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Education and Learning

Entry requirements


A level

E,E,E

Access to HE Diploma

P:45

International Baccalaureate Diploma Programme

30

Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)

PPP

UCAS Tariff

48

Applicants should hold a full and relevant Level 3 qualification, such as a BTEC Extended Diploma, and have at least twelve months' experience in education and learning practice.

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About this course


Course option

2years

Full-time | 2024

Subject

Education studies

The overarching aim of the programme is to produce well educated and highly skilled graduates who are able to work effectively within all contexts of primary and secondary mainstream and special education. It is a requirement of the programme that all participants will be working in an education setting or participate in a meaningful placement of not less than 16 hours per week, A proportion of the programme is work based with students completing modules at work with the support of college staff. This model of full time study and work allows students to remain in employment whilst completing their qualification.

The course aims to provide students with the opportunity to exit the programme with 240 credits and achieve a Foundation Degree. The Foundation Degree facilitates progression to a full honours degree as the students continue their vocational employment. Since the development of the full honours degree programme at Carshalton College students have been able to continue studying at the College and working in the early years sector to complete a BA (Honours) Degree. Those students who are successful in achieving 240 credits can apply to the final year and complete a further 120 Level 6 credits in order to achieve a full honours degree.

Modules

Students will study the following compulsory Level 4 modules:

Introduction to Education and Learning (20 credits): This module aims to introduce students to academic skills and requirements for the successful completion of the Foundation Degree programme within the context of the taught syllabus.

Theoretical Perspectives of Learning (20 credits): This module will focus on the importance of understanding the ways in which children and young adults of compulsory school age learn. Students will consider the ways in which theories of learning and the role of the practitioner affect teaching and engagement with learning in educational settings.

Social and Behavioural Aspects of Learning (20 credits): This module addresses the ways in which critical life experiences and wider societal issues impact on children's behaviour and development and consequent motivation to learn. It will also identify the role of the setting, in collaboration with other agencies, in supporting the needs of the child both in terms of moral and social development as well as ensuring access to learning.

Planning for the Curriculum (20 credits): This module is designed to enable students to develop the skills of effective lesson planning with mentor support. Students will consider the promotion of inclusivity and differentiation and how assessment practices, including formative and summative ensure access to learning for all.

Professional and Academic Development (40 credits): This module focuses on the importance of continuing professional and academic development contextualised within the statutory compulsory age range. In addition, it will aim to develop the skills necessary for an education professional to work effectively and to improve their own performance.

Students will study the following compulsory Level 5 modules:
Education in Social Context (20 credits): This module addresses the concept of universal educational entitlement in the United Kingdom and the significant issues that contribute to educational inequality. It will enable students to comprehend the competing priorities of all stakeholders, including employers, and the ways in which these may be met.

Exploring a Creative Curriculum (20 credits): This module is designed to develop a sound knowledge and understanding of the role of the educator in promoting a creative curriculum which engages and inspires children whilst maintaining educational purpose and value. Students will consider significant and emerging theories and principles of how skills are acquired in the cross curricular delivery of core subjects.

Special and Inclusive Education (20 credits): This module challenges participants to examine their own attitudes and values and those experienced in the workplace. The module aims to raise issues of current understandings, perspectives and definitions of terms such as "Special Educational Needs" and "access". A range of commonly encountered disabilities relating to educational learning will be explored including Dyslexia, Dyspraxia, Dyscalculia and autism as well as sensory and physical impairment.

Safeguarding Children (20 credits): This module aims to support practitioners in carrying out their role with regard safeguarding by understanding the types of abuse that children can be subjected to. The module focuses on gaining an understanding of current child protection legislation and the professional role of the educator in the context of safeguarding children.

Work Based Enquiry (40 credits): This module will build on the student’s own research interest by conducting primary and secondary research into an appropriate area of professional practice. This module is designed to provide the student with the necessary skills to complete a piece of research in their chosen area. Personal and professional competence will be extended through the production of small scale, practice-related, research on a chosen subject.

Assessment methods

The course provides opportunities to test understanding of the subject informally before completing the formal assessments that count towards the final mark. The formal assessment methods include a range of coursework tasks such as essays, reports, portfolios, presentations etc. The assessments are spread across the year to make the workload manageable.

Tuition fees

Select where you currently live to see what you'll pay:

England
£7,000
per year
EU
£7,000
per year
Northern Ireland
£7,000
per year
Scotland
£7,000
per year
Wales
£7,000
per year

The Uni


Course location:

Carshalton College

Department:

Carshalton Higher Education [CC]

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What students say


We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.

100%
Education studies

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

90%
Staff make the subject interesting
95%
Staff are good at explaining things
95%
Ideas and concepts are explored in-depth
95%
Opportunities to apply what I've learned

Assessment and feedback

Feedback on work has been timely
Feedback on work has been helpful
Staff are contactable when needed
Good advice available when making study choices

Resources and organisation

95%
Library resources
90%
IT resources
84%
Course specific equipment and facilities
95%
Course is well organised and has run smoothly

Student voice

Staff value students' opinions
Feel part of a community on my course

After graduation


We don't have more detailed stats to show you in relation to this subject area at this university but read about typical employment outcomes and prospects for graduates of this subject below.

What about your long term prospects?

Looking further ahead, below is a rough guide for what graduates went on to earn.

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.

£25k

£25k

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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This is what the university has told Ucas about the criteria they expect applicants to satisfy; some may be compulsory, others may be preferable.

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This is the percentage of applicants to this course who received an offer last year, through Ucas.

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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Course location and department:

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Teaching Excellence Framework (TEF):

We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the 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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