Course Summary

This course is specifically tailored for teaching assistants with foundation degrees to acquire graduate status. It will consist of one day of intensive study per week at the University, plus research modules and additional teacher training courses.

The aim of the course is to widen and deepen the skills, knowledge and experience with which you have already been working in your field. We will enable you to think critically and make reasoned judgments that consider both education practice and policy. Your research modules will then allow you to put your refined capabilities to use in a school setting, and your observations will be put into the context of philosophical, psychological and sociological concerns.

As much of this course is self-led, students are able to take ownership of their professional development. However, help will always be available to you from staff members who have extensive teaching experience in schools. The outstanding successes of current and past students in progression to teaching careers is evidence that the course works, and graduates have proudly contributed to the improvement of their own institutions.

Why choose this course?

This course provides teaching assistants and non-qualified teachers with a largely self-directed means of gaining an honours degree. Its numerous small units make learning more flexible and a one day per week commitment allows students to continue working. Upon completion of the course, you will be eligible to take Qualified Teacher Status (QTS) courses and take advantage of the widening professional roles arising out of the 'Every Child Matters' agenda. You will also be able to explore relevant careers outside of teaching, such as social services, educational welfare, community programmes and charities.

During this course you will:

• Study on campus for one intensive day per week
• Benefit from access to our virtual learning environment (BREO) from outside the campus
• Undertake research in schools, informed by your weekly lessons
• Learn from tutors who have extensive experience teaching at senior levels in schools
• Gain access to further QTS courses
• Be exposed to increased opportunities arising from the 'Every Child Matters' agenda

Areas of study you may cover on this course include:

• 21st century childhoods
• Teaching and learning processes
• Classroom management

BAEDP-S

Assessment

At stage 3 the assessment strategy for the course is less formative in nature and more summative. However, the timing of assessments has been arranged such that you get feedback from a major piece of work, the negotiated study, prior to commencing your dissertation. This piece of work in the first 12 weeks of the year allows you to experience working with a supervisor, researching and collating information from secondary sources and writing an extended report with an emphasis on critical evaluation. This assessment and the feedback that comes from it thus underpin the remainder of stage 3.

The assessment stresses more formal academic work rather than the focus on evidence based practice that you will have had emphasised previously.

Educational Aims

The course aims to provide the opportunity for you to build upon your previous study and progress to an honours degree and thus onto subsequent potential careers within the teaching profession.

Student support

You will have access to a range of support services during your degree programme. Information on these services will be given during induction week at the start of your course.

PAD:

Professional and Academic Development (PAD) offer a number of services to support your academic development in Bedford. These include open study skills workshops in areas such as essay writing, referencing, critical thinking, presentations, IT skills and examination techniques. There are also one to one study skills sessions available to all, each a minimum of 30 minutes long, and you have access to a range of on-line study skills materials. Your point of contact at the Bedford Campus is Veronica Cooke.

Student services:

Student services can provide support in areas such as counselling, careers, health, finance, childcare and disability advice (http://www.beds.ac.uk/studentlife/support ). Your point of contact at the Bedford Campus is through the student services office in H block.

Learning resources:

Learning Resources offer a range of services aimed at supporting your studies whilst at University. These include the traditional library services borrowing, reserving and renewing books, videos and other library materials; as well as providing access to nearly 300 networked computers with a wide range of software including MS Office, internet, e-mail, and digital information products. There is also a range of on-line support materials and a designated librarian for the subject area (Jo Myhill). These services are restricted to members of the university therefore to access any of them you will need to present your current University ID card.

Personal Tutor:

Each student has a named personal tutor. That tutor will be responsible for the mentoring of the student during the year and represent a point of contact for the student if they have any concerns over their academic progress or if they want to know where to seek advice on aspects of their time at the University of Bedfordshire.

The tutor will:

• Monitor academic progress


• Help the student understand University regulations


• Provide a point of contact if to report illnesses and unavoidable absences to other lecturers


• Offer advice on careers and opportunities for further study


• Provide a point of first contact for personal and academic concerns


• Write confidential references for employment


• Meet with the tutee at least three times a year in order to undertake Professional

Development Portfolio (PDP) processes

The tutee will:

• Take responsibility for his or her own learning


• Seek out advice and help when needed


• Meet with his or her tutor at least three times a year


• Communicate any academic problems to his or her tutor


• Respond to communications from his or her tutor

Personal tutors will usually communicate with their tutees through the University email system or BREO. It is expected that tutees will check both of these regularly. All personal tutors will have weekly office hours. These hours will be posted on their office doors.

Team working

Through the course, you will be encouraged to work on projects as part of a small team. During workshops and seminars, you will be given opportunities to consider particular aspects of each unit, discussing these and providing feedback to the rest of the group.

