About this course
**Overview**
Working in an education environment to develop learning is vital if children and young people are to achieve their potential. Whilst studying this foundation degree you will explore some of the factors that can influence learners' progress exploring specific influences on the learner as well as how the environment and curriculum support their development. As a result you will have the knowledge and skills needed to act to make a significant difference to learners' outcomes. As work based practice is a key part of this course you have the potential to earn whilst you learn. You will study with likeminded people across a range of other related professional roles based in your own community.
This University of Worcester award is delivered by the partner institution The Learning Institute. Delivery venues range across Cornwall, Devon, Dorset, Gloucestershire, London and Somerset, (though not on the University of Worcester campus). The running of the degree and of individual groups will be subject to minimum numbers.
The partnership between the University of Worcester and the Learning Institute is well established and has been recently reviewed in 2017 resulting in the latest suite of new awards on offer.
* Subject to approval
**Key Features**
- The use of weekly learning sessions, either face-to-face learning in local venues or online, enabling you to balance study, work and home demands.
- Local delivery in a study group supports you to be successful in your study.
- A requirement of attendance at two weekend (Friday evening and Saturday daytime) study sessions each year is structured to support you to engage with students on your course from across the country.
- Work based learning provides you with a key opportunity to connect your academic and professional learning with the expectation that students have access to 10 hours per week across the study year.
- You will share your study with students across a small number of interrelated programmes.
- There is the opportunity to progress to a BA top-up on completion.
- The course can be used to support you on your route into teacher training.
Tuition fees
Select where you currently live to see what you'll pay:
The Uni
The Learning Institute
School of Education/School of Allied Health and Community
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.
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
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.
Education
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
What about your long term prospects?
Looking further ahead, below is a rough guide for what graduates went on to earn.
Education and teaching
The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.
£16k
£20k
£21k
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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Higher entry requirementsThis 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 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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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).
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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