Learning and Teaching (FDLT)

Key Facts

  • UCAS Code:

    73X7

  • Level:

    Undergraduate

  • Duration:

    2 years full time

  • Starting:

    September

  • Fees UK 24/25:

    Full Time: £9,250

  • Location:

    Waterside, Leicester

Get in touch


For questions regarding study and admissions please contact us:

UK/EU Students enquiries

study@northampton.ac.uk
0300 303 2772

Overview


The Foundation Degree in Learning and Teaching (FDLT) is designed for support staff who are currently working in schools and who wish to gain a recognised qualification specific to their role. 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.

Updated 18/01/2024

Highlights


  • Two locations to study from based on student numbers.
  • Employment-based course to fit with your schedule.
  • Recognised qualification for support staff working with children, young people and adults
  • Exemption from certain modules if you have relevant prior qualifications
  • Highly experienced and supportive tutor team
  • Progression to honours degrees and teacher training programmes, as well as other roles within education
  • HP Laptop and software included with this course for eligible students.*  (* See eligibility criteria, terms and conditions apply)

Course Content


  • As this is a Foundation Degree there is a high proportion of work based learning and this is reflected in the assessments. The program is designed to embrace the working situation of those supporting learning and teaching. The structure reflects your individual, professional and occupational context. It acknowledges the benefit that is to be gained from sharing common experiences and concerns. It involves you in broadening and deepening your understanding of your role, set in a specific professional and social context. It also reflects the need to assess your development of the skills, knowledge and understanding, professional values and attitudes applicable to your role at work.

    The programme is designed to be completed within two calendar years, with the taught components arranged to accommodate the needs of those working in schools and other affiliated educational contexts.

    Please note the modules shown here relate to the academic year 23/24. The modules relating to the academic year 24/25 will be available from June 2024.

    • The first year introduces you to what it means to be an undergraduate student, whereby you are supported through how to construct an undergraduate assignment as well as how the technology we use at the University will aid this process. Furthermore, you are introduced to concepts and frameworks that support the process of planning with your curriculum and the complexities that surround coming of age in the digital age.

      To compliment this, you will undertake module PDT1081 Work-based practice: the reflective practitioner, which aims to provide you to be more critical regarding your own understanding of your practice in the workplace. You will undertake this module throughout the year as your knowledge and understanding develops over the course of the academic year.

      You will be assigned a Personal Tutor and a Visiting Tutor who is directly involved in the work-based visits that inform your learning within the work-based practice modules across both years.

      • Module code: FHS_IPE20
        Status: Compulsory
      • Module code: PDT1065
        Status: Compulsory
        The purpose of this module is to engage students in studying the theory and practice of supporting learning, the assessment of learning and of learner need and principles of planning to advance learning. It also provides students with the opportunity to develop their own study skills.
      • Module code: PDT1066
        Status: Compulsory
        The purpose of this module is to develop an understanding of the barriers to learning experienced by learners with diverse needs, including special educational needs and disabilities (SEND). The module aims to enable students to develop strategies to support these learners within their settings and to promote inclusive practice.
      • Module code: PDT1068
        Status: Compulsory
        The purpose of this module is to develop students' subject knowledge and their understanding of pedagogy in English and Mathematics.They will explore current theoretical perspectives on effective learning and teaching in English and Mathematics and how these relate to practice.
      • Module code: PDT1076
        Status: Compulsory
        The purpose of this module is develop students? confidence and ability in using digital technology across the curriculum to support their own learning and that of the pupils they work with.
      • Module code: PDT1077
        Status: Compulsory
        The purpose of this module is develop students? ability to formally reflect on their learning and develop professional development plans
      • Module code: PDT1078
        Status: Compulsory
        The purpose of this module is to facilitate students' understanding of their role within their education setting. It asks students to consider how they work as members of a professional team, and how they develop their understanding of pupil support.
    • The second year of the course aims to give you a broader understanding of the role of your setting and consequently, your role as a practitioner aiming to provide transformative learning opportunities for children and young people. You will be given the opportunity to lead your own research project, which aims to prepare you for your Dissertation should you choose to progress to BA Learning and Teaching (top-up). You will also look at the role of your setting in supporting not just children and young people, but families and the community in which they are situated.

      • Module code: PDT2016
        Status: Compulsory
        The purpose of this module is for students to extend their subject and pedagogoic knowledge to support teaching strategies in subjects and aspects of the wider curriculum. They will explore current theoretical perspectives on effective learning and teaching in locations beyond the immediate school setting. They will develop and use a range of digital technology tools to support and inspire their own learning and that of their pupils.
      • Module code: PDT2017
        Status: Compulsory
        The purpose of this module is to develop students' knowledge and understanding of the factors which influence curriculum planning and to explore, monitor and evaluate approaches to professional development in education.
      • Module code: PDT2018
        Status: Compulsory
        The purpose of this module is for students to draw on their own experience in their individual settings by critically exploring and evaluating the efficacy of a selected intervention/strategy or resource relating to SEND, inclusion or diversity in their own school/setting which is of relevance and interest to them. Students will gain an insight into how provision and/or resourcing for SEND is managed in their own setting in practice and will also develop initial experience in acting as a reflective practitioner-researcher.
      • Module code: PDT2019
        Status: Compulsory
        The purpose of this module is to encourage students to reflect upon practice, value the professional opinion of colleagues and be confident working within a multi-professional team. Students develop knowledge, understanding and practical skills central to their role in supporting a positive experience of learning for pupils. By combining theory and practice students are able to gain clearer insight into the relationship between teaching and learning in order to become independent reflective practitioners.
      • Module code: PDT2020
        Status: Compulsory
        This module extends students? understanding of the skills, knowledge and theoretical perspectives underpinning the core curriculum subjects of English and mathematics. It develops the students? understanding of learning and teaching strategies in the subjects and explores the connections between these subjects and the rest of the curriculum in the Early Years Foundation Stage and Key Stages 1 to 3, including pupils with special educational needs and those learning English as an Additional Language. Using digital media to support and engage learners is integral to this module.
  • Level 3 qualification, for example Level 3 diploma in Supporting Teaching and Learning, NVQ Level 3, A levels (EE) or BTEC Diploma (PP), HLTA status or relevant professional development courses at HE level.

