Learning and Teaching (Schools)

Full-time. Modules are taught on one day per week over two years, with linked experiential learning in the participant's workplace.

The course aims to broaden and deepen teaching assistants' understanding of children's learning and to develop their ability to support teachers in raising pupil achievement. Participants are encouraged to develop a deeper understanding of their work by analysing it in the context of relevant principles and research. The course also provides support for developing and extending the skills, knowledge and understanding relating to the higher level teaching assistant's (HLTA) professional standards. The course has been designed to be equivalent in higher education (HE) level and duration to that normally associated with the first two stages of a full-time undergraduate Honours degree course.

The course is relevant to participants' working context and individual professional development needs. It is designed to fit in with their work as teaching assistants. Modules support participants in developing excellent models of practice underpinned by theoretical understanding. Participants will be able to demonstrate their classroom skills through building portfolios of evidence and will be supported by school-based mentors in the workplace, as well as personal tutors.

Modules are designed to support participants for developing the Higher Level Teaching Assistant (HLTA) standards and to extend their professional competence beyond this level. There is some modular exemption for participants who have already achieved appropriate higher education qualifications and for participants who have already achieved HLTA status.

Stage one

A modular programme designed to develop knowledge and experience helping support learners, thus enabling work based experiential learning. Successful completion of this stage of the course gives participants 120 level 4 Credit Accumulation and Transfer Scheme (CATS) points.

Stage two

These modules involve participants in broadening and deepening their understanding of learning and teaching. It follows the same modular structure as stage one. Successful completion gives participants 120 level 5 CATS points. At 240 CATS points, the award forms the basis upon which participants may progress, via a third year, to the BA (Hons) Learning and Teaching degree.

• Recognised qualification for teaching assistants
• Employment-based course designed to fit with participants' work
• Modular exemption for those with prior experience and/or qualifications
• Highly experienced and supportive tutor team
• High routes of progression to honours degrees and teacher training programmes

• Professional Studies in Learning and Teaching
• Work-based Practice
• Special Educational Needs
• Subject-based Studies Core-curriculum and Cross-curricular Issues

Learning and Teaching (Schools) (FdA)

Stage one module descriptions

(PDT1004) Professional Studies in Learning and Teaching: General Education Issues 1

This module, which carries 20 level 4 CATS points, engages students in studying the theory and practice of supporting learning, the assessment of learner needs and the principles of curriculum planning to advance learning.

Students will also reflect on their own learning needs and personal and professional development.

(PDT1005) Professional Studies in Learning and Teaching: Special Educational Needs, Inclusion and Diversity 1

This module, which carries 20 level 4 CATS points provides you with the knowledge, skills and understanding associated with learners with Special Educational Needs and inclusion. The module examines the social, emotional and physical development of pupils. The role and relationship of parents, teachers, inspectors and governors and inter-professional working will be examined. You will also develop your understanding of Every Child Matters, equal opportunities, and support for gifted and talented pupils. 

(PDT1008) Subject Based Studies in Learning and Teaching: Core Curriculum and ICT

The module, which carries 40 level 4 CATS points, introduces you to the skills, knowledge and theoretical perspectives underpinning English, Science, Mathematics and ICT in the curriculum, and develops understanding of teaching and learning strategies used by practitioners to develop pupils' learning. It involves identifying and understanding the application of the national frameworks, typical curricula, teaching and assessment methods and pupil expectations in the key stages in which they work.

(PDT1050) Work-based Practice 1

This work-based module carries 40 level 4 CATS points. It enables you to apply knowledge and theoretical perspectives acquired in taught modules to your own educational setting. The focus of this experiential module is to reflect upon and evaluate the importance of effective communication and engagement with learners, to reflect upon the values and experience within work-based practice which promote the well-being of children and young people and to develop collaborative practice within a professional team in order to support a positive and successful learning for pupils.   

Stage two module descriptions

(PDT2004) Professional Studies in Learning and Teaching: General Educational Issues 2

This module, which carries 20 CATS points, provides further analytical skills to support understanding of how pupils learn and how this may be affected by their physical, intellectual, social and emotional development. It focuses on developing understanding of the factors influencing curriculum planning in the context of the relevant curricula frameworks, and developing awareness of your own professional development within the context of critical reflection. 

(PDT2005) Professional Studies in Learning and Teaching: Special Educational Needs, Inclusion and Diversity 2

This module, which carries 20 CATS points, provides further insights into the needs of pupils with special educational needs of pupils with special educational needs to enhance your work based practice. It consolidates understanding of inclusive issues, policy, legislation and barriers to inclusion and the significance of evaluating approaches and interventions. It emphasises the importance of effective communication, sharing of information and development of multi-agency working and collaborative practice.

(PDT2008) Subject Based Studies in Learning and Teaching: Core Subjects and Cross Curricular Issues

The module, which carries 40 CATS points extends understanding in the core curriculum areas of Mathematics, English, Science and ICT. In addition the module explores the full range of components outlined in the general aims of the National Curriculum. In doing so it provides a comprehensive understanding of one of the underlying principles of curriculum planning, for example that the curriculum should be broad, balanced and accessible to all pupils. The world of education is changing rapidly and schools are evolving into extended schools and the workforce is changing to meet the challenges of educating pupils. This module therefore considers the curriculum in relation to Every Child Matters outcomes and the cross-curricular skills and dimensions presented in the National Curriculum. 

(PDT2014) Work-based Practice 2

This is a work-based module that carries 40 CATS points. It enables you to apply knowledge and theoretical perspectives acquired in taught modules to your own educational setting. 

This module focuses on your role in the wider context of the planning cycle, curriculum delivery, assessment and liaison with the teacher and other professional colleagues. By combining theory and practice you are able to gain clearer insight into the relationship between teaching and learning in order to become an independent reflective practitioner. 

Open evenings

We have open evenings for the Foundation Degree in Learning and Teaching in the following areas:

• The University of Northampton, Park Campus
• Beauchamp College, Oadby
• University Centre, Milton Keynes

For further information please contact Justine Edwards at admissions@northampton.ac.uk.

There are no exams. Assessments include assignments, practical projects, presentations, observations and portfolios of work practice.

A range of teaching and learning methods are used which develop discussion of ideas, interactive learning and the application of work-based learning.

The course offers the opportunity to progress to an honours degree and possibly provide a route to Qualified Teacher Status, for example via an employment-based scheme such as the Graduate Teacher Programme.