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

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North East Surrey College of Technology (NESCOT)

Foundation Degree Education Support

Programme Definitive Document

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University of Greenwich QA Handbook, Appendix D6 (September2012) page 2

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: http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp

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:

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 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.

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11. The programme provides opportunities for you to achieve the

following outcomes:

These are related to the benchmarking statements for the subject you are studying, described under 8 above.

The following teaching, learning and assessment methods are used to

enable you to achieve and demonstrate these outcomes:

A. Knowledge and understanding of:

A. Teaching and learning methods:

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

Lectures, group activity,individual research,seminars/discussion,

presentation,web-based activity, demonstration of professional practice

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.

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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

B. Assessment methods:

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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

C. Assessment methods:

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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

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.

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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.

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12. Programme Structure: Levels, Courses and Credits

Awards, Credits and Progression of Learning Outcomes

Level

4 Compulsory Courses

1

1.1 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

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)

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University of Greenwich QA Handbook, Appendix D6 (September 2012) page 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.

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University of Greenwich QA Handbook, Appendix D6 (September 2012) page 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 school-leaving 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.

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University of Greenwich QA Handbook, Appendix D6 (September 2012) page 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 (2011- 2012 academic year 10 students were recruited, 2012-2013, 14 students were recruited, 2013-2014, 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 non-term 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.

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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

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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

Semester 1 Semester 2

Developing Study Skills 1.1 (15)

Diversity and Inclusion in SEN 1.2 (15)

Supporting positive learning behaviours 1.3 (15)

Supporting Numeracy and Literacy 1.4 (15)

Education Support in Practice 1.5 (15) Year 2

Emerging Technologies to support learning 2.1 (15)

Supporting , Teaching Learning and Assessment 2.2 (15 notional credits)

Theories and Principles of Learning 2.3 (15) Professional development in Education Support 2.4 (15)

Year 3

Education Policies (30) Independent Study (15 notional credits)

Independent Study ( 15 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.

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University of Greenwich QA Handbook, Appendix D6 (September 2012) page 17 Observation Schedule

Terms YR1 YR2 YR3

1 1.5 Education Support in

Practice

Mentor Observation 2 1.5 Education Support in

Practice

Joint Observation

2.4 Professional

development in Education Support

Tutor Observation

development in Education Support Tutor Observation 3 1.5 Education Support in

Practice

development in Education Support

2. QAA Benchmark Statements

The defining characteristics of the Foundation Degreehave 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;

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 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 non-specialist 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.

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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.

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University of Greenwich QA Handbook, Appendix D6 (September 2012) page 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.

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In order to ensure all students receive extensive support throughout the teaching and learning programme, tutors will play an important developmental role. Each student will be responsible for identifying their own individual needs and in negotiation with the course tutor identify strategies for meeting these needs.

2. Elements of Teaching, Learning and Assessment

Each course within the programme has specified assessment strategies. In line with the University’s assessment policy the 30 credit courses have where appropriate, two elements of summative assessment. The 15 credit courses have one element of summative assessment. All courses will utilise formative assessment throughout their duration to enable students assess their own progress and obtain feedback prior to the summative assessment

Teaching and Learning strategies

Varied teaching and learning strategies have been incorporated into courses. These have been mapped to ensure that strategies have been included to accommodate the differing learning styles of students Level 4/5 study places more emphasis on synthesis and evaluation and encourages the student to critically examine and reflect on theoretical perspectives and apply these to practice, whilst continuing to encourage the student to further develop their skills of reflection within a portfolio and who accepts responsibility as an independent learner for own learning. Educational practice based learning at Level 4/5 further increases skills acquisition at complex care level and develops the students’ teaching expertise, focusing on the elements of practice required by a teacher.

Key Skills

The Quality Assurance Agency (QAA) and the Qualifications and Curriculum Authority (QCA) have deemed key and transferable skills as an essential feature of foundation degrees. Given that these skills are being assessed within a higher education environment they will be assessed at Level 4, 5 depending upon their location within the programme. Key skills are integrated throughout the.

Each assignment will have a submission deadline by which formal submission should take place, this will be a date and may also specify a time of day. All assessment submissions must be submitted formally. The

declaration of authenticity and fitness to participate must be completed and the assessment submission must be submitted electronically using Weblearn or 'signed in' and date stamped. Unless an extension has been granted or there is evidence of extenuating circumstances, work not formally submitted by the deadline will be

penalised.

Late submissions

The College believes that handing work in on time is a valuable discipline which helps to develop the ability to plan and organise time effectively in preparation for jobs which include a need for time management. In all cases of late submission the regulations of the awarding body will be followed.

