Overview
FdA Teaching, Training and Development in the Further Education and Skills Sector
Course Summary
Teaching, Training & Development is linked to the concept of a Dual Professional, with both vocational subject professional knowledge and skill and the pedagogical knowledge and skill of the teaching professional.
Entry Requirements
The academic entry requirements for this course are 120 UCAS Tariff points and any applicant under the age of 21 must hold an FE level 3 qualification comprising a two-year experience at post-16 study.
Mature applicants who do not have evidence of recent study will be advised to study the Access to HE bridging module.
All applicants will be required to provide evidence of a current CRB disclosure and competence in the English language, usually grade C GCSE or equivalent.
An Advanced Standing entry route to level 5 of the programme has been included for those with an existing Certificate in Education that will accept 120 credits at level 4 from this award. In addition, recognising the dual-professional nature of the programme.
At University Campus Suffolk no applicant judged academically suitable for a course will be refused admission on the grounds of disability without compelling reasons. Applicants who have a disability and would like to know more about available support should contact Student Support in the first instance.
Course Aims
To contribute to raising the standards in the vocational education profession in the Lifelong Learning Sector by raising educational aspirations and achievements of potential/current teaching/training/tutoring practitioners.
To improve the availability of qualified vocational teachers in the region.
To enable students to reflect on both their specialist subject and their teaching practice and their own personal learning and identify future development goals.
To develop students' teaching, research and evaluation skills.
To provide students with a sound knowledge and understanding of the principles of Teaching and Learning.
To develop students' understanding and ability to perform as a dual-professional.
To enable students to be proficient in delivering within their specialist subject.
To develop students' understanding of how learning takes place.
To develop students' ability to effectively communicate with their own students.
To develop an understanding of the broader influences on education within the Lifelong Learning Sector.
To develop an understanding of the professional and legal framework of educators in the Lifelong Learning Sector.
Enable teachers with the Certificate in Education to upgrade to a Foundation Degree with Advanced Standing Entry via APL with their existing 120 credits.
Support the continuous professional development of existing teachers with an accredited group of modules at level 4 and 5 to support workforce development.
Offer a progression route from the proposed Access to Teaching in the Lifelong Learning Diploma at level 3 (QAA).
Offer a progression route for associate teachers with the CTLLS award to both a Foundation Degree and QTLS.
Meet the need for professionalising the workforce in the sector which is a sector skills priority (LLUK).
Support the achievement of the colleges' strategic plans by developing capacity and sustainability within the workforce.
To develop an understanding of the professional and legal framework of educators in the Lifelong Learning Sector.
Learning Outcomes
These course aims are broken down into sets of related skills, which are known as learning outcomes.
a) Knowledge, understanding and cognitive skills
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Understand the wider context of the Further Education sector.
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Understand and adhere to the professional standards and codes of practice underpinning their role in the sector.
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Be aware of the role of reflective practice in professional development and the need for continuous professional development.
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Recognise the importance of evidence based research in supporting professional knowledge and practice. Transfer and apply previous knowledge, skills and understanding to new situations and contexts.
b) Key/transferable/lifelong learning skills
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Understand the importance of effective verbal and written communication.
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Work at an appropriate vocational and professional level both individually and as a team member.
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Use a range of techniques to plan, monitor and evaluate individual skills to improve performance.
c) Subject specific
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Recognise the importance of the professional standards of teaching and learning underpinning their subject /vocational teaching.
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Understand the importance of professional updating in own vocational /subject area.
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Understand how to apply theories of teaching and learning, planning, assessment and evaluation to own specialist area.
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Understand the importance of working within a subject specific community of practice in order to develop the future workforce in the sector.
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Recognise the dual professionalism involved in subject specialist teaching/training in the Further Education and Skills Sector, and the need to work to professional standards in both vocational specialism and teaching.
d) Key Skills
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Read, select, analyse and synthesise information from a range of sources.
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Produce different types of document.
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Participate in discussions.
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Make Presentations.
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Collect and record data.
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Work with data.
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Present findings.
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Prepare Information.
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Process and present information.Review the use of information technology.
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Develop a strategy for using skills in problem solving.
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Monitor progress and adapt any problem solving strategy.
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Evaluate his/her overall strategy and consider improvements.
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Plan activities with others.
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Work towards identified targets.
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Develop a strategy for using a range of skills to improve own learning and performance.
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Review and critically reflect on progress.
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Evaluate overall effectiveness of strategy and present achievements.
Module Framework
Year One (Level 4)
Academic and Professional Development (40 credits)
Subject Skill and Knowledge
Literacy, numeracy and ICT awareness
Equality, Diversity and Inclusive Practice
The Role of the Mentor
Year Two (Level 5)
Mandatory Modules
Teaching Practice
Planning, Delivering and Assessing Learning
Curriculum Innovation, Design and Evaluation
The Context of FE
Research Methods and Problem Solving
Plus one optional module from the following:
Working with 14-19 year old learners
Using ILT to support Learning
Subject Skill & Knowledge
Subject Learning Coach
Encouraging Retention and Achievement
All modules generate 20 credits unless otherwise state
Module Framework for Advanced Standing Entry for those with a Cert Ed
These modules are all Year 2 only at Level 5.
