Overview
Course Summary
The rationale of the Foundation Degree in Supporting Inclusive Learning and Practice is to support the Government target to improve the quality of provision in both formal and informal learning environments in this country. The course therefore wishes to develop highly qualified responsive practitioners for whom inclusive, reflective practice is a core principle. To enable this practice to be developed, it is embedded throughout every module and there is a strong emphasis on work based learning. The workforce is constantly changing and developing and as such a flexible workforce who can reflect upon existing bodies of knowledge and yet adapt to emerging ideas is therefore essential. To ensure the flexibility is supported the heart of the course student centred personalised learning,
A Foundation Degree in Supporting Inclusive Learning and Practice is therefore designed to meet the needs of a diverse workforce and as such there are a number of broad based mandatory Modules. The application of the knowledge contained within these Modules will be applied to each workplace via assessment methods. The course therefore has a holistic, person centred approach to study, module content and the service users (children, young people and adults). The focus however is not to treat these sectors as completely distinct from one another but to focus upon collaborative working with an emphasis on multi agency working, thus creating a workforce who is committed to collaborative working and improving standards of service delivery.
Entry Requirements
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Minimum of 18 years of age.
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A proven ability at level 3, preferably in a relevant vocational area and/or a record of recent and regular, successfully completed training (CPD).
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The students must be able to complete 10/20 hours per week (depending of mode of attendance) in placement either in a paid or voluntary capacity.
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All students must have a current Enhanced CRB / PoVA Check.
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It is desirable for students to have considerable experience in the sector.
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Plus - if planning to progress to Teacher Training.
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GCSE in English and Maths at least at Grade C.
Course Aims
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To engage in work based learning to develop skills and knowledge to support practitioners to work more inclusively to improve their professional practice and enhance employability.
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Develop knowledge and a critical understanding of the learning and development of children, young people and adults.
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Develop knowledge and a critical understanding of the barriers to learning and ways of overcoming these
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Develop awareness of research methods.
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Develop appropriate values and beliefs for working in education, in their own agencies and in related agencies.
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Develop knowledge and a critical understanding of the regulatory and legislative framework for these agencies.
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Develop key transferable skills.
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Provide opportunities for reflection and development of personal and professional whilst working in one setting
Learning Outcomes
These course aims are broken down into sets of related skills, which are known as learning outcomes.
Knowledge and Understanding
By the end of the course you should be able to:
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Demonstrate knowledge and a critical understanding of theoretical concepts applicable to Supporting Inclusive Learning.
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Demonstrate an awareness of research methods.
Mental or cognitive skills
By the end of the course you should be able to:
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Demonstrate a range of key transferable skills.
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Subject Specific and Practical Skills
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By the end of the course you should be able to:
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Demonstrate appropriate ethics, values and beliefs for working with children, young people or adult workforces including anti-discriminatory practice and equality of opportunity.
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Demonstrate knowledge and a critical understanding the ideological, regulatory and legislative frameworks for the service within which they and others work.
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Demonstrate reflection and development of personal professional knowledge and skills whilst working in their setting.
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Support the development of the literacy, numeracy and personal/social-emotional skills of those they work with.
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Support the development of a positive sense of self and self-worth.
Key Skills
Key Skills, also known as graduate key transferable skills or general skills, comprise communication, information technology; problem solving, numeracy, working with others and improving own learning.
By the end of the course you should be able to:
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Achieve Graduate Key Skills in the University Campus Suffolk Graduate Key skills programme.
Module Framework
Level 1
Work-based Learning - 40 credits,
Foundations of Learning - 20 credits,
Personal and Professional Development - 20 credits
Effective Communication - 20 credits
Supporting Special Needs - 20 credits
Level 2
Work-based Learning - 40 credits
Research Methods - 20 credits
Behaviour Management - 20 credits
Multi Agency Working - 20 credits
Negotiated Project - 20 credits
Teaching, Learning and Assessment
Teaching will combine formal lectures with student-centred activity. Methods include lectures, group work, discussion/debate, seminar, presentation, case study, workshops and tutorials. Specialist guest speakers regularly contribute to the programme. Assessment includes a Portfolio of Professional Development which will demonstrate professional and practical competence in the workplace over the programme, plus summative assessment for each module. A range of methods will be used including assignments, reports, case-studies, presentations.
