Foundation Degree in Teaching Studies

(Exempt from Learning Framework)


Delivered by Middlesex University

In collaboration with

London Borough of Barnet

London Borough of Enfield

London Borough of Haringey

School of Arts and Education

Programme Leader: Peter Taylor

Programme Specification and Curriculum Map

Programme Specification:

Foundation Degree: Teaching Studies

1. Awarding institution / Middlesex University
2. Teaching institution / Middlesex University
3. Programme accredited by
4. Final award / Foundation Degree
5. Programme / Teaching Studies
6. UCAS code (or other relevant coding system)
7. Relevant QAA Subject benchmark group(s)
8. Academic Year / 2004/05
9. Reference points
The following reference points were used in designing the Programme:
  • QAA Education Studies Benchmarks.
  • University’s Guide and Regulations.
  • Professional Standards for Higher Level Teaching Assistants.
  • University Learning and Teaching policies and strategy.
  • National Qualifications Framework.
  • National Curriculum 5-16.
  • Government Curriculum Guidance.

10. Aims of the Programme
The programme aims to:
  • Increase all participants’ competence as learners and aid them in developing transferable skills such as self-awareness, reflection, evaluating their effect on others and their environment.
  • Encourage students to draw on a wide range of intellectual resources, academic disciplines, theoretical perspectives and work place scenarios to illuminate their understanding of learning and teaching in school contexts.
  • Provide a structure to enable individualised negotiated professional development.
  • Encourage students to engage with a wide range of fundamental questions concerning aims, values, policies and practices of education, learning and teaching and their relationship to society.
  • Develop in students the ability to construct and sustain reasoned arguments about a wide range of educational issues affecting learning and teaching with clarity, lucidity and coherence by engaging critically with evidence.
  • Aid students in applying transferable skills and competences and competencies in school settings, allied to supporting learning and supporting teaching – individually and within teams.
  • Aid students in applying transferable skills and competences and competencies in school settings, allied to teaching.
  • Encourage students to relate theories of learning and teaching to work settings and prepare them for their role as high level teaching assistants and/or potential teachers.

