Foundation Degree in Education, Teaching and Learning

This module provides an introduction to thinking about play, learning and teaching. Play is a contested concept for which there is no one agreed definition. Many theorists are able to discuss what some of the features of play are or are not. In this module we will look to consider what constitutes play and why it is key to early learning. We will investigate ideas around play environments both indoors and out as well as considering Forest School. We will provide an introduction to some of the key theorists and pioneers, also exploring play within the EYFS. We will also begin to explore learning theory and where play fits into this as a pedagogy. We will also investigate the challenging role of the adult within play, learning and teaching, and ideas around modelling play behaviour. We consider how key areas such as mathematics and synthetic phonics can be developed through a play based approach

This module enables students to undertake a reflective and critical review of their professional skills, knowledge and understanding through a personal appraisal of their specific professional role in the context of their institutional setting. It supports students in their understanding of the scope of the children’s and young peoples’ workforce and their role as part of the schools workforce, supporting their own and others’ continuing professional development. This module is designed to help support students to develop knowledge, understanding and skills in the areas of teaching and learning within professional contexts.

This module aims to equip students with an in-depth understanding of theorise of education. It aims to help students develop their own philosophy of education and beings with exploring personal ideologies around the nature and purpose of education. Students will be encouraged to debate and critically analyse theories around knowledge, learning, motivation, curriculum and schooling.

This module supports the transition to study in a Higher Education environment. . The nature and demands of study at a higher level will be studied and explored with reference to an online shared collaborative reflection space. Generic key transferable skills, such as communication, information technology, problem solving, working with others and improving one’s own learning, will be introduced and practiced. The nature and demand of becoming a successful university student will be analysed with reference to the role played by directed and self-directed study on a university course, with care of self being emphasised, using seminal theory to support individual perspectives. The module aims to frame learning as a collaborative endeavour where students draw upon collective experience to better understand their own experience. Students will audit your own skills, identify aspects that need improving and devise plans for self-development in those areas.

This module will develop student’s knowledge and understanding of child development and learning from 0 – 5years and beyond. The module will focus on language, cognition, brain, physical and social and emotional aspects of development, including attachment, transitions and self-regulation. Students explore topics like global development delay and the complex, intersectional needs of children that are not assumptions made about SEN. Consideration will be made to consider the importance of adverse childhood experiences (ACE’s) within a child’s lived experience and the influence of this on wider development.

Students are also encouraged to explore issues of health and wellbeing, for example hygiene, handwashing, dental health, immunisations, and childhood diseases. Students will learn how to identify when a child needs urgent medical or dental treatment and the correct procedures to follow. The assessment for the child development portfolio asks student to discuss how good nutrition supports brain development. This module aims to provide students with a range of theoretical perspectives and philosophical approaches to development and learning which can be used to analyse practice.

Childhood is defined largely through the attitudes, beliefs and values of particular societies at particular times. Using a multi-disciplinary approach, this module will promote an understanding of how childhood has changed or is different and continues to be socially constructed. This leads to a number of contested discourses for example: Romantic, Puritan, Utilitarian and Developmental which continue to influence policy and practice in the Early Childhood context. This module will also make reference to the student’s own experiences of childhood and will explore how this, alongside other constructs, are influenced and represented through a variety of means such as media imagery, children’s literature, children’s health and wellbeing, and artefacts from a range of sources. Students will be encouraged to consider the potential implications for their practice in respect of dominant discourses around childhood for example the emphasis on children’s ‘care and protection’ in the dominant romantic discourse.

This module aims to develop students’ knowledge and understanding of research methodology and specific research terminology. It critically analyses the importance of research design, focusing on key aspects required for undertaking small scale research studies. It addresses ethical principles, examines the role and responsibilities of the researcher, and identifies issues for management and organisation, including the consideration of the value of and ethical issues around practitioner research. It enables students to access, compare and critically analyse academic research, and ascertain how this impacts on policy and practice. This module will allow students to develop skills and knowledge to support progression into Honour’s level.

