact Admissions.

Applicants will be required to attend and successfully complete an interview as part of the entry requirement.

Applicants will need to obtain Disclosure and Barring Service (DBS) clearance prior to starting this course.  For more information on your DBS application please click here. A Disclosure by Association (DBA) clearance is also required.  

Fees

Fees per academic year: 2017/18 

Full-time UK/EU Students: £9,250*

Part-time UK/EU Students: £4,500*

Please note for 2018/19 the University reserves the right to increase fees broadly in line with increases in inflation, or to reflect changes in government funding policies or changes agreed by Parliament.

Finance and Scholarship information

As a full time student, you will study a total of 120 credits each year. Credits are made up of mandatory modules and you may have a list of optional modules to choose from. Not every programme offers optional modules and when an optional module is available it will be clearly marked. All modules are listed below and you may not be required to complete all of these modules. Most modules are 20 credits and dissertations are 40 credits. Please note that not all optional modules run every year. For further information please email admissions@newman.ac.uk.

Year 1 modules


THE INDEPENDENT LEARNER


MODULE TITLE : THE INDEPENDENT LEARNER

MODULE CODE : TAF401


MODULE SUMMARY :

Students will be introduced to theories of learning and will relate these to their own experience as a learner. Students will be encouraged to actively reflect on their key and transferable skills, for example communication and working with others. The nature and demands of studying and learning in higher education will be considered, with reference to a learning journal. Students will audit their own skills, identify aspects that need improving and produce plans for self-development in those areas.

CONTACT HOURS :

Scheduled : 28.00
Independent : 172.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Provide opportunity to develop and consolidate students’ independent academic study skills
  • Develop an awareness of how to communicate effectively through a variety of contexts
  • Develop students’ use of information sources, retrieval and use in academic contexts
  • Provide students with an opportunity to evaluate their personal strengths and areas for development

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Identify the main features of academic and work-focused study
  • Demonstrate a basic understanding of relevant learning theories for students on a work related Foundation Degree
  • Demonstrate an understanding of their own strengths and areas for development
  • Relate their studies to their personal development needs and those of their organisation
  • Locate sources of information in a range of media
  • Plan for learning, including time management and logical sequencing of activities
  • Identify their own learning styles and preferences

METHOD OF ASSESSMENT :

Component 1 - 25% Reflective Account (500 words)

Component 2 - 75% Reflective Account (2500 words)

LOCATING THE LEARNER


MODULE TITLE : LOCATING THE LEARNER

MODULE CODE : TAF402


MODULE SUMMARY :

This module will focus specifically on children and young people and seeks to raise students’ awareness of factors that affect the child’s or young people’s learning and development such as health, poverty, parental support, personality, attachment. It will draw upon both social and psychological perspectives and will also encourage students to develop their understanding of key concepts in education, (such as self-fulfilling prophesy and hidden curriculum) and explore how these can influence children’s and young people’s experience.

CONTACT HOURS :

Scheduled : 28.00
Independent : 172.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Consider some of the social, emotional, physiological and psychological factors that can impact on children’s learning and development.

  • Consider a range of theoretical perspectives and key concepts in education that inform understanding of children’s learning and development.

  • Consider factors that can affect children’s learning and development.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Show evidence of a developing understanding of how social, emotional, psychological and/or physiological factors such as intelligence, personality, attachment, health, poverty etc can impact on children’s learning.

  • Demonstrate an understanding of the range of ways in which participants (including learners and teachers) can influence the learning process.

  • Demonstrate an understanding of how children’s health, circumstances and emotional state can impact on their learning.

  • Describe how a range of factors can affect children’s learning

  • Reflect upon practice and consider how barriers to learning may be minimised or overcome.

  • Begin to reflect upon their own and others’ value systems.

METHOD OF ASSESSMENT :

Component 1 - 20% Individual Presentation (5 minutes)

Component 2 - 80% Written Case Study (2000 words)

SUPPORTING CORE SKILLS


MODULE TITLE : SUPPORTING CORE SKILLS

MODULE CODE : TAF403


MODULE SUMMARY :

This double module provides students with an introduction to the English, Mathematics and Science programmes of study of the National Curriculum.
Key aspects of subject knowledge within the three subject areas will be addressed and these will be used as a vehicle to explore effective principles and methods of supporting teaching and learning within the primary classroom.

Key pedagogical approaches to the teaching of the three core subjects will be explored and students will consider in detail the role of the teaching assistant in supporting teaching and learning effectively. Students will be given the opportunity to plan and teach activities that facilitate learning in English, Mathematics and Science and begin to develop strategies for evaluating the effectiveness of the teaching and learning they observe and are also involved in. Students will also consider some of the ways in which teaching strategies may be matched to specific learner needs.