The University regulations specifying the penalties for late submission or non- submission of coursework and non-attendance for in-module tests can be viewed in section 7 of the student handbook.

Extensions for assignment submission

Failure to complete or submit an assessment on time is usually penalised, extensions to assessment deadlines are not normally provided. A claim for an authorised extension to an assessment deadline is a request for

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recognition that serious circumstances are preventing you from meeting your deadlines. The College

understands that exceptional circumstances may occur and in such cases you may wish to make a formal claim for an authorised extension to your programme coordinator.

Further information about the type of circumstances considered, together with the claim form, are available to students in the ‘Authorised Extension to Assessment Deadline student guide’ available on Weblearn or from the Academic Registrar in CW88. Claims for an authorised extension to an assessment deadline must normally be made no later than two working days in advance of the submission deadline.

Fitness to participate

To confirm you are fit to take an assessment the College requires you to sign a declaration (‘fit to sit’) when submitting work and/or sitting examinations. If you are taken ill or are affected by unforeseen circumstances during or immediately prior to an examination but choose to continue, you must sign the declaration

accordingly and advise the invigilator of your circumstances, the invigilator will endorse the fit to sit declaration.

Extenuating Circumstances

The College wants all students to participate in all parts of their programme, pass their assessments at the first attempt and make good progress throughout. However the College understands there may be serious and significant situations, which may be considered to be extenuating circumstances, and that these may inhibit you from completing your assessments or participating fully. If you consider your performance has been affected by extenuating circumstances you may wish to make an extenuating circumstances claim. Claims must be

submitted using the College documentation, clear and convincing reasons must be given and supporting evidence provided to the Academic Registrar in CW88. Further information about the type of circumstances considered, how to make a claim and the claim form are available to you in the ‘Extenuating Circumstances student guide’ available on Weblearn or from the Academic Registrar in CW88. Extenuating circumstances claims must normally be claimed no later than five working days after the examination or assessment date.

Procedure in the event of illness

If a learner fails to sit or submit all or part of an assessment due to medically certified illness or other valid cause, s/he may be permitted to sit/resubmit the failed assessment(s) as if for the first time by a date to be determined in accordance with the Extenuating Circumstances policy. This is only permitted if application has been made in accordance with the Extenuating Circumstances policy.

Access arrangements for students with learning difficulties or disabilities

Students are entitled to special access arrangements in all examinations, internal and external, so that they are not at a disadvantage due to a learning difficulty or disability. Examples of access arrangements include extra time, use of a reader, scribe or laptop.

Students are encouraged to inform the college at an early stage if they believe they need access arrangements. Referral to Learning Support in the early stage of the programme enables full benefit to be derived from learning support and enables any applications for access arrangements to be made at the appropriate time to the

relevant examination board.

Learning Support staff will assess students' access arrangement needs, if this assessment has not been carried out previously, and will inform the programme leader of the arrangements to which the student is entitled.

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University of Greenwich QA Handbook, Appendix D6 (September 2012) page 23 Assessment returns

The date by which assessed work will be returned to learners is identified on the assessment schedule included in this handbook. This is usually expected to be within 15 working days.

Assessment and classification

Assessment of each module will be by methods which reflect the specific aims, learning outcomes, content and teaching/learning strategies of that module. Assessment of each module will normally be completed by the end of the semester in which the module has been studied. A variety of assessment methods will normally be employed, for example coursework and end of module examination. All assignments will be marked against the specified criteria and the University’s generic criteria which can be found in the Regulations. The following table shows the percentage bands for each grade.

Each piece of work will be marked and returned to candidates with-an 'indicative classification and specific feedback. Following moderation, at the end of the module, a final grade point will be awarded. All assessed work is subject to internal moderation.

3. Expected contact and Personal Study Hours

Attendance at classes is compulsory. Students are required to attend all classes on time and to take responsibility for their own learning. Learning is a shared group experience and all students are expected to play their part in the group in promoting a collective understanding. Each course has a contact time which students are expected to attend. At the start of each course the course brief will inform students the expected number of attendance each session lasting not less that 3hrs. Substantial amount of personal study hours is required of each students

including time for preparation and assignment, project, coursework or presentation. The required number of personal study time is indicated in each course brief.

Notification of absence

If students are planning to be absent they must contact the programme coordinator or other agreed member of staff prior to the time of absence. If they are unexpectedly absent they are asked to notify an agreed member of staff as soon as possible.

4. Development of Student Skills

Each course within the foundation degree is designed to enable students to develop the required skills expected of a graduate spelt out by the QAA benchmark for foundation degree (2010). Students are at this point expected to chart the various theoretical, historical and ideological trajectories that inform education today. The development of criticality when translating theory into practice in their various respective educational fields is what this programme is meant to equip its participants.

