North East Surrey College of Technology (NESCOT) Foundation Degree Education Support. Programme Definitive Document

Transcription

1 North East Surrey College of Technology (NESCOT) Foundation Degree Education Support Programme Definitive Document September 2014

2 Contents 1. Programme Information Programme specification Programme Rationale Curriculum Content, Design and Delivery Teaching, Learning and Assessment Student Support and Learning Resources Quality Management Course Specifications Staff Curricula Vitae University of Greenwich QA Handbook, Appendix D6 (September2012) page 2

3 1. Programme Information Award type (s) Programme title (s) FHEQ Level Programme code (s) Mode (s) of study Foundation Degree Foundation Degree Education Support L4/L5 (To be advised) Full-time Part-time Online/Distance learning Other (please specify) Date of APC authorisation External Partner (if applicable) North East Surrey College of Technology (NESCOT) Nature of external approval Franchise Validation External Validation Joint Award Dual Award Programme Leader (UK) Programme Leader (Partner) Link Tutor Dr Seidu Salifu University of Greenwich QA Handbook, Appendix D6 (September2012) page 3

4 2. Programme specification 1. Awarding Institution 2. Teaching Institution 3. School/Department 4. UCAS Code: North East Surrey College of Technology Teacher Training Department N/A (NESCOT) 5. Final Award 6. Programme Title 7. Accredited by: FdA Foundation Degree Education Support N/A 8. Quality Assurance Agency (QAA) Benchmarking Group(s) Benchmarking statements for the subject you are studying define what a student is expected to learn from studying that subject. They are defined by academic staff in the field and provided to students and universities by the Quality Assurance Agency (QAA). Benchmarking statements are explained and described on the Agency s website at: The foundation degree in Education Support is designed to enable learners benefit from the interpretation of ideas and experience of practice, within wider context employment and one in which knowledge, understanding and and skills are clearly integrated. Relevant subject benchmarks have been consulted in education studies (2007) and foundation benchmark (2010) in the design of this programme to reflect the expected standards of an foundation degree and relate closely to the educational support role in this programme. The generic outcomes identified below are taken from the descriptors for the qualification that has been used to represent the level 5 with the FHEQ. By comparison award holders should be be able to ; i. develop specialist skills and knowledge of educational support in schools in a variety of contexts. ii. apply appropriate support systems and relevant educational theory to effectively provide support in the classroom. iii. Analyse flexible approaches to undertaking continued professional development. iv. Analyse problems, identify solutions within technical, economic and social constraints. v. Apply academic skills appropriately within a range of assessment formats. vi. Successfully apply knowledge and skills learnt throughout this programme in the workplace 9. Entry Requirements : NVQ 3 Classroom Support or appropriate experience. 10. Educational Aims of the Programme and Potential Career Destinations of Graduates [Maximum 150 words]: The aims of the programme are to: develop specialist skills and knowledge of educational support in schools which will enable an immediate and effective contribution to school environment University of Greenwich QA Handbook, Appendix D6 (September2012) page 4

5 develop knowledge in support systems and educational theory necessary for an effective contribution as a professional in providing support in the classroom. develop an awareness of the rapid changing school environment and adopt the necessary flexible approach to continue self-development define and analyse problems, identify solutions within technical, economic and social constraints provide academic skills development opportunities appropriate to the programme and to provide a foundation for further study. 11. Summary of Skills Development for Students within the Programme [Maximum 150 words]: Students within the programme will develop; skills and knowledge of educational support in schools which will enable an immediate and effective contribution to school environment skills and knowledge in support systems and an introduction to educational theory to support their contribution in providing support in the classroom. academic skills appropriately within a range of assessment formats. academic skills development opportunities appropriate to the programme and to provide a foundation for further study. demonstrate specialist skills and knowledge of educational support in schools applied in a variety of contexts. self-evaluation skills within the school environment. reflect on support skills required to function as a teaching assistant in the classroom. define and analyse problems, identify solutions within technical, economic and social constraints and apply appropriate support skills derived from educational theory to effectively provide support in the classroom for individual learners. And use problem solving skills to identify solutions within technical, economic and social constraints within a given context. University of Greenwich QA Handbook, Appendix D6 (September2012) page 5

