(Award available for year: Certificate of Higher Educ)
1. Demonstrate a range of subject and context specific skills and competences appropriate to their professional roles and contexts
2. Demonstrate theoretical knowledge and evaluate research evidence about the processes of learning, including some of the key paradigms and their impact on educational practice in formal and informal contexts, and including SEND.
3. Evaluate education and SEND policy and issues in an informed and systematic way
4. Demonstrate a reflective approach to a professional teaching or learning support role
5. Evaluate the design and delivery of the curriculum, including for learners with SEND needs
6. Evaluate the rationale and techniques for assessment used in learning settings
7. Analyse the effects of cultural, societal, political, historical, technological and economic contexts on learning, including education policies, moral, religious and philosophical underpinnings, and issues of social justice
8. Demonstrate a critical understanding of underlying values, theories and concepts relevant to education
9. Appreciate and take account of the diversity of learners, including SEND, and the complexities of the education process
10. Evaluate the societal and organisational structures and purposes of educational systems, and the possible implications for learners and the learning process.
11. Apply relevant concepts, knowledge, practical skills and methods of enquiry in teaching and learning research and their own contexts; a range of research perspectives and methodologies applied to education
12. Meet or exceed professional standards for learning support practitioners where relevant to their roles and contexts (standards are advisory)
13. Work towards meeting professional standards for teachers, so that they are able to gain QTS as a next step
Skills Learning Outcomes
1. Recognise and express knowledge and understanding and how it relates to personal experience and demonstrate learning and growth from the experience. (Academic)
2. Evaluate different arguments and perspectives, using supporting evidence, including numerical data, to form opinions, arguments, theories and ideas. (Academic)
3. Deliver effective and engaging oral and visual presentations to a variety of audiences (Academic)
4. Write in a clear, concise, focused and structured manner that is supported by relevant evidence, including numerical data where appropriate and using relevant specialist vocabulary. (Academic)
5. Use the oral, written, auditory, and visual language proficiency needed to be able to learn effectively and demonstrate understanding. (Academic)
6. Evaluate the moral principles that govern a person's behaviour or the conducting of an activity in any given context. (Academic)
7. Plan time, prioritise tasks and organise academic and personal commitments effectively (Work ready)
8. In both verbal and written communication, be clear, concise and focused; be able to tailor your message for the audience and listen to the views of others. (Work ready)
9. Build positive relationships with other people which enable successful projects or other collaborations. Work effectively with others as part of a team, taking different roles (Work ready)
10. Use technology appropriately and ethically to enhance efficiency, identifying appropriate technologies for tasks. Know how to access, learn and adapt to new technologies. (Work ready)
11. Manage self and be self-reliant, work independently and on own initiative. Have awareness of own strengths and development needs and the need for ongoing learning. Set and achieve goals, and seek/accept feedback. (Work ready)
12. Generate ideas, demonstrate originality and imaginative thinking (Work ready)
13. Demonstrate awareness of and insight into self and others; build rapport, relationships and network with others. (Work ready)
14. Find, evaluate, organise and share information across a variety of formats and media, ensuring the reliability and integrity both of the sources and
Assessment is 100% through coursework and there are generally two assessments per 20 credit module (1 assessment roughly equalling 10 credits). Assessments are authentic, and are linked to students’ lives and work, requiring them to apply knowledge, demonstrate understanding and evidence skills in relation to their own lives and professional contexts.
Errors, omissions, failed links etc should be notified to the Catalogue Team