Part Time Foundation Degree (FdA) for Teaching Assistants

Foundation Degree (FdA) for Teaching Assistants

• School:
  • School of Lifelong Learning
• Attendance Type:
  • Part Time
• Course Level:
  • Level 4,
  • Level 5
• Course Keywords:
  • education,
  • Teaching Assistants,
  • Foundation Degree

Summary:

The Foundation Degree for Teaching Assistants provides teaching assistants with the opportunity to develop their professional skills and achieve an HE qualification. The programme has been designed to meet the needs of teaching assistants from a variety of school settings, from Reception to year 11. It offers an excellent opportunity to gain a work related qualification geared to your individual needs.

Course Length:
Two years
Course Schedule:
Tuesday, 2-8 pm
Entry Requirements:

Learners embarking on this programme must:

• have level 2 English and Maths or Adult Literacy and Numeracy at level 2
• be employed as a teaching assistant
• have the full support of their head teacher and a named workbased mentor who is prepared to support the TA through the course.

Core Skills:
You will study: Higher learning skills, Working with learners, Managing learner behaviour, Creative resources for learning and teaching, Working with colleagues, Educational issues, Professional roles and responsibilities, Support literacy and numeracy in the classroom.

Assessment:
Monitoring of progress and achievement on the programme is by continuous assessment. All modules are designed at Level 4 (1st year) and Level 5 (2nd year) and are assessed by an assignment. This will include one or other of the following assessment methods, or a combination: essay writing; portfolio work; projects; presentations to group; case studies.

The course also includes observation of practice. The feedback reports from these observations can be referred to in any of the module assignments.

All work will be marked with the award of a percentage grade. The Foundation Degree can be awarded with an overall distinction - please refer to the Norfolk Regulatory Framework for detail (this can be found on CCN's virtual learning environment).

Candidates who successfully complete all of year 1 work (120 credits) but who do not progress to year 2 can be awarded a Certificate of Higher Education.

Academic Progression:
You have the possibility of progressing to the BA (Hons) Inclusive Practice in Education offered at CCN. Foundation Degree graduates may also progress with full articulation to the BA (Hons) Professional Studies at the UEA developed in partnership with the City College.

Full Description:

Year 1 Modules

Work Related Learning 1 (core module) The module aims to enable course members to reflect on their work role and practice, critically appraise their own performance and report on the experience of learning at work.

Higher Learning Skills (core module) This module is designed to enable participants to identify and develop HE study skills in order to undertake successful study at HE level and to identify and develop 'softer' transferable skills relevant to the workplace.

Individual in the Education Sector (core module) To enable course members to develop their knowledge, skills and understanding of the broader context of education.

Effective Strategies for Supporting Literacy & Numeracy This module provides an opportunity to reflect on the support necessary within the learning and teaching environment. The module aims to enable course members to focus on professional practice and identify ways in which they can support learners in developing literacy and numeracy skills.

Managing Learning Behaviour This module enables course members to reflect on specific aspects of learner behaviour, both from an individual and a group perspective.

Innovative Resources for Learning & Teaching Within the learning environment a range of resources will be designed, created, used and evaluated. This module enables the course members to undertake this work, in collaboration with colleagues, and to reflect on the purpose of specific aids to learning.

Collaboration and Practice The module aims to enable course members to reflect on the various relationships and interactions with others to support learners and learning.

Observation of practice - 3 per year (one by mentor)*

Year 2 Modules

Work Related Learning 2 (core module) Building on the experience of the level 1 module course members will be encouraged to continue their exploration of their professional practice, along the strands developed previously, as a source of learning.

Higher Learning Skills 2 (core module) The purpose and aims of this module are to enable students to continue to develop their study skills for achievement in a second year of a degree and in preparation for those progressing to a third year. These skills would also be appropriate for those taking on extra responsibility in the workplace on completion of the foundation degree.

Inclusive Education This module enables course members to reflect on specific learner needs that affect behaviour, both from an individual and a group perspective.

Supporting Learning This module reflects one of the key aspects of a teaching assistants role, that of supporting learners and learning.

Professional Development The purpose of this module is to enable learners to demonstrate the development of their professional practice linking to their learning. Throughout the two years of the course learners will build a portfolio of action plans and reflections on practice through tutorials with course team members, developmental discussions with mentors and observations of practice from both teaching staff and mentors.

Practitioner Research Project The purpose and aims of this module are to enable students to undertake a piece of action research relevant to their workplace; to enable learners to manage information and growing autonomy in own learning. Learners will independently select an appropriate focus for their research.

Observation of practice - 3 per year (one by mentor)*

THE MODULES OF THIS COURSE ARE CURRENTLY UNDER REVIEW AND LIKELY TO CHANGE. PLEASE REFER TO THIS TABLE AS A GUIDE ONLY.

Course Aims and Objectives
The Foundation Degree Arts for Teaching Assistants aims to enable you to:

• develop as a reflective, independent and flexible learner;
• develop transferable, work based skills;
• develop higher learning skills and specific work based skills and competencies;
• embrace the philosophy of lifelong learning at work, through work and for work;
• develop skills in the workforce to meet identified and primarily regional and local employment needs;
• develop an enhanced knowledge and understanding of the work sector;
• enhance your employment and career development opportunities;
• participate and progress within a framework of higher education.

Approach to teaching and learning

There is a shared philosophy across the education studies team. This is reflected in the approach to teaching and learning on all of our programmes.

Supporting learners in their development from dependence to independence to interdependence in their learning.

This is expressed through encouraging learners to develop confidence in their own abilities as independent learners. The third stage of interdependence is about having the confidence, ability and emotional security to work collaboratively with others, sharing their understanding and their practice with colleagues.

Encouraging the development of reflective practice.

This underlies all of the education studies courses, both at undergraduate and masters levels.

Working towards a student-centred approach to learners.

This third principle expresses the course team's belief that the personal and professional experiences of course Members are valued and should be taken into account whenever possible through providing opportunities for this experience to play a major role in the learning process on the course.

Aiming to generate a supportive climate of mutual respect that values the andragogical nature of adult learning and development for all.

Teaching, learning and assessment are about your own professional practice, your experience and your development in order to support your understanding and professional progress.

Using the experience and existing understanding of course members we aim to draw on underlying theories and principles to extend and enhance your knowledge, confidence and competence in your professional practice and understanding.

Teaching and Learning Strategies

The approach to teaching and learning includes a range of teaching methods and active learning approaches, including lectures, workshops, seminars, tutorials, e-learning and presentations for course members. The exact nature and choice of approach will depend on the module being presented.

Managing Own Learning

There is an expectation associated with the teaching strategy employed that is based on the assumption that participants will take increasing responsibility for managing their own learning, with, of course, appropriate support from the course team. The teaching will provide important guidance and a forum for debate through tutor input, discussion and small group work. However, these are only some of the sources upon which course members will be expected to draw in order to successfully complete the course.