6 11. The programme provides opportunities for you to achieve the following outcomes: The following teaching, learning and assessment methods are used to enable you to achieve and demonstrate these outcomes: These are related to the benchmarking statements for the subject you are studying, described under 8 above. A. Knowledge and understanding of: A. Teaching and learning methods: Lectures, group activity,individual research,seminars/discussion, presentation,web-based activity, demonstration of professional practice i. The support role in the class room and the educational environment to meet pupils special needs ii. Values and attitudes needed for providing specialist support services iii. The application of theory into practice within the learning environments iv. The values and approach to enhancing the professeional development and best practice through peer support, leadership and supervision and teaching of teaching using Current policy initiatives v. The curriculum structure and development with the intention of providing eeffective classroom management vi. The need for a commitment to lifelong learning and continuing professional development A. Assessment methods: All courses have a variety of formative and summative assessment, case studies strategies including portfolio for workbased practice, skills, essays, exams, reports, reflections, oral presentations, opportunities for self assessment. Each course has one or more summative assessment. University of Greenwich QA Handbook, Appendix D6 (September2012) page 6

7 B. Intellectual skills: B. Teaching and learning methods: The ability to: i. Use enquiry-based approaches to gather, interpret and respond to information ii. Use problem solving skills, extending to situations in the classroom where decisions have to be made with limited information iii. Apply knowledge and skills in a variety of settings in response to the needs of pupils inside and outside the classroom Lectures, group activity,individual research,seminars/discussion, presentation,web-based activity, demonstration of professional practice B. Assessment methods: All courses have a variety of formative and summative assessment, case studies strategies including portfolio for workbased practice, skills, essays, exams, reports, reflections, oral presentations, opportunities for self assessment. Each course has one or more summative assessment. University of Greenwich QA Handbook, Appendix D6 (September2012) page 7

8 C. Subject practical skills: C. Teaching and learning methods: i. Participation in a community of practice ii. Advocacy iii. Assess learners needs iv. Contribute to planning programmes of learning, guidance, assessment, intervention and support v. Produce learning resources vi. Carry out professional role competently vii. Action research Lectures, group activity,individual research,seminars/discussion, presentation,web-based activity, demonstration of professional practice C. Assessment methods: All courses have a variety of formative and summative assessment, case studies strategies including portfolio for workbased practice, skills, essays, exams, reports, reflections, oral presentations, opportunities for self assessment. Each course has one or more summative assessment. University of Greenwich QA Handbook, Appendix D6 (September2012) page 8

9 D. Transferable/key skills: D. Teaching and learning methods: The ability to: i. Communicate effectively ii. Collect, record and interpret numerical data iii. Think critically iv. Use ICT tools v. Work with others vi. Undertake individual research vii. Improve own learning and performance viii. Evaluate and reflect on professional performance ix. Academic Skills Lectures, group activity,individual research,seminars/discussion, presentation,web-based activity, demonstration of professional practice D. Assessment methods: All courses have a variety of formative and summative assessment, case studies strategies including portfolio for workbased practice, skills, essays, exams, reports, reflections, oral presenations, opportunities for self assessment. Each course has one or more summative assessment. University of Greenwich QA Handbook, Appendix D6 (September2012) page 9

10 E. Graduate Attributes: E. Teaching and learning methods: The ability to: Evaluate specialist skills and knowledge of educational support in schools in a variety of contexts. Synthesise and apply appropriate support systems and relevant educational theory to effectively provide support in the classroom. Analyse flexible approaches to undertaking continued professional development. Analyse problems, identify solutions within technical, economic and social constraints. Apply academic skills appropriately within a range of assessment formats. Demonstrate specialist skills and knowledge of educational support in schools applied in a variety of contexts. Choose and apply appropriate support systems and relevant educational theory to effectively provide support in the classroom. Adopt flexible approaches to undertaking continued professional development. Define problems and identify solutions within technical, economic and social constraints within a given context. Lectures, group activity,individual research,seminars/discussion, presentation,web-based activity, demonstration of professional practice E. Assessment methods: All courses have a variety of formative and summative assessment, case studies strategies including portfolio for workbased practice, skills, essays, exams, reports, reflections, oral presenations, opportunities for self assessment. Each course has one or more summative assessment. University of Greenwich QA Handbook, Appendix D6 (September2012) page 10

