September 2023

Education, Teaching and Learning in Practice Foundation Degree

Foundation Degree, Undergraduate, September 2023

Key Details

  • X390 Course Code
  • 2-3 Years
  • 48 Typical UCAS Tariff

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 from Newman University, Birmingham, 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.

The course has been successfully re-validated. 

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

Full time: Taught sessions will be on one day / and one early evening session.

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 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.

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.

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.

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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, and 2 years vocational experience.

A typical offer being, 48 UCAS points and GCSE English at Grade 4 (C) or above.

You must have access to a school setting on a full or part-time, employed or voluntary basis, with the support of your head teacher/employer.

International Students
The University is not licenced by the UK Government to sponsor migrant students under the Student route and is therefore unable to accept applications from international students at present.

Applying Direct Option

You can apply direct to Newman University for the full-time route for this course if you have not previously applied to Newman University through UCAS and you are not applying to any other universities.

Simply click on this Direct Application link to do this.

N.B. will need to enter ‘New User’ account details when first accessing this portal.

If you have any questions regarding entry onto this course please contact our friendly and helpful admissions team via our Admissions Enquiry Form

 

 

Course Fees

Full-time course fee (per year) for September 2023 is £9,250 and part-time fee is to be confirmed.

The University will review tuition fees and increase fees in line with any inflationary uplift as determined by the UK Government, if permitted by law or government policy, in subsequent years of your course. It is anticipated that such increases would be linked to RPI (the Retail Price Index excluding mortgage interest payments).

Modules

Please be aware that, as with any course, there may be changes to the modules delivered, for information view our Changes to Programmes or Module Changes page.

Timetables: find out when information is available to students

As a part-time undergraduate student, you choose how many modules to study each year (up to a maximum of 6). To qualify for a student tuition fee loan you will need to choose at least 4 modules. A normal 3-year degree will take 4.5 years to complete if you take 6 modules per year. You will be taught alongside full-time undergraduate students.

The modules displayed are for the full-time route, for part-time modules will be split across the duration of the course.

  1. The aim of this module is to help support you develop key skills necessary for study at Undergraduate level. The nature and demands of study at a higher level will be studied and explored with reference to an online shared collaborative reflection space. The module aims to frame learning as a collaborative endeavour where you can draw upon collective experience to better understand your own and each others experience. Throughout this module you are supported in developing team working skills, critical thinking skills, perspective taking and presentation skills through a group presentation.
  2. This module aims to introduce you to the range of issues that exist for young people in society. It will draw upon theoretical perspectives and will enable you to reflect upon their own experience within your professional settings. Throughout the module you will be encouraged to consider the impact of adverse childhood experiences and the ways in which children and young people are supported as they progress through the school system and in their home lives.
  3. This module aims to equip you with an in-depth understanding of wider theories of education. It aims to help you in developing your own philosophy of education and begins with exploring personal ideologies around the nature and purpose of education. You will be encouraged to debate and critically analyse theories around knowledge, learning, motivation, curriculum and schooling and create a podcast about your own educational philosophy.
  4. This module aims to introduce you to the importance of considering issues surrounding education and social justice with children and young people. The module enables you to undertake a reflective and critical review of socially just practice in your placement/workplace. It aims to empower you to become agents of change through understanding opportunities for agency within the wider structures in which you work to help ensure that all young people (regardless of their background) can thrive.
  5. This module centers around undertaking a reflective and critical review of your professional skills, knowledge and understanding through a personal appraisal of your specific professional role in the context of your institutional setting. It helps theories and develop your understanding of the scope of the children's and young peoples' workforce and your role as part of the schools workforce, supporting yours and others' continuing professional development. You will be encouraged to use Moodle as a journal for recording professional, personal and academic learning experiences.
  6. This module is designed to help you to better understand and be able to address the surge in mental health and social emotional needs of young people and children. This module will explore the factors contributing towards the mental health pandemic and understand the role of trauma and adverse childhood experiences (ACEs) in supporting children and young people.
  1. This module aims to build on students’ understanding of the importance of safeguarding children and young people. Drawing upon theory and existing government policy, and with reference to a range of landmark child protection case studies, students will have the opportunity to develop a rounded perspective on child protection. The module will encourage students to reflect upon their own experience in the workplace and to consider the range of partners and agencies involved in keeping children and young people safe in all areas of their lives.
  2. In this 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 overview 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 small 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 and will include an exploration of the ethical implications of using digital technology in research and data collection  
  3. 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.
  4. This module aims to introduce students to the impact of globalisation on the education sector and different perspectives on its impact. This involves an exploration of how technology and AI is shaping our understanding of childhood and education and what implications arise for the future world of work. The module explores the key questions of what impact does a rapidly changing social environment have on children and young people? What are the implications of globalisation for closing or widening social divisions and inequalities? Why are market based education policies so persistent across the world? And what are the benefits and challenges of adopting international educational policies and ideas in the UK context?
  5. This module will develop students’ knowledge of SEND in a range of professional settings.  Underpinned by theory and current policy, students will consider their own experiences in the workplace and the holistic development of children with SEND and the impact of their conditions on their lives both in educational settings and in their home lives.  A wide range of SEND will be explored investigating the barriers that these conditions can present and how children and young people with SEND can be fully included within their educational setting.
  6. This module enable students to engage in critical reflection around their own experience and perception of mentoring and coaching. It will help develop coaching and mentoring practice and gain a deeper theoretical understanding of the subject. There will be opportunities to explore the current landscape and reflect upon how it relates to your own practice. During the programme you'll also select an aspect of coaching and mentoring to analyse and investigate, bringing about change within your own practice and organisation.