Bradford College
UCAS Code: NX22 | Foundation Degree in Arts - FdA
Entry requirements
Access to HE Diploma
Pass, to include 45 credits at Level 3.
GCSE/National 4/National 5
GCSE English, Mathematics and Science at grade C/4 minimum preferred, but not essential.
Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)
In Childcare and/or Education.
Scottish Higher
UCAS Tariff
Entry is normally at Level 4 with appropriate A level or equivalent qualifications in Childcare and/or Education eg. BTEC National Diploma; NVQ 3 for Teaching Assistants or Childcare, Higher Level Teaching Assistant (HLTA) or accredited Access course.
You may also need to…
Attend an interview
About this course
If you’re currently working in a school or educational setting, this course will allow you to progress your career towards Qualified Teaching Status (QTS) following successful completion of the foundation degree and a top-up year to achieve a full degree.
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.
**Course Benefits**
The course is delivered within the Margaret McMillan School of Education, in the heart of a thriving Further Education College and our team provide a supportive learning and teaching environment.
A learning mentor is provided to you throughout your time with us.
This programme enables students to work in a support role whilst studying one day a week.
The wide range of modules allows students to develop specialisms within their job roles whether this be in a curriculum area, an area of SEN or pastoral care.
Throughout the course, you will be supported so that you can progress into your chosen vocational area and/or further post-graduate study.
Modules
Year 1 (September to November)
Introduction to academic studies
Communication and Language
Year 1 (December to February)
Supporting and understanding behaviour
Safeguarding young people
Year 1 (March to May)
Developing a professional team
Supporting teaching and learning in Mathematics
Year 2 (September to November)
Creative approaches
Exploring principles of teaching and learning
Year 2 (December to February)
Promoting Mental Health and Well-Being
Meeting Diverse Needs
Year 2 (March to May)
Supporting Learners with SEND
Learning beyond the classroom
Assessment methods
Assessment methods are varied, rigorous and appropriate to the components in each module.
Students will have the opportunity to receive feedback from formative assessments to develop their skills and confidence prior to submitting summative assessments.
Formative assessment occurs throughout the programme in the form of staff feedback on student discussion, case studies, seminars, presentations, and question and answer sessions.
Summative assessments will include individual and group presentations, written reports, practical activities, portfolios, case studies, plans and rationales of sessions or proposals that could be delivered to a user of a service.
Students will also receive feedback from their designated work-based learning mentor on their employability skills and professional practice.
A detailed briefing about the assessment strategy for each module will be published in module handbooks and be available on the VLE.
Tuition fees
Select where you currently live to see what you'll pay:
The Uni
Bradford College
School of Education, Professional Development and Sport
What students say
We've crunched the numbers to see if the overall teaching satisfaction score here is high, medium or low compared to students studying this subject(s) at other universities.
How do students rate their degree experience?
The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.
Education
Teaching and learning
Assessment and feedback
Resources and organisation
Student voice
Management studies
Teaching and learning
Assessment and feedback
Resources and organisation
Student voice
After graduation
The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.
Learning support
What are graduates doing after six months?
This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.
Top job areas of graduates
Sorry, no information to show
This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.
What about your long term prospects?
Looking further ahead, below is a rough guide for what graduates went on to earn.
Learning support
The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.
£18k
£20k
£27k
Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.
Management and organisation of education
The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.
£18k
£19k
£23k
Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.
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Teaching Excellence Framework (TEF):
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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).
This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.
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This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.
You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.
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Post-six month graduation stats:
This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.
It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.
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Graduate field commentary:
The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show
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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.
While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?
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