The core team will cover material from appropriate key stages relevant to the cohort of current students.

CONTACT HOURS :

Scheduled : 42.00
Independent : 358.00
Placement : 0.00
Total :  400.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Introduce students to the statutory requirements of the National Curriculum and how they relate to the teaching of English, Mathematics and Science.
  • Reinforce students’ subject knowledge in key areas of the English, Mathematics and Science curricula
  • Investigate pedagogical approaches that will facilitate effective teaching and learning of the above key areas and explore the role of the teaching assistant in facilitating learning effectively within the classroom
  • Engage students in the planning, teaching and evaluation of activities that facilitate effective pupil learning in English, Mathematics and Science
  • Develop students’ knowledge and understanding of the ways in which ICT may be used to support children’s learning in English, Mathematics and Science
  • Encourage students to evaluate and reflect upon their role in supporting children’s learning.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Identify National Curriculum requirements related to the teaching of English, Mathematics and Science
  • Recognise the essential components of effective lesson plans in English, Mathematics and Science across
  • Recognise how to use skills in ICT to support children’s learning in English, Mathematics and Science
  • Demonstrate ability to plan and evaluate learning activities in the areas of English, Mathematics and Science
  • Select and evaluate appropriate resources to support planned activities.

METHOD OF ASSESSMENT :

Component 1 - 50% Portfolio of Evidence (3000 words or equivalent)

Component 2 - 50% Group Presentation (15 minutes)

ASSESSMENT AND EVALUATION


MODULE TITLE : ASSESSMENT AND EVALUATION

MODULE CODE : TAF404


MODULE SUMMARY :

The module is designed to help students develop knowledge, understanding and skills in the area of assessment of learning by engaging with theoretical perspectives and considering the contextual factors surrounding assessment policy including political, sociological and psychological influences.  The module will encourage students to compare and critically evaluate assessment practice in a range of settings, to inform their own professional development and to consider issues of equality, diversity and inclusion in assessment policy and practice with reference to critical evaluation of reading.

CONTACT HOURS :

Scheduled : 28.00
Independent : 172.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • help students to develop knowledge, understanding and skills in the assessment of pupil learning
  • engage students in the analysis of assessment processes, systems and approaches, and their political, historical and economic contexts
  • help students to develop their critical capabilities through the exploration and analysis of methods of assessment and strategies for monitoring, recording and reporting assessment, with reference to theoretical understanding.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate their understanding of different types of assessment (formative, summative, evaluative and diagnostic).

  • Demonstrate an understanding of how assessment policy and practice reflects social, political, and economic influences. 

  • Evidence awareness of how professional practices in assessment relate to issues of equality and participation in learning. 

  • Relate theory to practice by analysing and evaluating how they are involved in assessment in their own work based practice with reference to critical evaluation of a range of reading and research on assessment. 

  • Demonstrate the development of a personal stance which draws on their knowledge and understanding of the societal and organisational structures and purposes of educational assessment and evaluation and how these relate to the learning process. 

  • Demonstrate the ability to select a range of relevant sources, including theoretical and research based evidence, to develop their knowledge and understanding of assessment and evaluation. 

  • Demonstrate the ability to use their knowledge and understanding of assessment policies and practices to an understanding of the significance and limitations of theory and research.

METHOD OF ASSESSMENT :

Component 1 - 40% Portfolio of Evidence (1000 words or equivalent)

Component 2 - 60% Reflective, Evaluative Written Report (2000 words)

REVIEWING PROFESSIONAL SKILLS


MODULE TITLE : REVIEWING PROFESSIONAL PRACTICE

MODULE CODE : TAF405


MODULE SUMMARY :

This module enables students to undertake a reflective and critical review of their professional skills, knowledge and understanding through a personal appraisal of their specific professional role in the context of their institutional setting. It supports students in their understanding of the scope of the children’s and young peoples’ workforce and their role as part of the schools workforce, supporting their own and others’ continuing professional development. Students will be encouraged to use Mahara as a journal for recording professional, personal and academic learning experiences.

