The specific needs of part-time students are catered for through flexible approaches to learning that encourage core reading to be examined and questioned in the students' workplace. Each level of the programme involves a strand of practice-based enquiry that enables and promotes learning from and through practice.
The programme recognises the needs of part-time, mature students engaged in fulltime employment in the following key ways:
- Current and relevant content enabling work related reflection
- Varied and practice-related assessment
- One attendance on campus each week
- Delivery pattern to fit in with the school term
- Active encouragement to analyse and reflect on students' own practice
- Online resources to support distance learning between sessions.
Why study this course?
This course may be for you if you already work as a Teaching Assistant or you would like to become a Teaching Assistant. If you want to develop your professional knowledge and understanding while still working or you wish to progress further with your career then the Foundation Degree in Teaching Assistance is a valuable next step.
Features:
This course is matched to the Common Core of skills and knowledge and also to the Higher Level Teaching Assistants Standards. For parts of your course you will work alongside other Children's Services professionals to help develop the kinds of integrated planning, and multi-disciplinary working advocated by the Children Act 2004.
Higher Level Teaching Assistant Status
The University of Chester is an approved provider of Higher Level Teaching Assistant Status (HLTA) Preparation (P.O.P.). Backed by a long tradition of excellence in the field of Education, the University provides high quality resources and expertise to support candidates through the HLTA process, to gain HLTA status. Students may engage with the preparation for HLTA status whilst undergoing the FdA in Teaching Assistance at the University of Chester.
Programme Structure
Modules for this foundation course as follows:
Year1 (Level 4)
ED4501 Practice-based Enquiry 1
This module aims to help students develop a clear understanding of their role in supporting children's learning and development in their setting. Their role within the context of the assessment and planning cycle will be explored and students will be expected to identify developmental targets to improve their personal performance. Meeting the needs of individual children whilst working within the policies and practices of the setting and their role in the professional team will be explored. The module introduces participants to basic enquiry methods and observation techniques and examines the strengths and weaknesses of a variety of approaches to child observation, assessment and planning.
ED4502 Personal and Collaborative Learning
This module aims to provide the opportunity to audit learning skills and to help students establish development targets that can be achieved in subsequent modules. The theoretical perspectives explored in this module will enable students to reflect upon and share their own experience as a learner and to relate this to current thinking. The taught sessions and assignments also aim to provide opportunities for professional collaborative and cooperative working.
ED4503 Promoting Positive Relationships
This module aims to focus attention on the central role of effective communication in the development of positive relationships within a setting, with the community and with other professionals. Through critical reflection on practice, and analysis of the modes and methods of communication the module aims to develop participants understanding of the features of positive relationships and promote the ECM agenda.
ED4504 Safeguarding Children
This module will explore ways in which child protection is an essential and complex area of inter-professional practice. Students will be prepared by this module to appreciate the importance and mechanism of child protection, for children at risk and the support system for children and their families within a legal framework and society. It aims to enable students to recognise risks and hazards to children's safety and understand the roles and responsibilities of professionals in reducing them.
ED4525 Assessment and Learning
Effective learning support is based on sound knowledge of the learning and development needs of individual children. This module aims to develop participants' knowledge and understanding of the nature, scope and purposes of assessment. In this module opportunities are made to explore the validity of a range of different methods of assessment and enable participants to design and evaluate assessment activities. Also, the students explore the relationship between assessment and target setting.
ED4526 Effective Learning Environments
This module seeks to prepare students recognise the key components of a learning environment and the contribution that the context makes to effective teaching and learning. Through observation and reflection on reading, the module aims to enable students to design and manage effective learning environments.
Year 2 (Level 5)
ED5501 Inclusive Practice
This module aims to support the role of the professional in meeting the needs of all children, by examining the broader issue of inclusion, whilst having regard for current legislation. Meeting the needs of all children is a fundamental principle and the content of this module reflect the complexities surrounding a modern, diverse and inclusive Britain.
