Foundation Degree Subject Benchmark Statements (QAA 2004)
Professional Standards for Higher Level Teaching Assistants (TDA 2007)
The outcomes and structure of this programme are centred on the development of the knowledge, understanding and skills that will support high-level professional practice in Teaching Assistance. It is guided by the "Common Core of Skills and Knowledge for the Children's Workforce (HM Government 2005) and the "Higher Level Teaching Assistants Standards" (TDA 2007). It should be noted that the work of the TDA is now within the TA. The programme structure has also been designed to embrace the vocational and work based principles of Foundation Degrees (QAA 2002) and Benchmark Statements (QAA 2004).
Faculty of Education & Children’s Services FdA Module Assessment Board
Tuesday 27th January 2015
The Foundation Degree Programme aims to enhance personal skills and knowledge and understanding of young children and their needs and their place in society. Specifically it aims to:
Prepare students to make a positive contribution to their own professional development and the wider Children's workforce;
Develop the knowledge, understanding and critical thinking necessary for high quality, professional, anti-discriminatory and inclusive practice in a school setting;
Develop students' ability to understand and apply the principles of evidence-based practice;
Develop students as reflective practitioners, with an understanding of the need for, and a commitment to, lifelong learning;
Develop an appropriate knowledge and understanding of holistic, creative learning and the current regulations and guidance;
Develop the professional communication skills necessary for the shared responsibility for supporting teaching and learning of pupils in school settings and the maintenance of high professional values;
Develop the key skills expected of a Foundation degree graduate and to apply these to professional practice and on-going personal development.
Knowledge and critical understanding of the principles relating to children's learning and development (evidence specifically in ED4115, ED5506, ED5522 and ED5526)
Demonstrate knowledge and understanding of the regulatory and legislative framework for children 5 to 15 (evidenced specifically in ED4501, ED4115, ED4526 and ED5506)
Ability to apply underlying concepts and principles of working with children (evidenced throughout the programme)
How to plan, implement and evaluate the curriculum and pedagogy for children (evidenced specifically through ED4501, ED4115, ED5105, ED5526, ED5522 and ED5506)
Communicate ideas, principles and theories; create arguments and analyse effectively using written, visual, verbal and ICT media, with a sense of audience (evidenced throughout the programme- assessment).
Demonstrate appropriate critical thinking skills and produce evaluative responses (evidenced throughout the programme).
Use a range of established techniques to initiate and undertake critical analysis of information relating to their work situation and to propose solutions to problems arising in the work setting (evidenced specifically in ED4501, ED4113 and ED5504).
Reflect and evaluate self, including the potential effect of personal attitudes, values and behaviours on work with young children, parents, colleagues and other professionals (evidenced throughout the programme).
Demonstrate the experience, knowledge and skills that underpin good practice in Teaching Assistance (evidenced throughout the programme).
Demonstrate an understanding of equality of opportunity and how to promote that within the work setting (evidenced throughout the programme).
Design, implement and plan for an effective learning environment (evidenced specifically in ED4526)
Demonstrate qualities and transferable skills necessary for employment requiring the exercise of personal responsibility (evidenced specifically in ED5504)
Undertake further training, develop existing skills, acquire new competences that will enable them to assume different and diverse responsibilities within the school setting (evidenced throughout the programme but specifically within ED4501, and ED5504).
Upon completion of the Foundation Degree students will be able to:
Communicate ideas effectively in speech and writing.
Use and develop their own mathematical and scientific skills to ensure the effective delivery of these skills to children.
Use ICT to support their own development and the learning of children.
Improve their own performance through critical self-reflection, the implementation of evidence-based practice and continual professional development activities.
Work within a team to complete an agreed task.
Solve problems that may occur whilst carrying out the role of a teaching assistant within a school setting (evidenced throughout the programme).
The outcomes and structure of this programme are centred on the development of the knowledge, understanding and skills that will support high-level professional practice in Teaching Assistance. It is guided by the "Common Core of Skills and Knowledge for the Children's Workforce (HM Government 2005) and the "Higher Level Teaching Assistants Standards" (TDA 2007). It should be noted that the work of the TDA is now within the TA.
The campus-based activities acknowledge the considerable experience the learners bring with them and recognise the learning that will take place in the work place environment. All students will be expected to be working in schools and all module assessments recognise work-based skills.
Each level of the programme includes modules entitled ‘Practice-based Enquiry' (ED4501 and ED5504) which guide the students to develop their own personal skills as a teaching assistant. The students will be required to obtain authentic work-based evidence and reflect on significant aspects of practice.