CONTACT HOURS :

Scheduled : 28.00
Independent : 172.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Enable students to explore and identify the scope of their professional skills and responsibilities
  • Evidence a common core of competencies that underpin the professional practice of those working as teaching and learning support assistants, as part of the children’s and young peoples’ workforce
  • Encourage reflection of generic and role-specific responsibilities within the work setting to promote children and young people’s learning and development
  • Enable students to understand the role of continuing professional development and reflective practice

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate knowledge and understanding of current practice and relevant policy
  • Demonstrate knowledge and understanding of the systems for monitoring children and young people’s learning in their setting
  • Demonstrate knowledge and understanding of systems for monitoring and evaluating personal effectiveness
  • Demonstrate knowledge and understanding of their contribution to their own and others’ professional development
  • Demonstrate reflective practice in the context of children and young people’s learning, policy implementation and professional development
  • Demonstrate personal organisation to support others in the setting

METHOD OF ASSESSMENT :

Component 1 - 100% Critical Reflection (3000 words)

Year 2 modules


THE CONTEMPORARY CURRICULUM


MODULE TITLE : THE CONTEMPORARY CURRICULUM

MODULE CODE : TAF501


MODULE SUMMARY :

This module enables students to undertake a reflective and critical review of recent developments in the curriculum in the primary and secondary phases of education. This will include, for example, current government curriculum reviews and innovation, citizenship and modern foreign languages. These developments will be critiqued by use of recent research into the curriculum, e.g. the Primary and Secondary Reviews. A key feature of this module will be an emphasis on concepts of creativity and imagination, and their significance for learning in all phases. It supports students in identifying their roles in support of teachers and other practitioners in terms of curriculum development and its implementation in schools.

CONTACT HOURS :

Scheduled : 42.00
Independent : 358.00
Placement : 0.00
Total :  400.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Enable students to examine and critically reflect upon cross-curricular approaches to teaching and learning
  • Enable students to understand and critically evaluate recent developments in the primary and secondary curricula
  • Develop knowledge and understanding of key skills, attitudes and values that are relevant across the whole curriculum
  • Enable to students to engage with and critically reflect on concepts of creativity and imagination

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Know and understand a range of recent developments in the primary and secondary curriculum
  • Have an understanding of a range of findings from recent research into the curriculum
  • Demonstrate a sound understanding of the role of the teaching assistant in the delivery of the curriculum
  • Evaluate a range of approaches to the delivery of the curriculum
  • Draw conclusions from a range of observations of the curriculum in action
  • Critically analyse current research into the contemporary curriculum

METHOD OF ASSESSMENT :

Component 1 - 50% Evaluative Report (3000 words)

Component 2 - 50% Individual Presentation (15 minutes)

RESEARCH METHODS AND PROJECT


MODULE TITLE : RESEARCH METHODS

MODULE CODE : TAF502


MODULE SUMMARY :

In this double module students will be introduced to the knowledge and understanding necessary for the completion of a small scale, individual research project. The module provides an over-view of some of the key methodological debates in educational research and the ways in which these debates influence selection of areas of investigation, research design, data analyses and interpretation. The design of this module is predicated upon the belief that a self-critical stance is a pre-requisite for quality educational research. Students will be expected to work independently and/or as part of a research team on a joint research project applying knowledge of research methods. Students will be expected to take into consideration the ethical issues. This module will allow students to develop skills and knowledge to suggest progression into honours level.

CONTACT HOURS :

Scheduled : 42.00
Independent : 358.00
Placement : 0.00
Total :  400.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Equip students with the skills and competences necessary for the completion of a small scale, individual or joint research project.
  • Enable students to identify research problems and questions of personal educational interest through shared discussion
  • Support students in designing a research project which will further develop a reflective approach to professional practice in a particular educational context
  • Enable students to begin to critically evaluate the effectiveness of the research design and implications of findings for professional practice
  • Develop students’ abilities as independent thinkers
  • Introduce students to some of the major methodological debates, traditions and paradigms in educational research and the ways in which these influence selection of areas of investigation, research design, the research process, data analyses and interpretation
  • Equip students with the knowledge and understanding of ethical issues and procedures

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Identify different research methods and discuss their relative merits and suitability for identified research problems
  • Understand the principles of effective research design
  • Identify suitable approaches to the sharing of research outcomes
  • Critically reflect upon the ethical issues
  • Identify appropriate environments, problems, questions and approaches for educational research in consultation with an appointed supervisor
  • Design an appropriate small scale investigation/project in consultation with an appointed supervisor
  • Share the outcomes of a small-scale investigation through a written paper
  • Evaluate the success and failures of their chosen methodology

METHOD OF ASSESSMENT :

Component 1 - 10% Research Proposal (1000 words)

Component 2 - 90% Report (6000 words)

MULTI-AGENCY WORKING


MODULE TITLE : MULTI-AGENCY WORKING

MODULE CODE : TAF503


MODULE SUMMARY :

This module focuses on the professional practice of those working for agencies in, or related to children and young people’s services. It will take as a starting point the need to explore relevant policy and practice developments such as Every Child Matters. Students will be required to reflect on the nature and complexities of multi-agency work through their own experiences or via case study material. The module will develop knowledge and understanding of the role and function of agencies and the ability to evaluate their usefulness in enhancing provision. The focus will be on needs-led provision of services and the emphasis on the emerging mixed economy of care.

