Course overview
The course also aims to develop your confidence to be adaptable, creative and inspiring, reflective practitioners. You also develop your study, critical and research skills to prepare you to study at a higher level.
This course is delivered at Stockton Riverside College, Hartlepool College of Further Education and Redcar & Cleveland College.
Course details
Course structure
Level 4 modules
Behaviour that Challenges
Educational Theories and Concepts
You study fundamental educational theories, with a focus on learning theory, assessment theory, communication theory and other models of reflective practice. You consider theoretical approaches with reference to your own practice, and the professional standards of teachers working within the education and training sector.
Personal and Professional Development Projects
You explore the relationship between professional development and academic reflection in practice and consider how your professional practice can be enhanced.
Working with Special Educational Needs and Disabilities
Level 5 modules
Inclusive Practice
Professional Development Projects
You explore the relationship between professional development and academic reflection within practice. You reflect on your professional practice to identify future skills development.
You explore how research is carried out with a focus on evidence-based practice. Models of research are explored along with an understanding of terminology for research, exploring paradigms, research methodologies, sampling and ethics in research.
You study safeguarding in an educational setting and explore policy and guidance structure practice. You look at how safeguarding and well-being issues related to key aspects of practice such as working with parents and professionals to support individuals in an educational setting.
Modules offered may vary.
How you learn
This course is designed to meet the needs of students who are engaged in practice (paid or unpaid) supporting teaching and learning in an educational setting. Blended learning approaches are used across each of the modules. Delivery methods include lecture and seminar activities and you are further supported by group and individual tutorials and the use of a virtual learning environment (VLE). You use the IT Lab to develop IT skills and for online research.
Tutors delivering the modules demonstrate models of good practice with regard to teaching and learning to accommodate students with a range of learning difficulties and/or disabilities.
Your research element considers current thinking on strategies and activities within the classroom and practice setting. Tutorial support ensures that you have access to appropriate resources. Workshop sessions enable participation in informal discussions.
How you are assessed
Typically, you are assessed by essays, projects and reports, by developing portfolios related to practice, and by completing case studies.
Our Disability Services team provide an inclusive and empowering learning environment and have specialist staff to support disabled students access any additional tailored resources needed. If you have a specific learning difficulty, mental health condition, autism, sensory impairment, chronic health condition or any other disability please contact a Disability Services as early as possible.
Find out more about our disability services
Find out more about financial support
Find out more about our course related costs
Entry requirements
Entry requirements
For entry at Year 1 - Level 4, applicants must have:
• a Level 3 diploma qualification or equivalent in an area relevant to supporting teaching and learning in an educational setting, such as childcare, education, supporting teaching and learning, health and social care
• access to 150 hours work (paid or voluntary) in an area related to supporting teaching and learning with children and young people aged 5-16 in an educational setting (not organised by the university or college)
• a satisfactory enhanced Disclosure and Barring Service (DBS) check for regulated activity. If you’re not in relevant paid work you need to obtain this through the university and college processes at your own cost.
For entry at Year 2 - Level 5, applicants must have:
• 120 credits at Level 4 in a FdA Supporting Teaching and Learning or equivalent (for example, childcare, early years, education)
• experience of working in the supporting teaching and learning sector
• access to 150 hours work (paid or voluntary) in an area related to supporting teaching and learning with children and young people aged 5-16 in an educational setting (not organised by the university or college)
• a satisfactory enhanced Disclosure and Barring Service (DBS) check for regulated activity. If you’re not in relevant paid work you need to obtain this through the university and college processes at your own cost.
Find out more about international admission and direct entry.
For general information please see our overview of entry requirements.
You can gain considerable knowledge from work, volunteering and life. Under recognition of prior learning (RPL) you may be awarded credit for this which can be credited towards the course you want to study.
Find out more about RPL
Employability
Career opportunities
Completion of this programme will assist you in securing a career supporting learning and teaching in a range of settings, such as schools and colleges, training organisations, community education and youth education, as well as in tertiary education settings such as libraries, health care settings and museums to support learning activities.
FdA Supporting Teaching and Learning
FdA Supporting Teaching and Learning
FdA Supporting Teaching and Learning