Mandatory Modules:
The Context of Further Education
Research Methods and Problem Solving
Managing in an Organisation
Plus 3 Optional Modules from the following:
The Role of the Mentor
Subject Learning Coach
Encouraging Retention and Achievement
Using ILT to Support Learning (Evening delivery)
Working with 14-19 Learners (Evening delivery)
Subject Specific Module
Please note that the first six modules listed above are delivered through a series of 5 1-day Master Classes and are supported through weekly online virtual lectures and study materials. The next two, as indicated will be delivered on Thursday evenings and the final module will depend upon the timetable for the chosen module. This will relate directly to the student's own vocational subject and can be chosen from within the UCS offering across all networks.
Teaching, Learning and Assessment
The student's learning will be led and supported through:
Lectures and seminars exploring both subject knowledge and theory and principles of teaching and learning, and their application in a dual-professional vocational education context.
Individual and group research activities.
Tutorials (small group and one-to-one).
Formative exercises that encourage the students to explore issues within class, during their study time, and at their teaching work place.
Feedback by ITT team and mentors on observed teaching practice.
Assessment will take a number of forms:
Formative and Summative observation of teaching/training/tutoring practice.
Written reports in which the application of theory within practical scenarios will be explored.
Group and individual project development work documented through group deliverables and individual reflective and evaluative submissions.
Presentations.
Personal development diaries and planning/tracking deliverables.
Production of appropriate lesson plans and schemes of work together with their rationales.
Examinations.
A Professional Development Portfolio that meets the 200 hours of work experience.
A teaching practice Professional Development Record (PDR) that meets both the second 200 hours of work experience and the 150 hours of teaching practice and 8 teaching observation requirements.
Timetable
The year is organised into two semesters, which are 15 weeks periods (12 weeks of teaching and 3 of assessment), together comprising an academic year. The year runs from September to January and February to June. The inter-semester period is used for Assessment Boards and other activities. This is when the grades for the semester are confirmed and made official.
Attendance is either on a two day a week basis for full time students for two years or one evening/one day per week for three/four years for part time students. Full time students will study 60 credits in each semester and can expect to have to attend for around eight hours each day. Part Time students will complete 60 or 80 credits per year. Outside formal study times, students will be expected to spend at least an equivalent amount of time per week in independent study. In addition, students will also be required to take on some work based study during their teaching placements.
Course Delivery
The course is delivered at both the Otley Centre and Bury St Edmunds Centre of UCS.
Placements/Work Based Learning/Work Experience
It is an essential requirement that students attend a placement accumulating 200 hours work experience per year (full time) to achieve the FdA in Teaching Training and Development in the Further Education and Skills Sector.
In year 2 students, this 200 hours will include a minimum of 150 hours of verifiable teaching practice (full time). As part of these 150 hours each student will be observed at least 8 times. Students are required to find pertinent work experience in the Lifelong Learning Sector to enable them to successfully achieve the qualification.
Teaching, Training and Development students could potentially find work experience in a wide variety of Lifelong Learning sector educational establishments – FE Colleges, ACL providers, Prison Education System and Private Training Providers.
Students will be encouraged to arrange work experience before they begin their programme of study, however, this is not a requirement. Students will be advised about appropriate placements at interviews and during induction week. Students will be supplied with a course handbook that includes guidance on organising and working in a placement. Students will be asked to provide their course leader with contact details of their proposed placement who will then confirm in writing with the placement provider.
Placement providers will be able to feedback and evaluate student performance as well as provide confirmation of student attendance. They may also, if qualified, take on the role of subject specific mentor.
Tutorial and Study Support
Students will be offered a combination of pastoral one-to-one tutorials and subject specific tutorials that may be individual or group sessions as part of their programme of study.
All students are entitled to two 20 minute individual tutorials per semester with either the Course Leader or the HE Student Support Tutor (UCS Otley only). Such tutorials are designed to support individual student needs during which students identify and review their own targets and develop action plans for successful achievement of goals. Individual tutorials will address a students' academic progress or any factors affecting progress as well as career and key skills development.
Group tutorials are designed to support small or large groups of students with a common set of objectives for achievement of goals. These may involve support with achievement of assessment e.g. delivering oral presentations, writing essays or reports, presentation of portfolio work or career development e.g. interview preparation.
The role of the HE Student Support Tutor at UCS Otley involves providing pastoral support to enable all students to complete their programme of study to the best of their ability. Students with disabilities or learning difficulties will be invited to attend one-to-one tutorials with the Course Leader and HE Student Support Tutor to discuss how their needs can be met.
For standard entry students, during year 2 of the programme, they will also have appointed a subject specific mentor to guide them.
Opportunities on Completion of the Course
Graduates of FdA Teaching, Training and Development in the Further Education and Skills Sector are able to progress onto the BA (Honours) in Education, the BA (Honours) in Professional Studies or the BA (Honours) in Individual Studies, which are all available at UCS. All three of these progression pathways enable students to top-up their foundation degree to an honours degree. Details of articulated progression routes are provided in the Student Handbook.
Guidance on progression from the foundation degree to other courses and into vocational education is provided by the UCS Careers Office and is also embedded in the work based learning modules.
This course will prepare students for the dual-professional role of teacher/trainer/tutor in the Further Education & Skills Sector where, with an ever ageing workforce there are considerable options for a worthwhile career/second career.