About the course
This course builds on the skills and knowledge gained from a previous relevant Education Practice subject area Foundation
Degree or alternative course with CATS credits of 240 credits, with 120 credits at Level 5. It offers you the chance to build an indepth
understanding of Applied Education practice, from a variety of professional perspectives. This will give you significant
opportunities to develop your own individual academic and professional interests in the context of your own career. Many students
who successfully complete this degree course go on to further their career within the education sector, including embarking on
Initial Teacher Education courses within the primary sector or early years teacher training.
The Applied Education Practice course is designed for those working or volunteering in Early Years settings, primary, middle and
special schools. The course is designed to give you an understanding of a range of aspects of primary education, including
curriculum content and pedagogy, educational theory and professional practice. You will be introduced to the importance of
research and enquiry within education and have the opportunity to carry out primary research in your own setting. Throughout the
course you will be encouraged to consider how educational theory is applied within your own context, hence you will need to be
employed or volunteering in an educational setting for at least two day a week. The course will also allow you to pursue your own
individual interests within educational practice.
Employability is a consideration throughout the course, as successful completion of the degree to a required level will leave you in
a position to apply for Initial Teacher Education within primary education or to pursue a career in other strands of education.
Please note that this is not a suitable qualification for those wishing to teach at secondary level, unless you are prepared to study
further units in your specialist subject outside of this degree course. Whilst this course requires students to relate their learning to
practice throughout assessments, there are no formal observations of your practice as part of this course.
How will I be assessed?
n addition, it aims to enable you to demonstrate that you have fulfilled the objectives of each unit as well as those needed for working within education as a profession. The assessment strategies are designed to give you the opportunity to demonstrate the range of knowledge, understanding and skills required by intending teachers and those who wish to work within education.
At Level 6 the assessment strategy for the course is less formative in nature and more summative. The first unit studied focuses on Research Methods and will be an introduction to assessment at Level 6 and will act as preparation for the major piece of work that they undertake in the research project. A range of approaches to assessments are utilised throughout the course, to include reflective writing, case study, poster, presentations, literature reviews and a final independent research project.
These tools have been chosen to ensure there is a balance of assessment. The research based dissertation will enable students to carry out their own research project, guided throughout by a supervisor and will be the culmination of your work on the degree through the academic year. All assessments are applied to your work or volunteer experience, with the intention of impacting on both your academic and professional development.
You are required to demonstrate that the work you submit for assessment is your own and you will be supported in this process by using a range of tools to include: – Detailed assignment briefs and marking grids. – Engaging teaching sessions to included activities and discussions to support you in understanding assessment requirements. – Guidance in referencing and citing work correctly using the University Referencing Guidelines. – The University Virtual Learning Environment, BREO, which includes access to a range of teaching and learning materials and interactive discussion boards where you can post questions and gain feedback on ideas related to your specific assignment. During independent study, the support of a research project supervisor to guide you in the research process and provide formative feedback on draft work.
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