11. Programme outcomes - the Programme offers opportunities for students to achieve and demonstrate the following learning outcomes.
A. Knowledge and understanding of:
On completion of this programme the successful student will have knowledge and understanding of:
  1. How pupils learn.
  2. The changing context of education, and effects on professional roles within schools.
  3. The range of agencies involved in supporting learning in schools.
  4. Effective team work within schools.
  5. Planning for effective individualised learning – including for the gifted and talented.
  6. Monitoring and assessing learning.
  7. Effective pastoral frameworks and systems within schools.
  8. Equal opportunities within education and schools – including strategies for EAL (English as an Additional Language) learners.
  9. Behaviour management within schools.
  10. Supporting special educational needs within schools.
  11. Expected levels of personal professional development in regard to subject and specialist skills.
/ Teaching/learning methods
Students gain knowledge and understanding through interactive sessions at the university, follow-up assignments such as essays, reports, research, group seminars, presentations and completion of reflective journals, as well as tasks involving considerations, follow-up and practical implementation within the context of their school(s).
Assessment
Students’ knowledge and understanding is assessed by written and practical tasks, such as essays, projects, presentations, group/paired assignments and tasks, individualised professional development and placement requirements.
B. Cognitive (thinking) skills
On completion of this programme the successful student will be able to:
  1. Identify and reflect on a range of perspectives on learning theories.
  2. Critically analyse and challenge received views, concepts and theories appertaining to learning within schools, and display a willingness to accommodate new ideas.
  3. Reflect on their own learning processes in relation to learning preference theories.
  4. Demonstrate an understanding of the limitations of theory and research.
  5. Construct a reasoned argument and be able to substantiate independent points of view.
  6. Relate educational and learning theories and perspectives to supporting teachers.
  7. Relate educational and learning theories and perspectives to facilitate effective learning.
  8. Identify required levels of professional subject and skills requirements.
  9. Analyse and formulate action plans to develop required levels of professional subject and skills requirements.
/ Teaching/learning methods
Students learn cognitive skills through participatory seminars and workshops, group discussion, assignments, projects and given tasks, and the placement module.
Assessment
Students’ cognitive skills are assessed by written and practical tasks, such as essays, projects, presentations, group/paired assignments and tasks, individualised professional development and placement requirements.
C. Practical skills
On completion of this programme the successful student will be able to:
  1. Present ideas precisely and convincingly in a variety of written formats.
  2. Communicate effectively orally in a variety of settings and for different audiences.
  3. Use ICT resources effectively for producing written and presentational material as well as researching.
  4. Participate and contribute to groups in a variety of learning situations.
  5. Engage effectively in problem solving activities.
  6. Audit, with assistance, personal levels of professional skills and knowledge, and develop, with assistance, subsequent negotiated programmes of self-development.
  7. Apply skills such as observation and interviewing in real life situations.
  8. Relate learning and teaching strategies to school context(s).
  9. Apply learning and teaching strategies within school context(s).
/ Teaching/learning methods
Students learn practical skills through participatory seminars and workshops, group discussion, assignments, projects and given tasks, and the placement module.
Assessment
Students’ practical skills are assessed by written and practical tasks, such as essays, projects, presentations, group/paired assignments and tasks, individualised professional development and placement requirements.
D. Graduate Skills
On completion of this programme the successful student will be able to:
  1. Identify strengths and weaknesses in learning effectiveness and map these to personal and career development and aspirations.
  2. Use knowledge of learning styles, apply learning techniques and identify suitable learning opportunities to enhance their own learning.
  3. Organise their own learning and demonstrate increasing levels of autonomy.
  4. Communicate effectively (writing, verbally, graphically).
  5. Work as a team member, collaborate, plan and fulfil agreed responsibilities.
  6. Use resources and time effectively.
  7. Learn independently in familiar and unfamiliar situations with open mindedness and in the spirit of critical enquiry.
  8. Interpret and use numbers and data.
  9. Utilise ICT.
/ Teaching/learning methods
Students acquire graduate skills through learning and rehearsing key (graduate) skills at level 1 via an introductory key (graduate) skills module; thereafter skills are nurtured and developed throughout the programme culminating in the placement module.
Assessment
Students’ graduate skills are assessed by involvement in multi-activity workshops, paired and group work and presentations; supported by a journal containing reflective entries, short, medium and long term targets and strategic statements about realising personally set targets. These skill are further developed throughout the modules.
12. Programme structures and requirements, levels, modules, credits and awards
12. 1 Overall structure of the Programme
The programme is studied over two years.
To start with students will gain essential study skills and be given strategies for managing their own learning. They will gain insight into the evolution of the current curriculum, how pupils learn and how teams of adults can support each individual’s learning. Theories and models associated with planning the curriculum and monitoring and assessing its effectiveness will provide students with skills and knowledge to support the teachers they are working with. In addition they will have the opportunity to improve their knowledge and expertise in their own specialism or subject.
In the second year students will learn more about pastoral frameworks and systems, behaviour management and how to meet the needs of individuals, including those with special educational needs. Subject and specialist skills will be further enhanced and the programme is completed with a supervised practice during which the student will have the opportunity to demonstrate the skills and expertise which they have acquired and developed.
Year one focuses on acquisition of skills and knowledge. Year two focuses on potential and actual application of developed acquisition, within the learning support and school context.
12.2 Levels and modules.
Level 1
COMPULSORY / PROGRESSION REQUIREMENTS
Students must take all of the following:
EDS1111: Managing Your Own Learning.
EDS1001: How Pupils Learn.
EDS1002: Curriculum: How Did We Get Here?
EDS1003: Inter-agency and Team Support for
Learning.
EDS1004: Curriculum: Planning, Monitoring and Assessing.
EDS1005: Professional Specialism 1. / All modules must comply with university regulations.
Level 2
COMPULSORY / PROGRESSION REQUIREMENTS
Students must take all of the following:
EDS2001: Pastoral Framework and Systems.
EDS2002: Behaviour Management.
EDS2003: Supporting Special Educational Needs.
EDS2004: Professional Specialism 2.
EDS2006: Personalised Professional Practice. / All modules must comply with university regulations.

