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.
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.
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.
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.
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.
- X390 Course Code
- 2-3 Years
- 48 Typical UCAS Tariff
Why study this course?
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.
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.
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.
Are you looking to join us here at Newman University this September? We are welcoming applications throughout the Summer.
Our friendly and supportive admissions team are here to help you secure your place at University.Apply Now
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.
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
Fees per academic year:
Full-time UK students: £9,250 *
Part-time UK students: £4,700 *
* Fees shown are for 2021/22 academic year. 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, on enrolment and 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).
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.
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.
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.
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.