ED5503 Children's Health and Well-being
The concept of health education in early childhood connects the areas of physical, personal, social and cognitive development. Maximising child health is paramount in supporting children in achieving their full potential in society. This module aims to examine the importance of health and well-being for children aged 0-16 years.
ED5504 Practice-based Enquiry 2
This module will build further on the work undertaken so far in this programme by focusing on the application of theory and principles in a workplace context. Although there are no prerequisites, the module aims to build on the level 4 Practice Based Enquiry module through a negotiated workplace action research project which will enable students to further their understanding of their role in shaping practice and identify areas of expertise. Action research has been selected as a starting point for professional practice-based research for Foundation Degree students. The module aims to help students to critically review policies and practices in their setting and to identify targets for future developments both personally and in relation to workplace practice. They will develop relationships with colleagues in their setting and also with other professionals.
ED5505 Special Needs and Inclusion
The aims of this module are to build on previous study of inclusive practice in education and extend practitioners knowledge and understanding of types of disabilities to prepare them for including children with a wide range of Special Needs into settings. This module focuses upon the systems, characteristics, behaviour, diagnosis, assessment, teaching methods and legislation involved when working with a child with additional needs. It aims to prepare practitioners to plan personalised learning experiences, which take account of a range of different needs.
ED5522 Creativity and Learning
The module aims to draw on understanding of the nature of creativity and the knowledge of the lives of creative people and to analyse the features of current day curricula which are constructive or destructive to the promotion of creativity. Through practical experience of elements of the National Curriculum programmes of study it aims to develop knowledge of approaches designed to promote creativity and knowledge of curriculum requirements. Students are provided with analytical frameworks for making sense of learning contexts to enable them to organise and respond creatively through well-informed interaction.
ED5526 Learning through ICT
The educational use of ICT is a key part of current national strategies. This module aims to examine ways that ICT can support the educational professional and specifically, to develop participants' understanding of ICT in education and to develop participants' capability to use ICT for teaching and learning and professional duties. In this modules issues relating to the organisation and use of educational software suitable for children and young people's development, interests and abilities will be critically examined.
NB. Course Provided by West Cheshire College in Chester.
Assessment is designed to help students demonstrate their understanding and knowledge of the course content and identify the next steps in their learning. Learning, teaching and assessment are inter-related and all are planned to help support and develop highly effective teaching assistants.
The programme adopts the following principles:
- A range of assessments including, Case studies, Portfolios, Evaluative reports, Reflective Essays and presentations are used to enable opportunities for all students to display their strengths
- All assessments are used formatively to help students develop actions plans to support their learning
- Assessments allow students to utilise their professional settings as a context for assignment tasks.
Many students gain promotion or secure new jobs while they are undertaking part-time study. It is not just the additional qualification but also the act of studying for further professional development that is attractive to employers.
The HLTA standards are embedded in this programme and progression to the HLTA preparation course is encouraged. In addition to the obvious endorsement that the FdA Teaching Assistance gives to those seeking employment as Teaching Assistants, the course has also served as a bridge for those wishing to progress via a level 6 qualification (the BA Integrated Working with Children, Young People and Families, for example) to become a full Honours Graduate.
With an Honours Degree, Professional Post-Graduate programmes for many sectors of the Children's Workforce become accessible, like the PGCE Primary, the PGCE Early Years or Graduate the Teacher Programme, for those wishing to enter the teaching profession.
FoundationDegree
We will consider applications from candidates who hold one of the following qualifications:
- An NQF/QCF level 3 qualification in a relevant subject.
- English and (ideally) Mathematics at GCSE (or equivalent), grade C or above.
- Approximately 2 years experience of working in a relevant setting either voluntarily or employed.
- Support of their employer to undertake the programme with a satisfactory reference
- A recent CRB check.
Accreditation for prior learning (APL)
If you already have a relevant Level 4 qualification then you may be able to apply for advanced credit on this programme.