11 12. Programme Structure: Levels, Courses and Credits Level 4 Compulsory Courses Developing Study Skills (15 credits) 1.2 Diversity and Inclusion in SEN (15 credits) 1.3 Supporting Positive Learning Behaviours (15 credits) 1.4 Supporting Numeracy and Literacy (15 credits) 1.5 Education Support in Practice (15 credits) 2.1 Using Emerging Technologies to support Learning (15 credits) 2.2 Supporting, Teaching Learning and Assessment (30 credits Awards, Credits and Progression of Learning Outcomes Certificate of Higher Education (Cert. HE) Level 5 Compulsory Courses 2.3Theories and Principles of Learning (15 credits) 2.4 Professional development in Education Support ( 15 credits) 2.5 Educational Policies (30 credits) 2.6 Independent Study (30 credits) 2.7 Research project (30 credits) Foundation Degree Education Support (FdA) 1 Please indicate clearly whether a course runs in Term 1, Term 2 or across the academic year University of Greenwich QA Handbook, Appendix D6 (September2012) page 11

12 Partner background and details (for collaborative provision) Nescot has well-established Programmes in Childcare and Early Years education and professional development up to NVQ Level 3 or equivalent. Experience in these programmes has identified a need to provide local progression routes for the programmes. In addition, those who have trained as teaching assistants in schools frequently approach the College seeking routes through to degrees and Qualified Teacher Status. A Foundation degree provides the most appropriate means of satisfying the needs of such learners, who, for a variety of reasons, are often tied to the local area, and need to continue in employment at least part time, while accessing opportunities for further study. In line with Nescot Higher Education (HE) strategic development plan, the College is proposing to run a foundation degree for teaching assistants who seek to progress from the College s current Level 3 NVQ and other qualifications into HE. It is meant to develop career prospects of those whose role is to support teaching and learning. The modules written are informed by the National Occupational Standards for Teaching Assistants (2001), Foundation Degree Qualification Benchmark (2004) and results from NESCOT market research. The programme has previously been validated by the University of Surrey and is currently enjoying very high enrolments and success rates at Nescot. The teacher education department was graded among its partner institutions as Good by Ofsted inspectors in December 2010 after a week- long inspection. The department has professional and experienced teacher educators whose experience would contribute to the success of the proposed foundation degree educational support. The college has a proven record of supporting learners from non- academic backgrounds who have gone on to achieve successfully in their academic performance. As a work based programme, the proposed foundation degree will provide participants with the required skills to improve their current practice as well as achieve their ambition of achieving a Higher Education Qualification. Above all students are able to work and earn at the same time benefiting from getting a higher education opportunity without having to travel out of their locality. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 12

