With the need for SEND (special educational needs and disability) practitioners in each phase of education, the demand for people with this specialist knowledge continues to grow.
This course will develop your existing knowledge of contemporary theories, policy and practices of work-based practitioners in SEND using your own experience of working with children in variety of educational contexts including residential, special and mainstream schools.
You will explore the complex nature of SEND education, child development, and the developing child in the context of their family and society - both locally and globally - with a particular emphasis on using your workplace to provide context and focus.
Foundation Degree in Arts - FdA
Areas of study may include:
Developing inclusive practice
Enriching the learning environment
SEND: School, family, community and context
Strategies and interventions in learning
The purpose of the assessment strategy is to maximise the outcomes of summative assessment through effective, personalised formative assessment. This is made possible by a variety of assessment types to engage a number of approaches to learning. In the feedback to each unit of work students are marked against a level specific marking grid and are given advice on their strengths and areas for improvement. Such advice should then be fed into their subsequent assignments to form a gradual building of knowledge, rigor and application.
Assessments will help you to reflect on practice, and application to the workplace. This course aims to provide a range of assessment methods to support the diverse needs of all learners. Assessments include essays, case studies, portfolios, presentations, reflections on work-based learning. The assignments will build directly on the teaching sessions and you will be supported by lecturers to develop your individual assignment through tutorials and in class activities. Developmental assessment opportunities are offered in the form of peer assessment and individual/group tutorials. Substantial guidance is provided on how to complete the assignments on the university virtual learning environment (BREO) and in assessment handbooks, workshops, seminars and assessment Briefs.
Throughout the course you will be able to use your workplace setting as a source of information and context for assessments and be able to undertake research that will contribute to other assessments
If your application is completed by the following date, it’s guaranteed to be considered:
You will need these codes when you add a choice to your application.
|Campus name||Bedford Campus|
This means the year in which you would like to start the course.
‘Year 1’ means you will start in the first year.
‘Year 0’ means you will enter onto a foundation year.
You may be able to start some courses in the second or third years, if you meet certain criteria. You will need to discuss this with the university or college directly.
The following entry points are available for this course:
|UCAS Tariff||48 - 56 points|
|A level||C E - C D|
|Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)||PPP - MPP|
|Access to HE Diploma||48 - 56 UCAS tariff points|
|Scottish Higher||48 - 56 UCAS tariff points|
Applicants with other qualifications will be considered. If you would like to check that your qualifications will be accepted please contact the university.
|Channel Islands||£9,250||Year 1|
|Northern Ireland||£9,250||Year 1|