You will also be given opportunities to demonstrate your developing knowledge and understanding of the subject through group or paired presentations, of which some are unit assessments. Units that require gathering evidence from settings will enable you to collaborate and share good practice with others already in the workplace, thus providing you with some valuable skills for your future.

Career Management Skills

In stage 3 you will receive specific sessions from Careers personnel in Bedford. These will help prepare you for job applications and interviews and indicate the range of resources available to help you now and in the future. Your personal tutor will be able to write references for job applications and also act as a source of information on applications and life after University.

Career/Further study opportunities

Career:

You are likely to progress to a course awarding QTS (GTP, PGCE, SCITT) and subsequently become qualified teachers. However, other non-teaching careers in areas such as educational welfare are also open to graduates.

You will be introduced to the Centre for Personal Career Development (CPCD) at Induction for the FD where My Future (CMS online) and other self assessment tools will be signposted. You will be made aware of the service available and how to access it at appropriate points.

You will be made aware that self assessment tools are available on the Careers tab of BREO

Further support and resources are available from the CPCD. Resources and support available at all levels include;

• One-to-one career coaching on job search, applications, interviews, postgraduate study and career planning/exploration both face-to-face and through E-guidance


• Workshops for specific groups such as Alternatives to Education, International You, recent Graduates etc


• BREO Careers tab which gives access to a wide range of information sources on such topics as: Finding Work, Careers Events, Subject discipline related information on employment, vacancy sources, our Jobshop for part time casual, placements and full-time graduate vacancies and UB Volunteering which enables current student to engage in a wide variety of community and employer based unpaid experience


• Teaching Fair, Make a difference and Going Professional events


• Volunteering opportunities available in all areas including education

For further information and a Whos Who in CPCD.

Further study:

You will also be able to progress to MA programmes such as the MA Education within the University of Bedfordshire.

Entry

Additional:

This course specifically caters for you coming from a Foundation Degree or other Education related programmes with 240 CATS credits. It is a top up year, with only a level 3. You must have 240 CATS credits and evidence of the ability to study at Level 3 of a degree. There is an automatic right of entry to the programme for you on graduating successfully from the Foundation Degree Educational Practice.

UK students Undergraduate entry requirements

Standard entry requirements for Foundation degrees (FD/FdSc)

A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.

Foundation degrees are also particularly suitable if you want to qualify while working.

• As a guideline, a typical offer would require you to obtain a UCAS tariff score of between 80-120 points, based on your level 3 studies.

Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.

We welcome applicants with relevant work experience.

Standard entry requirements for Undergraduate degrees (BA/BSc)

We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.

The general requirement is one of the following:

• UCAS Tariff Score greater than 200, which should include either two A level passes or an AVCE Double Award
• An Access qualification
• Equivalent qualifications such as Irish Leaving Certificate, Scottish Highers, International Baccalaureate or BTEC National Diploma

Students from the European Union

Entry requirements

As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.

We have students from all the European Union member countries so we are quick to make decisions on most qualifications.

How to apply

International students

• Undergraduate applications (BA/BSc) can be made direct to the University or via our representatives in your home country. If you intend to apply to more than one university in the UK you should apply via UCAS. If you want to apply to the University of Bedfordshire only you should apply directly using our international application form (link below) or via our representatives in your home country
• Postgraduate applications should be made directly to the University using our international application form (link below) or via our representatives in your home country
• Healthcare, nursing and midwifery students Many of these courses are not available to overseas students due to UK immigration law in regard to bursary funding. Please contact international admissions to find out if you are eligible to apply
• BA Nursing Studies Level 3 (with or without Overseas Nursing Programme) is available to overseas students - please contact International Admissions by email at international-admissions@beds.ac.uk for further information

(Please note that applicants on a full student visa are not eligible for part-time study)

Course application form for international students

We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.

• Course application form for direct applications [PDF]

How to complete your course application

Please read the Direct application instructions before completing the course application form.

Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section

Accreditation of prior certificated learning (APL)

APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.

Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `

The APL form should be submitted at the same time as the course application form.

We regret we are unable to process APL forms from students who have not submitted a formal course application form.

• APL application form for International students [100Kb] updated 041007

What next?

Return your completed application to:

University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom

Contact International Admissions

T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk

Awarding institution

University of Bedfordshire.

Professional, Statuatory and Regulatory Body Accreditation

N/A.

Students with disabilities

The course team support the University of Bedfordshire Disability Policy.

The policy covers all aspects of student life at University but specifically in relation to the course issues of admissions, assessment, student support and learning resources.

Academic staff are involved in meeting prospective you with declared special needs and can help advise on the particular requirements specific to the course. Learner support agreements are circulated to all members of staff that will teach the student. Further support and advice can be given through the personal tutorial system.