Students will normally attend once a week during term time (one afternoon per week) thus ensuring as little time as possible is required by the employer to release them from their work. The programme will be delivered over a period of three years, allowing sufficient time in the students' busy work and family schedules to complete the required credits, whilst not making the programme so long that it no longer becomes an attractive proposition.
Along with the taught modular sessions on campus there will be opportunities at the end of every module to meet with their tutors to discuss work related issues.
Students who have successfully completed a programme at intermediate level will have ‘developed a sound understanding of the principles in their field of study, and will have learned to apply those principles more widely. Through this, they will have learned to evaluate the appropriateness of different approaches to solving problems.' Their studies will have had ‘a vocational orientation, enabling them to perform effectively in their chosen field" and they will have ‘the qualities necessary for employment in situations requiring the exercise of personal responsibility and decision-making'. (QAA. 2001:1)
An emphasis on "knowing about" key ideas in Education; on acknowledging sources; on accuracy; on rational argument and the development of a questioning attitude.
The study skills required to study at HE level will be made secure e.g. library and internet resourcing, computer literacy, ability to articulate accurately and give presentations.
The learning is predominantly tutor designed and guided with scope for individual and group initiatives within this framework. The assignment framework allows for considerable individual initiative as assessments are linked to work practice in each module.
At this level the students will be expected to demonstrate a critical approach to knowledge and evidence, to seek links between different theories on how children learn best and begin to develop mastery of complex skills and concepts to do with learning and development.
They will also be reflecting and evaluating their own practice in the workplace and making decisions about their own developmental needs. Whilst the learning design is largely tutor controlled there is learner direction in the particular focus of the work carried out.
120 credits at Level 4 entitle the student to a Certificate of Higher Education
240 credits, including 120 at Level 5, entitle the student to a Foundation Arts Degree
120 credits at level 4 and 120 credits at level 5.
Part-time students will apply to the relevant institution directly. Applications will be filtered through the admission systems; in some cases applicants may be interviewed by the course team prior to being offered a place on the course. This degree includes a specialist vocational component, underpinned by broad based academic learning. All people working, or on placement, in a school setting must meet the 'fit person' criteria for doing so, including obtaining the necessary clearance from the Disclosure and Barring Service (DBS). On enrolment, all students will be required to provide evidence of a recent DBS check. The successful applicant would normally have :
NQF level 3 qualification in Early Years or Teaching Assistance or a related subject (not compulsory).
English and Mathematics at GCSE (or equivalent) grade C or above.
Some experience of working in a school supporting learning either voluntary or employed.
Meet the criteria for a 'fit person' to work with young children.
Students wishing to undertake this part-time course apply directly to the relevant institution. After an initial screening, suitable applicants are invited to an information session and individual interview session to ascertain the extent of their experience and their suitability to benefit from this programme. This ensures that applicants with atypical backgrounds for an HE programme are considered. As work-based learning is an integral part of the programme, discussions regarding work-based learning take place on entry together with an assessment of the appropriateness of any current work experience.
Applicants are asked to supply a reference which confirms that they have had a minimum of two years of experience supporting or managing provision for children and / or young people. As part of the application process applicants may be required to provide a written statement of no more than 500 words, which will be used to make an initial assessment of their basic skills and any learning support needs. The applicants’ experience, aspirations, motivation, work history, maturity and commitment will be discussed at interview and used, along with the initial assessment, to inform the guidance given, and ultimately whether a place on the programme is to be offered.
Accreditation of prior learning will be considered in line with the current policy of the University of Chester. Each candidate would be required to submit evidence of the outcome of their previous learning, whether experiential or certified. Applicants are likely to be:
Employed in a school in a learning support/teaching assistance role.
In possession of a vocational qualification at NQF level 3 or equivalent in Early Years or Teaching Assistance.
Supported by their school to undertake the programme.
There are currently no Benchmarking Statements for programmes based on the practice of Teaching Assistance. However, in designing this programme the team have taken into account the subject specific standards - "Professional Standards for Higher Level Teaching Assistants" (TDA September 2007).The programme has also taken into account the following benchmark statements - Foundation Degree Qualification Benchmark (QAA 2004)- Education Studies Benchmark Statements (QAA 2000). It should be noted that the work of the TDA is now within the TA.
Learning and Teaching
Students will benefit from a variety of learning and teaching strategies chosen to best suit individual needs and desired outcomes. Methods will be aimed at achieving the acquisition of relevant knowledge and understanding in order to develop an informed understanding of practice. The programme will be delivered through a mix of lectures, presentations, group-work activities, case study, guided reflection and independent study, and as is important with a Foundation Degree, important learning will take place in the practice setting. The theoretical perspectives explored will enable students to reflect upon and share their experience in practice settings and to relate this to current thinking. The teaching approach will be largely activity based and participatory in nature with students expected to take a full and responsible part. Prior reading will be specified and is necessary for some sessions.
