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Undergraduate study
Education and Training (Supporting Teaching and Learning)

Education and Training (Supporting Teaching and Learning) BA (Hons)

This programme is designed to ‘top up’ the FdA Supporting Teaching and Learning or other appropriate Educare-related foundation degrees. This is an award of Teesside University delivered in partnership with Stockton Riverside College.


Course overview

The overall aims of the programme are to enable students who are practising in a variety of educational contexts and engaged in the processes of promoting learning/educational achievement to gain an in-depth knowledge of relevant professional issues. A particular emphasis is given to special educational needs and disabilities. You have the opportunity to relate new knowledge to your ongoing professional experience. This programme is primarily for those currently practising or volunteering in the sector.

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Course details

Course structure

Core modules

Contemporary Issues in Education

You explore influences on policy development, how these are implemented in practice at both an organisational and classroom level and debate any direct influences these policies may have on learning and teaching practice. You also examine key issues, practices and theories from education sectors that directly impact on your understanding of professional practice.

Individual Practice Project

This is your opportunity to define and deliver your own research topic. You draw together the learning from all other modules to facilitate the development of a range of skills for you to independently research an area of professional concern. Tutor support is available to assist this process and you will also be encouraged to reflect upon the vocational and other work skills you have developed undertaking the dissertation work, including appropriate decision making and independent learning.

Meeting the Needs of Learners with SEND

You critically evaluate the impact of support and services provided to support an individual child/young person with special educational needs and/or disabilities. You engage in critical reflection to identify the strengths and limitations of the support provided and communication between agencies and with parents. You also develop practical and professional skills via the development of an individual education, health and care plan and assessment of needs for an individual child/young person.

Planning Research in Education

Three inter-related aspects of research: the philosophical basis of different methodologies, the practice of carrying out research (including issues of approach, method, sampling, analysis ) and how to ensure researchers follow developing ideas of good practice in research, with particular relation to issues of good ethical practice are examined. You develop skills to enable you to evaluate current research papers and to make judgments about these.


and one optional module

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.

Promoting Positive Behaviour and Attitudes

You explore strategies to promote positive patterns of behaviour and attitudes in learners, and differing perspectives on behaviour management, response strategies.


Modules offered may vary.


How you learn

You are assessed by essays, reflective studies on work settings and a dissertation-length project.

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

Applicants must be in possession of a Foundation Degree in Learning Support, Supporting Learning and Teaching or other appropriate Educare related Foundation Degrees (or awards) which are worth a total of 240 HE credits and which have 120 level credits at level 4 and 120 credits at level 5.

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

APEL/APCL will be considered in line with University Policy.

International students should also consider criteria for admission and direct entry here.

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



Career opportunities

Successful graduates may progress into support roles in education or a graduate teacher programme for teaching in primary settings. Graduates may also practise in a range of lifelong learning educational settings such as further education colleges.



  • Not available full-time


2024/25 entry

Fee for UK applicants
£4,500 (120 credits)

More details about our fees

  • Length: 1 year
  • Attendance: Weekly attendance (evening) Stockton Riverside College
  • Start date: September
  • Semester dates

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Education, Early Childhood & Youth

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.


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Telephone: 01642 738801

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