5. Assessment Feedback

Most often feedback will be written, however feedback about your work may also be verbal or may take place in informal/formal work in progress meetings. Any questions about any assessment decisions should be raised in the first instance with the module tutor concerned.

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University of Greenwich QA Handbook, Appendix D6 (September 2012) page 24 6. Progression through the Programme

The assessment procedure is designed both to enable students to demonstrate that they have achieved the learning outcomes of each course and to evaluate the quality of each student’s performance as they progress through the programme. Each course is assessed by what is considered the most appropriate method(s) to incorporate class-based and work-based learning.

In year one the courses are delivered and assessed at Level 4 and at Level 5 in years two and three. At the beginning of each year students will be given a handbook to show course and assessment methods. An aggregate of 40% mark is required where there is more than one assessed component

.

Progression Map

Potential Award – FdA Degree

Foundation Degree Education Support 120 credits at Level 4 120 credits at Level 5

Credit Level 5

Compulsory modules (credit ratings)

Using Emerging Technologies to support learning 2.1 (15) Professional development in Education Support 2.4 (15)

Educational Policies 2.5 (30 credits) Independent Study 2.6 (30 credits) Research project2.7 (30 credits)

Progression

120 credits at Level 4

0% of final degree mark

Credit Level 4 Compulsory modules (credits)

Developing Study Skills 1.1 (15) Diversity and Inclusion in SEN 1.2 (15)

Supporting positive learning behaviours 1.3 (15) Supporting Numeracy and Literacy 1.4 (15) Education Support in Practice 1.5 (15)

Theories and Principles of Learning 2.3 (15 credits)

Supporting , Teaching Learning and Assessment 2.2 (30)

Certificate of Higher Education 120 credits at Level 4

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University of Greenwich QA Handbook, Appendix D6 (September 2012) page 25 Descriptors for grades awarded for written assessments:

Distinction 70% and above

 A comprehensive knowledge and understanding of how to support teaching and learning

 A comprehensive knowledge and understanding of student learning individual educational needs and specialist aspects of the curriculum

 Synthesis of theoretical insights with professional practice so that creative and innovative work is produced

 Extensive critical analysis of relevant theory and current research

 Excellent style and organisation with arguments presented in a logical and imaginative way

Merit 60-69%

 A thorough knowledge and understanding of student learning, educational needs and specialist aspects of the curriculum

 Assimilation of theoretical insights with professional practice so that an effective and coherent assignment is produced

 Very good ability to analyse relevant theory and current research

 A very good style and organisation with arguments presented logically

Pass 40-59%

 A sound knowledge and understanding of student learning, educational needs and specialist aspects of the curriculum

 Assimilation of theoretical insights with professional practice so that a sound and coherent assignment is produced

 Good ability to analyse relevant theory and current research

 Good style and organisation with arguments presented logically

7. Assessment Map

Practice Observation

There will be a total of six observations of education support activity. Each observation lasts at least

one hour. The observation may be either one-to-one or in a group settings. Two of the six observations

will done by a school mentor and the others by the named college tutor. A Mentors’ handbook will be

provided and reviewed as part of mentor induction.

Observation Schedule

Terms YR1

YR2

YR3

1 1.5 Edu Sup in Practice

Mentor Observation

2 1.5 Edu. Sup Practice

Joint Observation

2.4 PDES

Tutor Observation

2.4 PDES

Tutor Observation

3 1.5 Edu Sup in Practice

Tutor Observation

2.4 PDES

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Each module description contains references to module assessment strategies and to the methods used and appropriate weightings.

Year 1 Course Level/Credits Term/Year Assessment

1.1 Developing Study Skills L4/15 1/1 Poster 25%

Essay 1500 words 75% 1.2 Diversity & Inclusion L4/15 1/1 Report 1500 words 75%

Case Study 500 words 25% 1.3 Supporting Positive

Learning behaviours

L4/15 2/1 Essay 1500 words 75%

Evaluative Report 500 words 25% 1.4 Supporting Numeracy

and Language

1.5 Education support in practice observation

L4/15

L4 / 5 of 15

2/1

Essay 1500 words 75%

Case study report 500 words 25%

Joint observation between mentor and Tutor 1.5 Education Support in

practice assignment

L4/15

HE1/ 5 of 15

3/1

Case Study Report 1000 words 50% Reflective Report 1000 words 50% Tutor observation

YEAR 2

2.3 Theories and principles

of learning L4/15 4/2

Case Study 1000 words 50% Reflective Report 1000 words 50% 2.2 Supporting Teaching

