Undergraduate study
Education, Early Childhood & Youth

BA (Hons) Education and Training

This is an award of Teesside University that is delivered at Darlington College, Hartlepool College of Further and Higher Education, Redcar & Cleveland College and Stockton Riverside College.

Course information

Full-time

  • Not available full-time

Part-time

  • 1 or 2 years

More part-time details

  • One evening a week
  • Enrolment date: September
  • Admission enquiries: 01642 342308

Contact details

Further information

  • Facilities

    Education, Early Childhood & Youth facilities

    The facilities available to Education, Early Childhood and Youth students at Teesside University are ideal preparation for a career in education. Students have access to many of the kind of resources that you would expect to find in an educational setting.

 

The programme aims to help lecturers, mentors, teaching assistants and other workers in education develop their knowledge of educational practice and reflect on strategies for developing their professional practice. It is primarily for those currently practicing or volunteering in the sector.

The degree consists of four level 5 core modules and one option module, and five level 6 modules, giving a total of 120 credits at each level. The level 5 modules are delivered in one year as are the level 6 modules.

Course structure

Level 5 core modules

Education and Psychology

Education and Psychology enables you to explore some key areas of psychology in relation to education and learning, as well as some of the major theories of learning. Relating these to your own practice. You are expected to demonstrate skills of critical analysis and to relate theoretical perspectives to real practice situations.

Educational Contexts and Practice

Educational Contexts and Practice enables you to explore different education and training settings and contexts and to critically evaluate them in terms of their provision and purpose within the educational system. You explore the complexity of the interaction between learning and contexts, and the range of ways in which participants (including learners and teachers) can influence the learning process.

Effective and Innovative Learning Environments

Effective and Innovative Learning Environments explores issues for professional consideration with regard to the successful learning and teaching of learners in formal and/or non-formal educational settings. You explore ways of developing and maintaining effective, constructive and innovative learning environments and evaluate innovations in learning/teaching practice which may be considered to enhance the learning experience(s) of groups of learners. It also enables you to evaluate the organisational influences on learning environments and the resource implications associated with this.

Inclusive Practice

You explore current issues in inclusive practice in formal and non-formal educational settings. You evaluate the effectiveness of your own practice in relation to national, regional and local policy and critically evaluate the effectiveness of inclusion strategies employed in your organisation, from both an organisational perspective and from the perspective of inclusive practices in learning and teaching. You also explore the legal and ethical implications affecting inclusive practice for educational institutions.

 

and one optional module

e-learning in Educational Practice

Reflective Practice

You critically analyse aspects of your professional practice to improve ongoing and future performance and skills in formal and informal settings. You explore various theoretical models of critical reflection, which enables you to evaluate how these can be applied to critical incidents that have occurred in practice situations. Critical incidents are pivotal in changing your approach to practice either in praxis or as a result of reflection.

 

Level 6 core modules

Curriculum Design and Assessment

You explore aspects of curriculum design, planning and assessment and to evaluate some of the issues, factors and considerations that are made when planning a learning, teaching and assessment task. You then discuss the relationship between these issues and good practice. If you are not leading in a learning situation, you may draw upon joint planning activities you have carried out with another practitioner as a basis for the development of the work for the module assessment task.

Education Policy and Education Practice

This module will assist you in developing your awareness of issues relating to debates on education policies and how these impact on practice. It will also enable you to establish connections between leadership, organisational improvement and organisational change.

Individual Practice Project

The individual practice project gives you the opportunity to define your own research topic, working on it over an extended period of time. It allows you to draw together the learning from all other modules and to use your working practices to help others learn.
The module is designed to facilitate the development of a range of skills that will enable you to independently research an area of professional concern. There will be tutor support available to assist in this process and you will also be encouraged to reflect upon the vocational and other work skills you have developed whilst undertaking the dissertation work.

Planning Research in Education

This module enables you to understand the place and importance of research in the field of education, and prepares you for the completion of an individual action research project.

Promoting Positive Behaviour

This module encourages you to explore how learning situations can be used to promote positive patterns of behaviour in learners.

 

Modules offered may vary.

Career opportunities

Successful graduates may progress into a graduate teacher programme for teaching in primary settings. Graduates will also practise in a range of lifelong learning educational settings, such as FE colleges.

Entry requirements

For direct entry into the level 6 modules, entrants will be expected to have attained a foundation degree or equivalent credits (120 at level 4 and 120 at level 5) in a relevant and appropriate educational area. These entrants will follow a one-year programme.

For direct entry into the level 5 modules, entrants will be expected to have attained an appropriate teaching qualification such as a Certificate in Education: Education and Training or other relevant equivalent award/s (worth 120 HE credits at level 4/5 study).

Applicants must be in paid or unpaid employment in an educational practice for at least 2-5 hours per week.

RPL and APEL will be considered via individual application. Please contact the programme leader for further guidance.

For additional information please see the entry requirements in our admissions section


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

What is KIS?

How to understand the Key Information Set

Course information

Full-time

  • Not available full-time

Part-time

  • 1 or 2 years

More part-time details

  • One evening a week
  • Enrolment date: September
  • Admission enquiries: 01642 342308

Contact details

Further information