CONTACT HOURS :

Scheduled : 28.00
Independent : 172.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Enable students to understand the implications of recent and current developments in legislation and policy, including the Every Child Matters agenda and the variability in the interplay of personal and environmental factors in defining need.
  • Provide students with knowledge of, and a critical perspective on key issues relating to agency provision.
  • Enable students to understand the challenges of needs-led provision.
  • Enable students to identify situations and circumstances under which children and young people may need agencies to promote their welfare and/or minimise risk.
  • Explore the challenges of multi-agency and multi-disciplinary practices.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Identify and critically reflect upon the range of agencies with a legitimate interest in Children and young people’s services, including statutory, non-statutory, voluntary and private sector provision.
  • Demonstrate an understanding of the roles and responsibilities of agency personnel who work with children, young people and families in a multiagency context.
  • Demonstrate knowledge and understanding of the legal and regulatory frameworks affecting agencies and the increasing emphasis on issues of safeguarding children and young people and ending child poverty.
  • Analyse key issues influencing provision in the agency environment.
  • Outline and critique legislation and policy influencing provision.
  • Articulate how agencies work in partnership with relevant stakeholders.

METHOD OF ASSESSMENT :

Component 1 - 100% Case Study Analysis (3000 words)

INCLUSIVE EDUCATION


MODULE TITLE : INCLUSIVE EDUCATION

MODULE CODE : TAF504


MODULE SUMMARY :

This Level 5 module will build upon the knowledge and workplace experiences of the students in the area of inclusion. It will begin by exploring definitions of the inclusion agenda, and by considering the legislative frameworks, and this will lead to an understanding of the inclusion ‘debate.’ Students will explore models of disability (social and medical), and will consider a range of strategies for supporting pupils with SEN and other specific needs. They will gain an understanding of how multi-agency working contributes to the support of children and their families. Finally, students will understand the additional needs of a range of culturally and socially diverse groups, e.g. traveller children, looked-after children, pupils with EAL, white working-class boys, etc.

CONTACT HOURS :

Scheduled : 28.00
Independent : 172.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Develop an understanding of the principles and purposes informing inclusive practice and develop an ability to make effective use of and critically reflect on professional guidance with reference to legislative and statutory frameworks;
  • Develop knowledge and understanding of the challenge of providing effective learning and teaching provision for learners with diverse needs and the influences of developmental, social, religious, ethnic, cultural and linguistic aspects on learning and teaching;
  • Develop knowledge and understanding of practical strategies to address learner diversity by exploring and critically evaluating a range of teaching, learning and effective personalised provision for diverse learners;
  • Develop knowledge and understanding of and enable critical evaluation of the roles of colleagues with specific responsibilities, including those with responsibility for learners with special educational needs, EAL, able, talented and gifted pupils and other individual learning needs

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate understanding of how learners develop and show an awareness of the range of developmental, social, religious, ethnic, cultural and linguistic influences in the progress and well- being of learners;
  • Evidence an understanding of how to make effective personalised provision for those they support, including those for whom English is an additional language or who have special educational needs or disabilities;
  • Demonstrate an understanding of how to identify and support children and young people with special educational needs and disabilities and other individual learning needs;
  • Demonstrate awareness of current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and young children.
  • Engage in discussion and debate on challenges of providing for all learners through curriculum and organisation.
  • Demonstrate understanding and awareness of how the curriculum can be developed to support the needs of all pupils through organisation and management of learning contexts and use of appropriate teaching strategies and resources;
  • Demonstrate that they are aware of, and can work within the statutory frameworks relating to teachers’ responsibilities for identification of learner needs and monitoring the learning teaching provision made to meet diversity in learner needs;
  • Demonstrate knowledge and understanding of the roles of colleagues with specific responsibilities, including those with responsibility for learners with special educational needs and disabilities and other individual learning needs.

METHOD OF ASSESSMENT :

Component 1 - 50% Case Study (Individual Presentation, 10 minutes)

Component 2 - 50% Essay (2000 words)

Course code


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Full-time: Teaching and Learning Support Foundation Degree (FdA) - apply via UCAS - X390

Part-time: Teaching and Learning Support Foundation Degree (FdA) - apply direct to Newman

For all enquiries relating to admissions or entry requirements, email us at admissions@newman.ac.uk

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