Modules

Level 4 (Year 1) Theory in Practice (20 credits) This module focuses on the development of core teaching skills, such as structuring lessons, differentiating instruction, and engaging learners through hands-on experiences. Building Positive Learning Environments (20 credits) The module enables students to understand and apply national policies related to student well-being, helping them create safe, inclusive learning environments and develop practical skills in behaviour management. Inclusive Practice (20 credits) This module is essential for preparing students to work in diverse educational settings, ensuring they support every learner’s success and learn to identify and address barriers to learning. Communication, Language, and Literacy (20 credits) This module aligns with national priorities and equips students with valuable skills for supporting students’ language development in school settings, with an emphasis on early years and primary education. Supporting Technology Enhanced Learning (20 credits) Discover how the latest educational tech, from AI to creative digital apps can boost inclusion, support wellbeing, and keep learners safe across all education settings. Concepts of Supporting Learning (20 credits) Explore key pedagogical theories, education policy, and what this looks like in real-life practice. Students will look at both classic and modern teaching models and figure out how these approaches work across different classrooms and with diverse groups of learners. Level 5 (Year 2) Contemporary Education Agenda (20 credits) Students are introduced to recent educational developments, including policy reforms and the implications of the Ofsted framework and encouraged to critically evaluate them. Facilitating STEM (20 credits) Focusing on the design and delivery of STEM learning experiences, students will address educational gaps in science, technology, engineering, and mathematics. Future-Focused Learning (20 credits) students will explore innovative teaching methods, including digital technologies and learner-centred approaches Collaborative Partnership (20 credits) Explore the many collaborative partnerships that shape the education sector, showing how teamwork strengthens teaching and learning. Facilitating English (20 credits) This module explores the pivotal role of English in the National Curriculum, examining how policy, reform, and social expectations shape curriculum design, assessment, and everyday classroom practice. Work-based Project (20 credits) This module guides learners in designing and conducting a research project to enhance educational practice and promote learning.

Assessment method

A variety of assessment methods are employed to reflect the diversity of roles within education and to develop a broad skill set. These include:  Reflective and critical writing, such as journals, portfolios, and evaluations, which enable students to consider their own practice and learning.  Applied tasks, such as work-based projects, case studies, and activity planning, which promote the practical application of educational theory in authentic contexts.  Presentation and communication assessments, including seminars, presentations, video submissions, and viva voces, which develop professional communication and public speaking skills.  Academic tasks, such as literature reviews, research tasks, and academic posters, which build the student’s ability to engage with evidence and academic discourse.  Peer and collaborative learning are embedded throughout the assessment process. You’ll engage in discussions, group work, peer reviews, and seminars where you’ll be encouraged to draw on your work experience and personal background to enrich shared understanding and best practice. All assessments are designed not only to measure academic achievement but also to enhance professional readiness. The overarching aim is to support you in becoming reflective, critical, and capable practitioners who can confidently transition to Level 6 study or directly into a professional role within education .

Qualified teacher status (QTS)

To work as a teacher at a state school in England or Wales, you will need to achieve qualified teacher status (QTS). This is offered on this course for the following level:

• Course does not award QTS