13 3. Programme Rationale 1. Rationale and context for the development of the programme Nescot has well-established programmes in Childcare and Early Years education and professional development up to NVQ Level 3 or equivalent. Experience in these programmes has identified a need to provide local progression routes for the programmes. In addition, those who have trained as teaching assistants in schools frequently approach the College seeking routes through to degrees and Qualified Teacher Status. A Foundation degree provides the most appropriate means of satisfying the needs of such learners, who, for a variety of reasons, are often tied to the local area, and need to continue in employment at least part time, while accessing opportunities for further study. To achieve the above aims the following modules are being proposed as the constituent part of the programme. The units are informed by the National Occupational Standards for Teaching Assistants (2001), Foundation Degree Qualification Benchmark (2004) and results from NESCOT market research. The course is designed to develop reflective practitioners who actively and effectively contribute to promoting positive and inclusive learning environments for their learners. All modules incorporate reflective practice not only in relation to teaching but also to students own functional skills. The College has well-established programmes in childcare and Early Years education and professional development up to NVQ Level 3 or equivalent. Experience in these programmes has identified a need to provide local progression routes for the programmes. In addition, those who have trained as teaching assistants in schools frequently approach the College seeking routes through to degrees and Qualified Teacher Status. A Foundation degree provides the most appropriate means of satisfying the needs of such learners, who, for a variety of reasons, are often tied to the local area, and need to continue in employment at least part time, while accessing opportunities for further study. The programme team have consulted with relevant LEA personnel; written to senior staff at all primary educational provision within Surrey and bordering London Boroughs. The involvement of Nescot tutors delivering NVQ in Classroom Support that have recent and extensive knowledge of professional development and local provision has provided beneficial additional information and direction. The programme is structured in a way which reflects the stated needs of the market and the intentions of central government. Education Support Assistants are, in the vast majority of cases, either: employed as specific support for a pupil with an identified special educational need or, in a more general curriculum support role, or, especially in 5 16 provision supporting specific curriculum areas. The majority of Education Support Assistants are mature learners and have not studied beyond statutory schoolleaving age. Many approach degree level study with apprehension and anxiety. The content of the degree therefore addresses both the need to provide appropriate academic and pastoral support, as well as, the requirement to address the effectiveness of their practice in their specific workplace. All students will be working full- or part-time in appropriate educational settings, and, as part of the programme, will be implementing personal action plans to identify and meet their professional development needs. It is a fundamental element of the programme that students are actively involved throughout in linking theory to practice. Applicants will be required to document the support of their employer for their enrolment onto the programme. As such, it will not normally be necessary to provide or approve work placements. All work contexts are already subject to thorough audit and inspection regimes, such as LEAs and OFSTED. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 13

14 2. Target market The programme is aimed to meet the demands from schools within and around the county of Surrey and the surrounding boroughs of London. There are also a number of special education needs schools and colleges who currently send their Learning Support Assistants (LSA) to access the foundation degree education support programme. Most students in the current intake have studied at HE level and very much look over the prospect further study to gain a foundation degree. Prospective students are mostly mature learners, employed in a job they genuinely enjoy and find the programme satisfying. They sell the course by word of mouth in their respective institutions. Experience from existing student demographics demonstrate that applicants are most likely to be highly experienced, in part-time of full-time employment in their establishment and have the support of their head teacher and/or governing body. The availability of a clear pathway from Access, NVQ, existing experience, or other relevant qualifications through the FD Educational Support with specific relevance to work and aspiration would be very attractive to many Teaching Assistants and Learning Support Assistants. 3. Consultation with employers and Career Options for Students Consultation with employers and existing students reveals that the course programme meets the skills required to perform teaching assistant duties. Enrolment for the past three years demonstrate a steady rise in applicants ( academic year 10 students were recruited, , 14 students were recruited, , 19 students were recruited. The course is gaining popularity by the year. Existing students are promoting it by word of mouth; some schools currently pay for their staff to be trained as they deem it an appropriate course for both their experienced and new staff. 4. Entry criteria and admissions process Applicants will be expected to provide satisfactory evidence of ability to pursue successfully the Foundation Degree programme. The course is intended for candidates who have completed an NVQ Level 3 Certificate for Teaching Assistants or its equivalent and who are employed in an appropriate learning support role in the schools sector (state and private) or the Life-long Learning Sector. Those working in other sectors may be considered provided they can meet the practice requirements to complete the programme. Those candidates who have not had the opportunity to achieve the NVQ Level 3 for Teaching Assistants, but who have evidence of extensive professional practice, or professional practice and NVQ2, will be considered. They must have been in relevant appropriate employment for at least one year with a minimum of two days per week excluding nonterm time. All applicants who meet the minimum requirement for admission will be invited for interview. At the interview applicants will be given a diagnostic assessment to test their written and spoken ability to pursue the programme. Only upon the satisfaction of the admission tutor that the candidate has met the entry criteria at the interview will a candidate be allowed to enrol. 5. Recruitment strategy and AP(E)L As an existing course at Nescot, the proposed programme will be advertised by Nescot Marketing Department via the College website and print publication such as prospectus and local media. The Teacher Education Department also has a database of primary and secondary schools in and around Surrey and therefore produces an annual mailshot to the schools. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 14