Skills Development

You will improve your chances of employability by:

• Fully engaging in all aspects of the course


• Developing an increased level of responsibility for your own development


• Developing your skills of collaboration and co-operative working, including interpersonal and practical problem solving skills


• Reflecting on your own abilities, taking a proactive approach to feedback


• Acknowledging the transferability of knowledge, skills and understanding


• Having ambitious and realistic career aspirations


• Recognising the benefits of lifelong learning and continue to develop your own personal learning

Communication

To help with the development of this you will:

Demonstrate strong communication skills through written, oral, visual and electronic processes, being able to organise and articulate opinions and arguments using relevant specialist vocabulary whilst working individually or as part of a team.

In this stage 3 course, you will present ideas and research findings with clarity, fluency and through a range of processes. The dissertation unit in particular affords the opportunity to develop sophisticated skills in communicating essentially through writing, but with the flexibility to permit other forms of communication. You will engage in discussions with a supervisor, thus providing you with the opportunity to explore concepts and co-construct knowledge. Presentations at this level are individual, thus allowing you to develop personal skills of communicating orally to others. Elements such as the ability to explain, persuade, evaluate, hypothesise and summarise will be evident.

Seminars will allow opportunities for discussing and debating issues in further depth, allowing you to be highly sensitive to the contributions of others.

Information Literacy

To help with the development of this you will:

Demonstrate strong information literacy skills, in gathering and collating information from a wide variety of primary and secondary sources, including theoretical and research based evidence, in an ethical and professional manner. The dissertation unit, has information literacy built into it.

In this stage 3 programme, you will now become more focused on particular areas of study, especially through the dissertation unit. You will demonstrate more independence in gathering the relevant literature, in a variety of forms. Units at stage 3 will enable you to effectively organise and synthesise the literature, selecting and using those sources that are most useful. You will make more informed judgments regarding the choices you make regarding the use of certain sources of literature.

Research and Evaluation

To help with the development of this you will:

Have developed the skills to undertake primary research and to be able to evaluate the significance and limitations of that research in relation to relevant theoretical perspectives.

In this stage 3 programme the key feature of the learning outcomes is the requirement for you to work more independently on analysing, critically evaluating and reflecting upon concepts that require more considered thought and critical judgement. You will be synthesising your developing knowledge and understanding from an increasing body of knowledge and communicating this through new contexts.

Creativity and Critical Thinking

To help with the development of this you will:

Demonstrate the ability to critically explore, analyse and evaluate information and data and reinterpret that information to construct cogent and coherent arguments.

In this stage 3 programme you will have the opportunity to develop a high level of critical thinking in relation to the key concepts relating to educational practice. You will explore theoretical perspectives in greater depth, thus reflecting the spiral curriculum approach to your development of skills, knowledge and understanding. A greater emphasis is placed on your ability to understand and evaluate the research and theories of key figures in the field. Through the dissertation, you will further develop your ability to selectively and systematically research, analyse and reflect upon, those aspects of education practice that will provide a focus for critical thinking.

Improving learning and performance

The course is designed to enable you to take increasing responsibility for your learning and development. A scaffolded approach enables you to benefit from initial direction, support and suggestions regarding your learning. This will be particularly evident in the Negotiated Study unit at the beginning of the academic year and subsequently in the dissertation unit. In this top-up year an increased proportion of your time is allocated to personal and guided study.

Targeted feedback, personal tutoring and interactions with supervisors of the negotiated study and dissertation all give guidance on how your learning and performance can be improved.

Progress files

The progress file will normally be continued from the work done on your previous course, normally the FD Educational Practice. You will be responsible at stage 3 for monitoring your progress with your personal tutor.

Professional standards

Attendance and punctuality requirements

We expect that:

• You will attend all taught sessions. Lower attendance than this is likely to result in reduced understanding and lead to lower grading in assessments


• You are required to inform the course and unit leaders of any unavoidable absence from taught sessions


• When attending any work placement or job shadowing activities you will be acting as a representative of the University and will be expected to uphold professional standards of behaviour

General behaviour

• You are expected to conduct yourself in an orderly, dignified and professional manner in all times within the University premises


• You are expected to demonstrate honesty and integrity in all dealings with the course staff and University

Use of mobile phones

• You must not use mobile phones during any taught class

Contact arrangements

• You are required to provide a valid, permanent, term time and correspondence contact address and telephone number to Registry when you register as a student each academic year


• You are required to provide Registry with a current contact number of your next of kin should the school need to contact you in an emergency


• You are required to inform Registry of any change of address or telephone number and ensure your contact details are up to date

Assessment requirements

• You are required to be aware of the Universitys assessment regulations (add website address)


• You are required to be aware of the Universitys academic offences policy and plagiarism regulations as detailed in the University regulations (add website address). Plagiarism is considered to be a serious matter by the School and University

Strategy for developing and embedding the professional standards

N/A.