South Thames Colleges Group has opted into the TEF and received a Bronze award.
The overarching aim of the programme is to produce well educated and highly skilled graduates who are able to work effectively within all contexts of primary and secondary mainstream and special education. It is a requirement of the programme that all participants will be working in an education setting or participate in a meaningful placement of not less than 16 hours per week, A proportion of the programme is work based with students completing modules at work with the support of college staff. This model of full time study and work allows students to remain in employment whilst completing their qualification.
The course aims to provide students with the opportunity to exit the programme with 240 credits and achieve a Foundation Degree. The Foundation Degree facilitates progression to a full honours degree as the students continue their vocational employment. Since the development of the full honours degree programme at Carshalton College students have been able to continue studying at the College and working in the early years sector to complete a BA (Honours) Degree. Those students who are successful in achieving 240 credits can apply to the final year and complete a further 120 Level 6 credits in order to achieve a full honours degree.
Students will study the following compulsory Level 4 modules:
Introduction to Education and Learning (20 credits): This module aims to introduce students to academic skills and requirements for the successful completion of the Foundation Degree programme within the context of the taught syllabus.
Theoretical Perspectives of Learning (20 credits): This module will focus on the importance of understanding the ways in which children and young adults of compulsory school age learn. Students will consider the ways in which theories of learning and the role of the practitioner affect teaching and engagement with learning in educational settings.
Social and Behavioural Aspects of Learning (20 credits): This module addresses the ways in which critical life experiences and wider societal issues impact on children's behaviour and development and consequent motivation to learn. It will also identify the role of the setting, in collaboration with other agencies, in supporting the needs of the child both in terms of moral and social development as well as ensuring access to learning.
Planning for the Curriculum (20 credits): This module is designed to enable students to develop the skills of effective lesson planning with mentor support. Students will consider the promotion of inclusivity and differentiation and how assessment practices, including formative and summative ensure access to learning for all.
Professional and Academic Development (40 credits): This module focuses on the importance of continuing professional and academic development contextualised within the statutory compulsory age range. In addition, it will aim to develop the skills necessary for an education professional to work effectively and to improve their own performance.
Students will study the following compulsory Level 5 modules:
Education in Social Context (20 credits): This module addresses the concept of universal educational entitlement in the United Kingdom and the significant issues that contribute to educational inequality. It will enable students to comprehend the competing priorities of all stakeholders, including employers, and the ways in which these may be met.
Exploring a Creative Curriculum (20 credits): This module is designed to develop a sound knowledge and understanding of the role of the educator in promoting a creative curriculum which engages and inspires children whilst maintaining educational purpose and value. Students will consider significant and emerging theories and principles of how skills are acquired in the cross curricular delivery of core subjects.
Special and Inclusive Education (20 credits): This module challenges participants to examine their own attitudes and values and those experienced in the workplace. The module aims to raise issues of current understandings, perspectives and definitions of terms such as "Special Educational Needs" and "access". A range of commonly encountered disabilities relating to educational learning will be explored including Dyslexia, Dyspraxia, Dyscalculia and autism as well as sensory and physical impairment.
Safeguarding Children (20 credits): This module aims to support practitioners in carrying out their role with regard safeguarding by understanding the types of abuse that children can be subjected to. The module focuses on gaining an understanding of current child protection legislation and the professional role of the educator in the context of safeguarding children.
Work Based Enquiry (40 credits): This module will build on the student’s own research interest by conducting primary and secondary research into an appropriate area of professional practice. This module is designed to provide the student with the necessary skills to complete a piece of research in their chosen area. Personal and professional competence will be extended through the production of small scale, practice-related, research on a chosen subject.
The course provides opportunities to test understanding of the subject informally before completing the formal assessments that count towards the final mark. The formal assessment methods include a range of coursework tasks such as essays, reports, portfolios, presentations etc. The assessments are spread across the year to make the workload manageable.
How to apply
If your application is completed by the following date, it’s guaranteed to be considered:
15 January*If you apply after this deadline, universities or colleges don’t have to consider your application if they’ve filled their spaces, so the sooner you apply, the better!
You will need these codes when you add a choice to your application.
|Campus name||Carshalton College|
This course may be available at alternative locations, please check if other course options are available
Points of entry
The following entry points are available for this course:
- Year 1
- Year 2
Entry requirements for advanced entry (i.e. into Year 2 and beyond)
Applicants who have achieved a qualification such as a certificate of higher education, or have gained credits at another higher education institution, may be able to enter the course at level 5. Evidence of AP(E)L (original certificate and academic transcript) will need to be presented to, and accepted by the University of Roehampton.
This course is NOT able to accept students requiring a Tier 4 visa.
Applicants should have completed AT LEAST twelve months experience within the education sector, and preferably hold a level three qualification.
Additional entry requirements
Suitable applicants will be invited to interview, which may include a written task to further demonstrate their suitability for the course.
English language requirements
|Cambridge English Advanced||Level B2||B2 First, formerly known as Cambridge English: First (FCE).|
|IELTS (Academic)||6.0||An overall band score of 6.0, with none of the four skills below 5.5.|
Students from outside the UK may be required to demonstrate their level of English by providing proof of an English language certificate or other qualification. This is particularly the case where a student: • is from a country where English is not an official/first language, or; • has previous qualifications which include English as a second language, or; • has previous qualifications which have not been studied through the medium of English. The approximate guideline minimum English level required for entry at level 4 is "B2" on the Common European Framework of Reference for Languages (CEFR). This roughly equates to: • IELTS - an overall band score of 6.0, with none of the four skills below 5.5, or; • B2 First, formerly known as Cambridge English: First (FCE) **Please note that other English language certificates/qualifications are available, and may be considered, and the College looks at each applicant on an individual basis.**