15 Where the need for AP (E)L arises a portfolio of work or appropriate transcripts will be required to determine some exemptions. Where portfolio is produced as a prove of experience the portfolio will be required to include the following elements: Appraisal records Reference from employer Completed CPD records CV Accredited staff training records/certificates Reflective statement that sets out the applicants experience and training that provides evidence of their work experience broadly commensurate with practitioners that already have NVQ3. Normally applicants must be in employment. Exceptionally a candidate may be working in a school in a voluntary capacity. At interview, the admissions tutor would evaluate the extent and quality of the voluntary placement and its suitability to generate sufficient work-based experience. There would need to be a supporting reference from the head teacher of the school or appropriate manager. Offer of a place is at the discretion of the admissions tutor. Where the student falls out of employment the student is responsible for informing the programme leader as soon as possible. The programme leader will consider the student s circumstances and decide an appropriate course of action. This may include a deferral of study or the approval of a proposed alternative placement that provides sufficient opportunity for progression. All students must be in an appropriate placement at the commencement of each new module. 5. Curriculum Content, Design and Delivery 1. Rationale for the programme and its structure This programme and its learning outcomes have been designed to map against the framework for Higher Education Qualifications (FHEQ) qualification descriptors and foundation degree foundation degree benchmarks (2010). Like all Foundation Degrees this programme will have a subsidiary award of Certificate of Higher Education. For this to happen a student will have achieved all the level 4 programmes in this award. At this point they have will have acquired the knowledge of underlying concepts and principles and an ability to evaluate and interpret these within the context of that area of study. They will be able to present, evaluate, and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will evaluate different approaches to solving problems and communicate the results of their study/work accurately and reliably, and with structured and coherent arguments. They will be further aware of their need to undertake further training and develop new skills within a structured and managed environment. They will have developed qualities and transferable skills necessary for employment requiring the exercise of appropriate levels of personal responsibility. The Foundation Degree students will have demonstrated the competencies of the Certificate of higher education and additionally have knowledge and critical understanding of the well-established principles of their area(s) of University of Greenwich QA Handbook, Appendix D6 (September 2012) page 15

16 study, and how those principles have developed. They will be able to apply underlying concepts and principles outside the context in which they were first studied and application of those principles in an employment context. They will demonstrate knowledge of the main methods of enquiry in their subject and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study. They will have developed an understanding of the limits of their knowledge and how this influences analyses and interpretations based on that knowledge. Students will have used a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis. They can communicate effectively and present information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively. The successful students will be aware of the need to undertake further training, develop existing skills, and acquire new competences that will enable them to assume significant responsibility within organisations. Graduating students will have the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making. To realise the above rationale, the tables below shows how the programme is going to be delivered across the three years. The programmes are grouped taught, and assessed in semesters but the practice observations are structured inline with the school trimester to ensure effective observation and assesssement of practice. Design and delivery structure Year 1 Developing Study Skills 1.1 (15) Semester 1 Semester 2 Diversity and Inclusion in Supporting positive learning SEN 1.2 (15) behaviours 1.3 (15) Education Support in Practice 1.5 (15) Year 2 Emerging Technologies to support learning 2.1 (15) Semester 3 Semester 4 Supporting, Teaching Learning and Assessment 2.2 (15 notional credits) Professional development in Education Support 2.4 (15) Supporting Numeracy and Literacy 1.4 (15) Supporting, Teaching Learning and Assessment 2.2 (15 notional credits) Theories and Principles of Learning 2.3 (15) Year 3 Semester 5 Semester 6 Education Policies (30) Independent Study (15 Independent Study ( 15 notional credits) notional credits) Research Project (30) Placement Observation schedule There will be a total of six observations of education support activity. Each observation will last at least one hour. The observation may be either one-to-one or in a group settings. Two of the six observations will be done by a school mentor and the others by a named college tutor. A Mentors handbook will be provided and reviewed as part of their induction. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 16