FOUNDATION DEGREE: TEACHING STUDIES STRUCTURE DIAGRAM

YEAR ONE

School Terms Modules University Terms

YEAR TWO

School Terms Modules UniversityTerms

13. A curriculum map relating learning outcomes to modules
Please see annex 1
14. Criteria for admission to the Programme.
  • All students applying should already be in an appropriate work context.
  • Students need to have one ‘A’ level plus 3 GCSEs at grade C or above in mathematics, English and science - or GNVQ, NVQ or level 3 equivalences.
  • Equivalent qualifications are welcomed and maturity and experience are taken into account.
  • All potential students are formally interviewed.
  • Students may apply for APL/APEL but need to show they have covered the content of modules studied at Foundation Degree Levels. Students who wish to claim APL will be required to submit certificates/evidence of qualifications gained. For APEL, students will be required to submit a portfolio of evidence detailing their claims for learning which they will map against module learning outcomes. The school of A&E has considerable expertise in this regard as it is common practice in ‘work based studies’ which is part of the school.

15. Information about assessment regulations
The Foundation Degree Programme will comply with standard Middlesex University regulations.
16. Indicators of quality
The programme will be subject to quality reviews conducted by the University and External Examiner scrutiny on an annual basis. Ongoing reviews will be conducted by a Steering Group comprising LA and school representation.
17. Particular support for learning.
Students attend an induction programme and receive a programme handbook. The initial EDU1111 module introduces students to the skills required by successful graduates and these are developed throughout the programme. Students are provided with module introductions and supporting materials by individual tutors. Seminars are run using group work and discussion and all students are encouraged to participate. Additional ongoing support is provided by university-trained mentors within schools. The supervised practice is supported by personal supervision by a named tutor. The university provides a central support system for students. ILRS (Information & Learning Resource Services) provide extra support for students who require help with areas such as essay writing and numeracy. Tutors can be contacted by email. Material is provided on the web (OASISplus/WebCT) to aid learning in modules. Students with disabilities are eligible for support from central university services. Authentic formative assessment will feature within the modules.
18. Methods for evaluating and improving the quality and standards of learning.
Feedback questionnaires are completed by students at the end of each module. Boards of studies take place once each semester. These meetings are attended by student representatives and staff to discuss the programme, student concerns and results from student evaluations of modules. External examiners’ reports and the Annual Monitoring Report for the programme are also considered. Students may, and will be encouraged to, discuss concerns directly with tutors. Concerns regarding the provision of university services will be discussed at the Campus Forum meetings which occur twice each semester. Members of staff undergo peer observation of teaching and are encouraged through the Secondary Education Academic Group to undertake training and development opportunities.
19. Placement opportunities, requirements and support (if applicable).
Students undertaking this programme are required to complete a supervised practice. All students will be working to some extent within schools as a requirement of their acceptance on to the programme.
20. Future careers: how the programme supports graduates’ future career development.
Completion of the programme or, in appropriate situations, the Supervised Practice module, will prepare students for separate/additional assessment for TDA Higher Level Teaching Assistant (HLTA) status. Successful completion of the Foundation Degree will enable progression to an honours degree and then initial teacher training courses, such as, a post-graduate certificate in education or an employment-based Graduate Teacher Programme (GTP) – or, alternatively, directly to a Registered Teacher Programme (RTP).
21. Other information.
It is envisaged that in the future it might be possible to incorporate HLTA status assessment – requiring development of existing TDA constraints.

FdA Teaching Studies 2009/2010

Curriculum map for Foundation Degree: Teaching Studies

This map shows the main measurable learning outcomes of the programme and the modules in which they are assessed.