Learning and Assessment

L4/15 4/2 Essay 1500 words 75%

Poster 500 words 25% 1.5 Learning support in

Practice observation

L4/5 of 15 4/2 Tutor observation

Reflective Report on 3 observed sessions 2000 words

2.4 Professional Development Education Support

L5/15 5/2, 6/2, Mentor Observation in 5/2 and tutor observation 6/2

2.1 Using Emerging Technologies for supporting Learning

L5/15 5/2 Case Study 1000 words 50%

Essay 1000 words 50% 2.5 Supporting Teaching

learning and assessment

L5/ 15 of 30 6/2 Report 2000 words 50% YEAR 3

2.6 Education Policies L5/ 30 7/3 Evaluative Report 3000 words 50% 2.7 Independent Study L5/30 8/3 Seminar paper 1500 words 75%

Evaluation of seminar learning 500 words 25% 2.4 Professional

Development Education Support

L5/5 of 15 7 /3 & 8/3

Essay 2000 words based on portfolio evaluation Tutor Observation in 8/3

2.5 Research Research Project

L5/30 7,8 & 9/3 Project 6000 words consisting of:  Literature review 1500 words 25%  Approved project proposal and research

methods 1500 words 25%

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recommendations made from findings and proposals for further investigation.3000 words 50%

7. Student Support and Learning Resources

7.1 Week One

The week one (induction) is aimed to welcome and orientate students to both the College and the programme, it is to introduce them to the team who will be teaching them. Students are introduced into the initial

socialisation of their cohort programme and their identity as a student. Enrolment ensures that students are given access to college facilities (access to Learning Resource Centre and VLE etc.) which is required as early as possible. During this time students will have some teaching which will include sessions on appropriate

documentation such as the programme handbooks.

7.2 Teaching Accommodation

Teaching will take place in purpose-built and comfortable teaching accommodation is available with full internet access and interactive whiteboards.

7.3 Library Facilities

The Learning and Resource Centre (LRC) provides a comprehensive collection of text books and other study aids including journals, newspapers and audio-visual materials. Many of these resources can be accessed remotely from the Nescot website and the virtual learning environment (WebLearn). There are a range of on-line databases suitable for educational research and all students are able to acquire an Athens password for access. As part Nescot commitment to this programme books and online subscriptions to education studies journals have been purchased, the curriculum team compile a reading list drawn from books/journals reviewed and recommended by academic and subject librarian to ensure students use a wide range of recommended resources and varying texts.

The LRC is a bright and comfortable learning environment with facility for group and silent study, access to PCs, photocopying, DVDs, learner support and guidance from LRC staff. It opens Monday to Friday throughout the year (excluding the Christmas break).

7.4 IT Facilities

Laptop access in the classroom supports teaching, learning and assignment completion. The LRC provides ready access to PCs and on-line resources as well as assistive technology and IT support staff. The IT support staff offer a range of workshops to develop students’ IT skills in such areas as word-processing, internet searching, etc. All teaching sessions are roomed with access to ‘Smartboard’ (interactive whiteboard) to allow for maximum modelling of good practice in the use of ILT for teaching and learning.

The Online software aids students by creating, managing, organising and housing a Web-based learning environment. Examples of facilities are posting lecture notes, and information, quizzes, assignment course and assignment remits, course handbook, video clips glossary and a forum for bulletin board and links to appropriate educational websites. Weblearn allows students access to information at any time be it night or day, home or college.

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University of Greenwich QA Handbook, Appendix D6 (September 2012) page 28 7.5 Specialist Physical Resources

There is no physical resources requirement but under the Special Education Needs Act the College will be obliged to provide any specialist physical resources when required by a student.

7.6 Maximum New Entrant Number (collaborative programmes only) Twenty (20) students

7.7 Personal Tutoring

The College operates a tutorial programme to provide the opportunities for students to develop their potential academically, socially and personally whilst they go through their journey at Nescot. The support offered is personalised for each student, and effective tutoring encourages students to become more responsible for their own learning. The tutoring programme complements and underpins the course experience. More information about tutorials can be found in the Programme Handbook.

Tutorials are designed to fulfil a range of purposes. They will provide opportunities to support delivery of module content, to provide support in the workplace for students and for one-to one academic or pastoral support. On this programme a combination of one to one and group tutorials are encouraged. Tutorials will be undertaken by both module and personal tutors.

Each student will be allocated a personal tutor from the teaching team. The tutor will be responsible for:

 Identifying learner needs and initiating learner support

 Conducting tutorials to advise and guide students.