17 Observation Schedule Terms YR1 YR2 YR Education Support in Practice Mentor Observation Education Support in Practice Joint Observation Education Support in Practice Tutor Observation 2.4 Professional development in Education Support Tutor Observation 2.4 Professional development in Education Support Tutor Observation 2.4 Professional development in Education Support Tutor Observation 2. QAA Benchmark Statements The defining characteristics of the Foundation Degree have been considered in the design of the award in terms of its structure and requirement of the workbased elements in order to combined theory into a single award. Foundation Degrees were introduced by the Department for Education and Skills (DfES) in 2000 to provide graduates who are needed within the labour market to address shortages in particular skills. Foundation Degrees also aim to contribute to widening participation and lifelong learning by encouraging participation by learners who may not previously have considered studying for a higher level qualification. Foundation Degrees integrate academic and work-based learning through close collaboration between employers and programme providers as prescribed by the QAA Benchmark Statements (2008). They are intended to equip learners with the skills and knowledge relevant to their employment and appeal to learners wishing to enter the profession as well as those seeking continuing professional development. They also provide pathways for lifelong learning and the opportunity to progress to other qualifications. The defining characteristics of foundation degrees are: 1. Employer involvement in the design and review of the foundation degree programme, together with a role in the delivery and assessment of the course programme and the monitoring of student performance in the workplace. 2. Accessibility to provide increased access on widening participation in higher education via work-based learning. 3. Articulation and progression to provide access to higher education for learners from different starting points and with different entry qualifications. To provide opportunities for progression to other higher education qualifications. 4. Flexibility which facilitates responsiveness to the needs of the learners and to the progressive and changing demands of employment. 5. Partnership between employers, HEIs, FE colleges and Sector Skills Councils. Students who successfully complete a Foundation Degree course should be able to demonstrate: knowledge and critical understanding of the well-established principles in their field of study and the way in which those principles have developed; successful application in the workplace of the range of knowledge and skills learnt throughout the programme; University of Greenwich QA Handbook, Appendix D6 (September 2012) page 17

18 ability to apply underlying concepts and principles outside the context in which they were first studied, and the application of those principles in a work context; knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in their field of study and apply these in a work context; an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge in their field of study and in a work context. Typically, holders of Foundation Degrees would be able to: use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis in their field of study and in a work context; effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and nonspecialist audiences, and deploy key techniques of the discipline effectively in their field of study and in a work context; undertake further training, develop existing skills, and acquire new competences that will enable them to assume responsibility within organisations; and have: qualities and transferable skills necessary for employment and progression to other qualifications requiring the exercise of personal responsibility and decision-making; the ability to utilise opportunities for lifelong learning. During the development of this Foundation Degree references have been made to various schools in Surrey and the Local Education Authority. A Forum has been set up of practitioners, teachers and managers. Their feedback has informed the development of the programme in terms the design of relevevant programmes which will be of an emerse benefit for both the school and the individual students participating in the study. 3. Professional, Statutory and Regulatory Body requirements Relevant subject benchmarks have been consulted in education studies in the design of this programme. These were published in 2010 to reflect the expected standards of Foundation Degree and relate closely to the supporting classroom role. There is relatively little within the statement that relates directly to the education support role. However, there are aspect of the programme that share characteristics with teacher education, in particular an understanding of the principles of developing learning resources to meet stated needs and an ability to understand how education theory applies in a vocational setting. In 2001 the National Occupational Standards for Teaching/Classroom Assistants were published. These informed the development of a suite of qualifications at FE levels 2 and 3. This document informed the development of the NVQ 3 qualification for Classroom Assistants. It is expected that the Foundation Degree will recruit strongly from successful students completing the programme. The programme has been developed to significantly extend the skills students have achieved within the areas set out in the document whilst strongly recognising the context within the vocational setting. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 18

