Foundation Degree in Education, Teaching and Learning (part-time)

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.

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 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 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 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 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.

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.

The module engages students in a critical evaluation of theoretical perspectives on assessment and explores contextual factors surrounding assessment policy including political, sociological and psychological influences. The module is designed to develop student educational expertise through debate and critical analysis of assessment ideas and principles and explore how these relate to diverse learning contexts. Students will consider the current evaluation measures promoted in educational settings and evaluate these with reference to the educational consequences for learners, practitioners and educational stakeholders.