BA (Hons) Facilitating Learning and Development is specifically designed for teaching assistants to further their knowledge and understanding of child development after successful completion of the Foundation Degree for Teaching Assistants. The programme provides theoretical understanding to underpin practice. It is designed for support staff in schools to allow them to work as they study.

The Facilitating Learning and Development programme is level 3 entry only. It is specifically designed for teaching assistants after successful completion of a Foundation Degree for Teaching Assistants to progress to level 3 entry of this undergraduate programme.

Prospective students must be working in, and have experience of, working in primary schools as teaching assistants, support staff or teachers in complementary schools. CRB is essential for this programme.

The University of East London actively promotes and celebrates equality and diversity and positively welcomes applicants regardless of race, gender, disability, sexuality, age, religion or social class.

Students may be admitted through Accreditation of Experiential Learning (AEL) or Accreditation of Certificated Learning (ACL) processes.

In the case of applicants whose first language is not English, then IELTS 6.0 (or equivalent) is required. International qualifications will be checked for appropriate matriculation to UK Higher Education undergraduate programmes.

• Develop knowledge, understanding and skills needed to enable you to develop your  career as a Teaching Assistant and to progress beyond that to become a primary teacher (on completion of the PGCE Primary);
• Understand how children learn best and how to build on interests, needs and experiences to provide a sound basis for successful teaching and learning;
• Build on your present knowledge and skills through a programme of flexible learning to enhance your future employability, job satisfaction, pay and status.

Knowledge

• You will develop knowledge and understanding of child development.
• You will learn about teaching and learning.
• You will develop professional values and practice in terms of equality of opportunity and respect for children and their families and communities.

Thinking skills

• Analyse practical and theoretical situations, in the context of child development and theories of teaching and learning and synthesise solutions, showing original and creative thought.
• Plan, manage and reflect on own learning and progression in acquiring graduate attributes appropriate for entry to teacher training or other careers in schools.

Subject-Based Practical skills

• Communicate appropriately and effectively in a range of modes and media.
• Relate theory to practice so that work-based practice has a sound theoretical underpinning.
• Demonstrate understanding of research methodology by applying what is learned to classroom tasks and small-scale research projects.

Skills for life and work (general skills)

• Read critically and write fluently for a range of audiences.
• Demonstrate autonomy, self-reliance, teamwork and leadership.
• Develop transferable graduate skills in communication and interpersonal relationships.

The expected duration of this programme is one year when attended in full-time mode or two years in part-time mode. It is possible to move from a full-time mode of study to a part-time mode of study and vice-versa, to accommodate any external factors such as financial constraints or domestic commitments. Many of our students make use of this flexibility and this may impact on the overall duration of their study period.

The teaching year begins in September and ends in June, but this programme also allows students to join at the start of Semester B, in February. A student, normally registering for 6 modules in one year (3 modules in each Semester) would do so in a full-time attendance mode of study and a student registering for up to 4 modules in one year (2 modules in each Semester) would do so in part-time attendance mode of study.

This programme is part of a modular degree scheme. A student registered in a full-time attendance mode will take six 20 credit modules per year. An honours degree student will complete six modules at level one, six at level 2 and six at level 3.

It is possible to bring together modules from one field with modules from another to produce a combined programme. Subjects are offered in a variety of combinations:

• Single - 120 credits at levels one, two and three
• Major - 80 credits at levels one, two and three
• Joint - 60 credits at levels one, two and three
• Minor - 40 credits at levels one, two and three

Modules are defined as:

• Core - Must be taken
• Option - Select from a range of identified module within the field
• University Wide Option - Select from a wide range of university wide options

#Joint route students - if ED3000 is not undertaken within this part of the programme, the equivalent UEL Skills Curriculum module must be taken in your other route.

The following are the core and optional requirements for the single, major, joint and minor routes for this programme

In order to gain an Honours degree a student you will need to obtain 120 credits at Level 3 or higher.

In order to gain an ordinary degree a student will need to obtain a minimum of a minimum of 60 credits at Level 3 or higher.

Knowledge is developed through

• Lectures
• Seminars
• Workshops and practical sessions
• Online discussions and activities
• Research projects and group work
• Individual reading
• Research seminars organised by staff in the School of Education

Thinking skills are developed through

• Analysing and applying theory through coursework and examination preparation
• Discussing key theoretical issues raised in lectures and readings
• Group activities in class sessions
• Keeping of learning/reflective logs and journals

Practical skills are developed through

• Undertaking tasks in seminars and workshops
• Group work
• Individual research projects and observations

Skills for life and work (general skills) are developed through

• Group work which enables skills in planning, negotiation, working with others to develop
• Individual work which requires learner strategies in planning, reflecting, time management, meeting deadlines
• ICT skills

Knowledge is assessed by

• Coursework assignments
• Examinations
• Self reflective assignments
• Presentations
• Individual tutorials

Thinking skills are assessed by

• Coursework assignments
• Examinations
• Presentations
• Individual tutorials
• Participation in sessions

Practical skills are assessed by

• Coursework assignments
• Examinations
• Active participation in presentations
• Individual tutorials
• Observation of participation in sessions

Skills for life and work (general skills) are assessed by

• Work-based learning
• Seminar participation and group work skills
• Personal development plans and students’ own reflection