19 4. Greenwich Graduate Attributes and support for University policies and strategies Nescot staff do subscribe to the Greenwich Graduate Attributes and support for University policies and strategies to provide quality of learning experience to students. The College will work with alongside with the University of Greenwich to ensure the graduate attributes are integrated in the programme through teaching and assessment strategies as evidenced in the programme. Scholarship and Autonomy On graduating with an honours degree in education studies, students should be able to: 1. Have an informed understanding of their discipline or professional practice, and the ability to question its principles, practices and boundaries 2. Think independently, analytically and creatively, and engage imaginatively with new areas of investigation appreciate disciplines and forms of professional practice beyond their own, and draw connections between them 3. Become intellectually curious, responsive to challenges, and demonstrate initiative and resilience Creativity and Enterprise On graduating with an honours degree in education studies, students should be able to: 1. Recognise and create opportunities, and respond effectively to unfamiliar or unprecedented situations or 2. Problems 3. Generate new ideas and develop creative solutions or syntheses 4. Communicate clearly and effectively, in a range of forms, taking account of different audiences 5. Make use of familiar and emerging information & communication technologies 6. Seize and shape the opportunities open to them on leaving university Cross cultural and International Awareness On graduating with an honours degree in education studies, students should be able to : 1. Engage effectively in groups whose members are from diverse backgrounds 2. Appreciate the importance of behaving sustainably 3. Move fluently between different cultural, social and political contexts 4. Value the ability to communicate in more than one language 5. Employer links and engagement with the programme The programme builds in a mentor role which serves as a conduit to making appropriate employer links and engagement with the programme. The mentor who is usually a senior member of staff in the school is required to hold a joint observation of students practice and in the second year a separate observation is done by the mentor and report to the College tutor who is able to identify elements of practice that can be built into the curriculum. When College tutor visits the school there is usually a professional rapport between the school mentor and college tutor which serves and an informal link between employers and the college. Employers who pay the fees for their staff would receive copies of annual transcripts to inform them about progress of their sponsored staff. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 19

20 6. Work-Based Learning Opportunities A part from the bespoke modules such as Learning Support in practice which requires students to reflect on their practices, all assignments give students the opportunities to explore their work environment in order to provide good answers by placing theory into context and reflect on other aspects of learning in the workplace. Six successful observations of trainees are required to be carried by both the College and the school as an attempt to see how trainees translate theory into practice. Having a mentor at the work environment provides students with opportunity to watch and learn from experienced members of staff as well as getting the appropriate feedback with several years of experience in the work place. 6. Teaching, Learning and Assessment 1. Overall aims of the Teaching, Learning and Assessment Strategy The teaching methodology of the course is based on a mixture of constructivist approach recognising the diversity and breadth of experiences of the participants. The sessions are delivered in a manner that promotes active learning and a range of teaching and learning strategies are modelled throughout. The significance of the role of ILT is recognised and practiced, as is the importance of embedding functional skills in vocational and academic areas. Throughout the course, emphasis is placed on formative assessment to support and develop students knowledge and skills related to teaching and learning, prior to module summative assessments. The course commences with an induction that aims to familiarise students with each other, the course requirements, the college environment, learner support, policies and practices and academic writing conventions. Within induction there will be opportunities for students to meet the course team, their tutor and college support staff. It is the course team s intention to adopt flexible and adaptable teaching and learning strategies which can accommodate the range of learners and satisfy the requirements of the QAA and personal aspirations of the students. In order for students to experience a range of teaching strategies each module will involve a variety of methods depending on the learning outcomes, the needs of the students and the resources available. These strategies will include: Establishing an intellectually stimulating and challenging learning environment through which students are supported to develop the attributed essential for employment in Education Support Actively support the development of skills and attributed of all students to encourage reflective practice and inspire lifelong learning. Practice approaches to assessment that stimulate learning Implement flexible method of learning and teaching Emphasis is placed on a spiral nature of delivery, as well as a constructivist and andragogical approach to teaching and learning. A safe and supportive environment allows for active student participation and experimentation with new ideas and strategies. University of Greenwich QA Handbook, Appendix D6 (September 2012) page 20