Throughout the programme students will be encouraged to be critically reflective; listen carefully to the views of others; to question values and opinions; to investigate evidence and to draw their own informed conclusions. They will be encouraged to develop as independent learners and to develop the skills of collaborative and negotiated learning.
Methods employed in each module will identify and analyse the core generic issues that are relevant to the support of learning and teaching. Students already working in particular school Key Stages or aspiring to do so, will then be given the opportunity, through differentiated tasks and assessment assignments, to investigate in depth those issues that relate specifically to their actual/anticipated employment practice. This will be supported by learning material which may be in hard copy and/or electronic (module folders on the intranet) format. For example, with regard to the topic of ‘assessment' the essential features will be introduced and analysed through whole-class activity with subsequent opportunity for students to complete further work that is key stage specific.
Similarly, placements will be agreed in particular key stage environments according to a student's current employment or career aspirations. It is strongly felt by the programme team that this methodology will create the breadth of perspective and flexibility that might be expected of someone with this level of qualification. In common with other programmes this provision has its own intranet site on Moodle. This will hold programme advice and guidance and module specific learning material. This site is externally accessible to all registered students.
The programme will be available part-time, through modules scheduled usually on one afternoon and evening per week.
This programme will attract mainly experienced practitioners with supportive employers but it is possible that some students may be new to the profession and will be on placement in school in a voluntary capacity. In both cases, students will be supported in the school environment. In the case of volunteers students will be required to find a placement in an appropriate setting. The full range of learner support systems will support students on the programme.
The programme is taught over 6 terms. Students complete six modules at level 4 in the first three terms followed by six modules at level 5 in the final three terms. Along with the taught module sessions in college there will be opportunities for tutorial support.
Assessment will take a variety of forms particularly appropriate to this work-based programme e.g. reflective portfolio, reflective essay, presentation, analysis of work-place scenario and case study. The form of assessment chosen for each module is the most appropriate to enable students to demonstrate their achievement of stated module learning outcomes. The nature of the particular assessment tasks will recognise and encourage the synergy of work-based learning and academic study which is a distinctive feature of the Foundation Degree such that 'technical and work specific skills' are 'underpinned by rigorous and broad-based academic learning'.
Where appropriate assessment tasks will model and require the critical analysis of professional practice, e.g. the use of folio and case study material. All assessment is undertaken in accordance with the University of Chester's regulations and requirements. In general terms, students are assessed on their ability to demonstrate knowledge and understanding, in breadth and in depth, of the subject matter studied; discuss, interpret and critically analyse a range of literature; utilise effectively the transferable communication and rhetorical skills of speaking, listening, reading, writing and arguing; conducting independent and collaborative research, using relevant skills and methods (including ICT where appropriate). The assessment methods used in each module correlate with the learning outcomes for that module. Where feasible, assessment will be used to inform tutor planning to ensure that subsequent teaching addresses the identified needs of the students. Students are clearly informed about the assessment requirements of each element of their programme. The formal assessment requirements are described in each module descriptor. As well as generic assessment criteria that relate to the level of performance, students will be provided with assignment specific criteria that relate to the learning outcomes for that module in the module handbook.
Graduates will be committed to promoting the learning and wellbeing of children in either primary or secondary educational key stages. This Foundation Degree is an important pathway, which will help to raise standards in school setting and give individuals the recognition they deserve. The successful graduates will be ideally placed to support teaching and learning in school settings. See section 26 for the personal and professional characteristics of graduates on completion of this programme.
Tameside College is committed to diversity and equality and is a specialist vocational provider of education and skills training. It is an inclusive institution, which put the needs of each individual learner at the heart of its mission. The institution has established a culture where learners are encouraged to disclose their disabilities and differences and where equality and diversity are routinely celebrated. All marketing is designed to be free from any form of discrimination and to encourage students from all backgrounds to contact us.
In order to ensure that the needs of all students are met any barriers to access (physical, environmental and curriculum) are identified and removed. All learning materials and teaching and learning sessions are designed to be free from racist, sexist and other discriminatory assumptions and practices
All student needs are identified during initial assessment, induction and enrolment and the appropriate support is provided through the Learning Support teams.
This qualification is also a route for those with the potential and desire to progress to a full honours degree and then, onto post-graduate study to enable students to teach.
The University of Chester offers part-time Level 6 study to enable Foundation Degree graduates to achieve full honours. Direct entry to level 6 of the Early Childhood Studies programme (on a part-time basis) or the BA Supporting Learning with Children and Young People (Level 6 Part-time Top Up Programme) within the Faculty of Education and Children's Services facilitates this progression.
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