Benchmarks / Professional Standards / Competency Frameworks
The design of this course has been guided by the following QAA Benchmarks – Foundation Degree Qualification Benchmarks (2004) and Education Studies Benchmarks (2007). The course also reflects elements of the Benchmarks for Social Policy and Administration (2007) and Social Work (2008)
In addition, it cross-references to the HLTA (Higher Level Teaching Assistant) status / Professional Standards (2007) and to teaching qualifications in the Lifelong Learning Sector such as PTLLS (Preparing to Teach in the Lifelong Learning Sector), CTLLS (Certificate in Teaching ) and DTLLS (Diploma in Teaching)
Timetable
The teaching is divided into two semesters:
Full-time students will be required to undertake:
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20 hours per week of work-based learning in an appropriate setting.
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attend classes for one afternoon and evening per week.
Part-time students will be required to undertake:
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10 hours per week of work-based learning in an appropriate setting.
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attend classes for one evening per week.
Course Delivery
The course will be delivered in UCS Lowestoft Campus
Placements / Work Based Learning / Work Experience
Students studying full-time will be expected to accumulate at least 20 hours of work-based learning practice each week for the duration of their study. Part-time students will be expected to accumulate at least 10 hours of work-based learning practice each week for the duration of their study. As such the role of the employer and mentor will be the key to the student's success. Work-based learning activities will be set against established professional practitioners standards as appropriate and students are expected to demonstrate effective and reflective practice underpinned by appropriate knowledge and understanding. Each student requires a mentor to support and guide them with the work based tasks. This relationship can be one of a 'critical friend' and therefore is open to negotiation between student/mentor to fulfil the needs of both parties. The mentor does not have to be in the setting with the student. The time and commitment should lead to a mutually beneficial relationship based upon respect and trust. The role of the mentor can be seen as one of a facilitator enabling the students to complete tasks as required. Whilst the college supports the student, and if required, the mentor, the relationship is fundamentally a personal one between the student and the mentor and is outside of the college environment.
Due to the work based learning element of the course students will be required to negotiate appropriate opportunities to complete the programme requirements.
The Programme is designed to be applicable to a range of settings and students will be required to apply their learning from the mandatory modules to their individual settings and circumstances. In this sense the course has a personalised learning approach within a mandatory course framework.
All students will be required to hold a current CRB/PoVA check and to gain the written permission of their employers in order to demonstrate opportunity and access to work-based learning in an appropriate setting.
Tutorial and Study Support
Tutorial time is integrated into each module and is part of personal development. There will be guidance on study skills on-programme but particularly at the start of the course. There are a number of support staff available at UCS Lowestoft College Campus including a designated Guidance and Information Officer for HE, a Welfare Officer, a counselling service, a Disability and Inclusion Officer and a Study Skills Support Co-ordinator. Students will have a personal tutor throughout the programme who will monitor their overall welfare and development. Academic tutorial and workplace support will be available for all modules. Time has been allocated in the programme for both a Personal Development Plan (key skills/generic skills) and Peer Group support/learning.
Opportunities on Completion of the Course
Progression on to a related honours degree.
Within UCS:
Lowestoft
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Children's Care, Learning and Development*
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Inclusive Practice and Integrated Working (to be validated)
Ipswich
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Psychology/Sociology
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Sociology/Youth Studies
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Early Childhood Studies
*Courses with an established Progression Accord
At the University of East Anglia
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BA (Hons) in Professional Studies
At City College Norwich:
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BA in Inclusive Practice in Education*
The course does not lead directly into teacher training and if students wish to go on to teacher training they will be required to first complete a relevant subject-based degree.
Alternative format
Should you require this programme specification in an alternative format, please contact us on 01473 338000.
University Campus Suffolk reserves the right to amend the information in this programme specification as and when required.