 Keeping records of tutorials and other meetings.

 Assisting students to identify strengths and weaknesses and actions related to these; and where appropriate refer

 Production of student references

 Supporting shared learning

 Providing academic leadership

7.8 Staff Availability Staff involved in delivery

The following staff will be involved in the delivery of the programme: Head of Department: Dr Seidu Salifu

Programme Leader: Diana Noble Paul Banthorp

Steve Smith Krystyna Summers Judith Lawler

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University of Greenwich QA Handbook, Appendix D6 (September 2012) page 29 7.9 Project Supervision and Management

A research project handbook will be issued to students at the commencement of the module. The handbook will contain general guidelines relating to structure and presentation of the project report, details of the supervision process, a research log and declaration on plagiarism.

Teaching will take the form of one to one project supervision. Project supervisors will meet students on at least five occasions and the outcomes of these tutorials will be recorded in the research log. Project supervisors will be chosen by the module leader in consultation with the students and the course co-ordinator to supervise individual student’s dissertation. The project supervisor will be a member of the teaching team for this programme as this will facilitate the maintenance of close links with the student and provide for regular opportunities to give advice, support and guidance on the research project.

Ethical considerations

Students will be required to secure the agreement from their dissertation tutor and their employer that proposed investigations and activities fall within the policies and processes of the education setting. In some cases, employers may require the proposal to be considered by their own Ethics Committee. In such cases the approval of the Ethics Committee will be taken into consideration by the employer before they grant their agreement.

Assessment

The dissertation will be assessed by the individual project supervisor whose assessment will be internally moderated by a second member of the programme team. In exceptional cases e.g. where there is disagreement between the project assessor and internal moderator, the University of Greenwich regulations will apply.

7.10 Pastoral Support

The course will benefit from cross college pastoral support which is offered centrally at the student services that include :

 Counselling

 Nurse on site

 Financial services

 Careers Advice and Guidance

Students will be visited in the work place least two times a year to conduct workbased placement observations. The process is clearly explained in the Practice Handbook.

8. Quality Management

8a. Student Registration Arrangements

As specified by the University Regulations, applicants will be expected to provide satisfactory evidence of ability to pursue successfully Foundation degree education support. The course is intended for candidates who have at least level 3 qualification in relevant area.

All suitable applicants will be interviewed. At interview, the admissions tutor would evaluate the extent and quality of work previously undertaken at foundation degree level. Offer of a place is at the discretion of the

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admissions tutor. Where appropriate, additional support needs will be discussed so that suitable adjustments can be explored.

8b) Staff and roles (Programme Leader, Course Coordinators, Link Tutor etc)

Responsibility for the day-to-day management of the programme rests with the programme co-ordinator under the guidance and direction of the Head of Department. Nescot Programme Coordinators and teams work with Heads of Department to implement the quality assurance procedures which support the maintenance of academic standards and the quality of learning opportunities. Operational responsibility for the management of quality is devolved to Directors of Faculty. The Academic Registrar and Student Performance Manager supports the Directors of Faculty in their work with Heads of Department. The Deputy Principal has oversight of all matters related to higher education on behalf of the Senior Management Team. Clear information about the processes used to assure standards and quality is provided for staff in the College Quality Assurance Handbook. Roles and responsibilities of the Course Coordinator include;

 Day to day management including monitoring and reporting upon quality of programme delivery and the student experience

 Liaison with programme contributors including tutors and mentors

 Guiding and making appropriate referrals for student experiencing difficulties

 Coordinating the development of published information about the programme including coordinating student handbooks and contributing to marketing information

Roles and responsibilities of the link tutor;

 To be agreed

8c) Composition and function of the Programme Committee and how the University will consider student feedback from external partner students

A formal Board of Study is held each semester for each programme. Arranged by the Programme Coordinator these provide a forum for regular review and assessment of the quality of the programme. Each Board of Study includes a student representative whose role is to present the views of their peers on the programme and feedback to their peers after the meeting.

The Higher Education College Management Group is the operational group with collective responsibility for the management of higher education across the College. The Group is also an effective means of supporting Directors of Faculty and Heads of Department in their work with programme teams to assure quality and academic standards. The Higher Education Practitioners Group, comprised of all those involved in delivery of HE programmes, is a forum for sharing best practice and discussion of higher education related matters.

Nescot Academic Board receives reports, monitors actions on matters referred by the awarding body and advises the Senior Management Team on higher education related matters.

Nescot programmes are constantly monitored as part of a process of continuous improvement. Student views are considered an important element of the monitoring and evaluation process. Well established means for gathering student opinion include;

 Nescot surveys

 Nescot module reviews

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