This module aims to introduce students to the impact of globalisation on the education sector and different perspectives on its impact. This involves an exploration of how technology and AI is shaping our understanding of childhood and education and what implications arise for the future world of work. The module explores the key questions of what impact does a rapidly changing social environment have on children and young people? What are the implications of globalisation for closing or widening social divisions and inequalities? Why are market based education policies so persistent across the world? And what are the benefits and challenges of adopting international educational policies and ideas in the UK context?

This module aims to develop students’ knowledge and understanding of research methodology and specific research terminology. It critically analyses the importance of research design, focusing on key aspects required for undertaking small scale research studies. It addresses ethical principles, examines the role and responsibilities of the researcher, and identifies issues for management and organisation, including the consideration of the value of and ethical issues around practitioner research. It enables students to access, compare and critically analyse academic research, and ascertain how this impacts on policy and practice. This module will allow students to develop skills and knowledge to support progression into Honour’s level.

This module enables students to engage in critical reflection around their own experience and perception of mentoring and coaching. It will help develop coaching and mentoring practice and gain a deeper theoretical understanding of the subject. There will be opportunities to explore the current landscape and reflect upon how it relates to your own practice. During the programme you’ll also select an aspect of coaching and mentoring to analyse and investigate, bringing about change within your own practice and organisation.

This module will introduce students to a range of current and historical issues surrounding the inclusion of babies and children with Special Educational Needs and Disabilities and Mental Health in the education and care system. Students explore topics like global development delay and the complex, intersectional needs of children that are not assumptions made about SEN. Relevant legislation and policy will be explored with opportunities to consider a range of issues related to inclusion such as attendance, exclusion and disadvantage from a wide range of perspectives. Through the taught sessions, each of the four categories of need, as identified in the SEND Code of Practice: 0-25 years (2015) will be explored to identify barriers to learning and supportive strategies. Case studies are also used to explore children who manoeuvre with hoists, require medication as part of their daily life and the adaptations that can be made to everyday practice for inclusive practice. They also consider meal times and feeding for all ages, appropriate food size, shape, choking and facial muscles. Feeding children whom have no muscle control, finger food etc. and how to do this whilst showing respect for the unique child including maintaining their dignity.

This module aims to introduce students to the importance of considering issues surrounding education and social justice, rights and voice with children and young people. The module enables students to undertake a collaborative presentation exploring elements of the module and their implications for practice. It aims to empower students to become agents of change through understanding opportunities for agency within the wider structures in which they work to help ensure that all young people (regardless of their background) can thrive. This module explores how social justice-oriented pedagogy can be embedded from the early years onwards to support fairer more egalitarian educational spaces. This module will move past essentialist approaches to explore how intersectionality compounds issues of privilege and marginalisation in the education system.

The issue of safeguarding children has come into sharp focus as a result of high profile public inquiries detailing significant failings and as such recent governments have sought to reassure the public that they have the capacity to address these issues. As a consequence, policy reforms have broadened the responsibility for safeguarding children in terms of both prevention and protection to incorporate the whole children’s workforce with an emphasis on the importance of collaborative working. There have also been on-going debates in respect of the role of state intervention and the privacy of the family.

This module focuses on the care of children and protecting them from harm and the responsibilities of practitioners in safeguarding children’s welfare. It aims to explore some of the complex issues involved in safeguarding children and the interventions designed to drive this agenda. It will provide students with an exploration of the historical and political context that has served to shape current policy and practice. Students will learn the signs of harm and the different types of abuse and what these are, including but not limited to: neglect, physical, emotional, online, domestic and sexual abuse. Specific attention will be given to exploring the social and cultural notions of neglect and abuse, and the impact that abuse can have on the lives of children and their families. Key child abuse inquiries will be examined to analyse common themes and issues in respect of the failure of child protection systems, policies and practices to safeguard children and young people. Students will explore current policy and legislation and its implications for practice for all those working with the children and their families. A clearer understanding will be gained of the different roles and responsibilities of those working in the area of safeguarding children.