    At least 12 months experience working as a TA or other learning support role within a school or comparable educational setting.

    Positive reference from the Headteacher (or equivalent).

    GCSE English and Maths are not required but are recommended.

    An applicant who does not meet these criteria may be considered, depending on their ability to demonstrate their suitability for admission, e.g. by completion of a written task in lieu of qualifications.

    Students may use APL to apply for entry onto the programme as described in the University’s APL policy.  Specifically, students who have achieved Higher Level Teaching Assistant status from a recognised provider may receive APL for the first year work-based practice module, PDT1081.

    Applicants with 120 Level 4 credits from a programme similar or equivalent to Foundation Degree in Learning and Teaching may be considered for direct entry to Year 2 of the FDLT.  Applications are considered individually depending upon applicants’ individual situation and combination of credits and experience achieved.

    For more more information on how to make an application, please visit our How to Apply page.

    English Language Requirements

    All International and EU students applying for a course with us must meet the following minimum English language requirements:

    • Minimum standard – IELTS 6.0 (or equivalent)
      for study at undergraduate level.

    For information regarding English language requirements at the University, please see our IELTS page.

  • 2024/25 Tuition Fees

    Fees quoted relate to study in the Academic Year 24/25 only and may be subject to inflationary increases in future years.

    • UK – Full Time: £9,250
    • UK – Part Time: £1,540 per 20 credit module

    Students who wish to complete this course in two years will be classed as full time even though attendance is only required one day a week. Students need to apply for funding as a full time student with Student Finance.

    2023/24 Tuition Fees

    Fees quoted relate to study in the Academic Year 23/24 only and may be subject to inflationary increases in future years.

    • UK – Full Time: £9,250
    • UK – Part Time: £1,540 per 20 credit module

    Students who wish to complete this course in two years will be classed as full time even though attendance is only required one day a week. Students need to apply for funding as a full time student with Student Finance.

    Additional Costs

    There are currently no additional costs anticipated for this course for 2024 entry.

    Scholarships and Bursaries

    For information on the scholarships available to you, please see our scholarships page.

    For more information about possible funding options, please visit our Fees and Funding pages.

  • At the University of Northampton, everything we do, from funded trips to paid internships, is to give you everything you need to make a difference when you leave.

    If you join our full-time FDLT degree at Northampton, you will receive a laptop when your course begins*. The laptops are built to a bespoke custom specification ideal for use in the seminar room, collaborative group work or studying at home.

    Whatever your ambitions, we’re here to help you to achieve them. We’ll support you to identify the skills you’re learning during your course, find your strengths and secure practical experience so that when it comes to applying for jobs or further study you’ll feel confident in standing out from the crowd. We’ve created the Northampton Employment Promise because we are so confident that if you focus on your studies and complete one of our awards you’ll be highly employable by the time you graduate. Putting you in a great position to secure employment or continue your studies.

    To check out the full list of perks, visit our Student Perks page or dedicated International Perks page.

    * UK fee payers only (see Terms and Conditions for further details)

  • Do I need to be employed in a school?

    Yes, you need to be employed in a school for a minimum of 2.5 days a week. You need to have the support of your headteacher in a reference in your UCAS application and in an Employer’s Declaration Form. This will be sent to you by the university when you accept a place on the course.

    How much experience do I need?

    You will need at least 12 months of experience working in educational settings. This could be made up from volunteering and paid employment in a range of contexts and age groups.

    How will I be taught?

    Sessions are taught one day per week and your face-to-face teaching will be consolidated with online materials, work-based practice and personal tutoring.

    You will spend one day per week at the University over two years, spending the rest of your time in your workplace, consolidating your academic studies and building experience.

    How will I be assessed?

    There are no exams. Instead, assessments include practical projects, presentations, assignments, research and portfolios of work practice.

    Can I use my HLTA status to be exempt from part of Year 1?

    Yes, you can apply to be exempt from the two work-based modules in Stage 1 (40 credits). This would make you a part-time student for the first year.

Staff


Adam Chapman, Senior Lecturer in Education (ECYP)
Adam Chapman

Senior Lecturer in Education (ECYP)


Faculty of Health, Education and Society

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Jean Edwards, Senior Lecturer in Education (ECYP)
Jean Edwards

Senior Lecturer in Education (ECYP)


Faculty of Health, Education and Society

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Careers and Employability


This course gives you the opportunity to progress onto an honours degree and can provide a route to Qualified Teacher Status including through an employment-based scheme or similar.

Progression Courses

The University of Northampton is proud to offer a wide range of education courses that you can progress on to after completing your Learning and Teaching FdA award, on the basis you meet the minimum requirements.