Module / Code / Programme outcomes
A
! / A2 / A
3 / A4 / A
5 / A
6 / A7 / A8 / A
9 / A
10 / A
11 / B
1 / B
2 / B3 / B
4 / B5 / B6 / B
7 / B
8 / B
9 / C1 / C2 / C3 / C4 / C5 / C6 / C
7 / C
8 / C
9 / D
1 / D
2 / D
3 / D
4 / D
5 / D
6 / D7 / D
8 / D
9
1 / Managing Your Own Learning / EDS1111 / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
How Pupils Learn / EDS1001 / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
Curriculum: How Did We Get Here? / EDS1002 / / / / / / / / / / / / / / / / / / / / / / / / / / / /
Inter-agency & Team Support for Learning / EDS1003 / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
Curriculum: Planning, Monitoring & Assessing / EDS1004 / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
Professional Specialism 1 / EDS1005 / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
2 / Pastoral Framework & Systems / EDS2001 / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
Behaviour Management / EDS2002 / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
Supporting Special Educational Needs / EDS2003 / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
Professional Specialism 2 / EDS2004 / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
Personalised Professional Development / EDS2006 / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

FdA Teaching Studies 2009/2010

Programme learning outcomes
Knowledge and understanding of: / Cognitive (thinking) skills: (will be able to…)
A1 / How pupils learn. / B1 / Identify and reflect on a range of perspectives on learning theories.
A2 / The changing context of education, and effects on professional roles within schools. / B2 / Critically analyse and challenge received views, concepts and theories appertaining to learning within schools, and display a willingness to accommodate new ideas.
A3 / The range of agencies involved in supporting learning in schools. / B3 / Reflect on their own learning processes in relation to learning preference theories.
A4 / Effective team work within schools. / B4 / Demonstrate an understanding of the limitations of theory and research.
A5 / Planning for effective individualised learning – including for the gifted and talented. / B5 / Construct a reasoned argument and be able to substantiate independent points of view.
A6 / Monitoring and assessing learning. / B6 / Relate educational and learning theories to supporting teachers.
A7 / Effective pastoral frameworks and systems within schools. / B7 / Relate educational and learning theories and perspectives to facilitate effective learning.
A8 / Equal opportunities within education and schools. / B8 / Identify required levels of professional subject and skills requirements.
A9 / Behaviour management within schools. / B9 / Analyse and formulate action plans to develop required levels of professional subject and skills requirements.
A10 / Supporting special educational needs within schools.
A11 / Expected levels of personal professional development in regard to subject and specialist skills.
Practical skills: (will be able to…) / Key Skills: (will be able to…)
C1 / Present ideas precisely and convincingly in a variety of written formats. / D1 / Identify strengths and weaknesses in learning effectiveness and map these to personal and career development and aspirations.
C2 / Communicate effectively orally in a variety of settings and for different audiences. / D2 / Use knowledge of learning styles, apply learning techniques and identify suitable learning opportunities to enhance their own learning.
C3 / Use ICT resources effectively for producing written and presentational material as well as researching. / D3 / Organise their own learning and demonstrate increasing levels of autonomy.
C4 / Participate and contribute to groups in a variety of learning situations. / D4 / Communicate effectively (writing, verbally, graphically).
C5 / Engage effectively in problem solving activities. / D5 / Work as team member, collaborate, plan and fulfil agreed responsibilities.
C6 / Audit, with assistance, personal levels of professional skills and knowledge, and develop, with assistance, subsequent negotiated programmes of self-development. / D6 / Use resources and time effectively.
C7 / Apply skills such as observation and interviewing in real life situations. / D7 / Learn independently in familiar and unfamiliar situations with open mindedness and in the spirit of critical enquiry.
C8 / Relate learning and teaching strategies to school contexts. / D8 / Interpret and use numbers and data.
C9 / .Apply learning and teaching strategies within school context(s). / D9 / Utilise ICT.

FdA Teaching Studies 2009/2010

FdA Teaching Studies 2009/2010