Foundation Degree (FdA) Education and Learning
  • Validated: Validated by University of Roehampton

This vocational programme is a coherant integration of Higher Education level work and work-based learning. It equips students with the current knowledge, skills and understanding to effectively engage with the government's vision of education for the future; this degree offers an intellectually rigorous analysis of educational processes, systems and approaches within their cultural, societal, political, historical and economic contexts.

Coronavirus (COVID-19) information

Kingston College continues to welcome applications for the 2020-21 academic year via UCAS.

September 2020 delivery

It is anticipated that delivery for this course in September will be delivered through a blended approach consisting of mostly face to face delivery and some remote learning. We will continue to be guided by the Department of Education and Roehampton University guidelines. Our class sizes are typically small which is beneficial in adhering to social distancing measures and keeping our students and staff safe. We aim to move to full face-to-face delivery as soon as Government guidelines allow us to do so safely.

Introductory course information

Award: Foundation Degree (FdA) Education and Learning

UCAS Code: CC04

Institution Code: K82

Location of study: Carshalton College, Nightingale Road, Carshalton

Academic Year: 2020 September start

Awarding body: University of Roehampton

Course duration: 2 years (full-time)

Academic year dates: September 2020 – June 2022

Days of the week: Students will be expected to attend college for one evening a week (Wednesday) 4:30 - 9:30pm plus extra sessions for personal tutorials and supervision. Attendance will also be required on approximately 12 Saturdays over the academic year.

Full-time Study: This course is full time study over two years. Students are required to attend the college for 30 weeks throughout the academic year of study. Students are expected to spend a significant amount of time each week in self-led individual learning (approximately 20 hours per week).

Work placements: Work based learning is embedded in the programme. All students are employed in either a paid or voluntary capacity within the education sector and are participating in a meaningful placement of not less than 16 hours per week.

Timetables: Timetables are available at the beginning of the academic year.

Course leader: Maria Robinson, This email address is being protected from spambots. You need JavaScript enabled to view it., 0208 544 4357

Entry requirements

Applicants should have completed at least twelve months experience within the education sector, and preferably hold a level three qualification.

Suitable applicants will be invited to interview, which may include a written task to further demonstrate their suitability for the course.

Additional requirements

Entry requirements are designed to increase access to Higher Education and consequently, the programme will recognise and encourage diverse entry routes and Accreditation for Prior Experiential Learning (AP(E)L).

Credit transfer and accreditation of prior learning or experience:

Applicants who have achieved a qualification such as a certificate of higher education, or have gained credits at another higher education institution, may be able to enter the course at level 5.  Evidence of AP(E)L (original certificate and academic transcript) will need to be presented to, and accepted by the University of Roehampton.

International Students

This course is not currently offered to students requiring a Tier 4 Visa. There are courses available. for suitable Tier 4 students across STCG.

Course overview

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.

Module information

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. They will be encouraged to identify and apply theory to practice within a reflective and inclusive learning environment.

  • 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 preactices, 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.  The opportunity to provide evidence for achievement of this module, such as reflective journals, developmental action plans, SWOTS and knowledge of the reflective proccess will be continous throughout the Year 1 programme to enable students to become reflective practitioners planning for future development.

  Students will study the following compulsory Level 5 modules:

  • Education in Social Context (20 credits): This module allows students to develop sound subject knowledge of the role and history of education in the United Kingdom. It addresses the concept of universal educational entitlement 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. Critical reflection on the implementation of the creative curriculum, its scope and limitations, within a whole classroom, to effectively meet the learning needs of all pupils will be central to the module.
  • Special and Inclusive Education (20 credits): This module introduces some key perspectives on disability, critically examining historical and cultural views. It 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. Awareness will be raised in relation to the needs of children with English as an Additional Language (EAL), travellers and other groups or individuals and whom TAs may well be in a position to assist in a variety of ways such as enabling barriers to access to be removed.  
  • 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. Theories are used to investigate why children are abused whilst examining a range of published case histories of abused children. 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. The chosen area of research must relate to the student’s own professional practice, building on previously acquired skills and knowledge.


Teaching and learning

The modules will be taught through a combination of lectures, e-learning and seminars.  All students are expected to prepare for the sessions by completing set tasks of recommended reading and/or research.  

Independent Learning

When not attending lectures, seminars and other timetabled sessions, students are expected to continue learning independently through self-study. Typically, this will involve reading, working on individual and group projects, undertaking research in the library, preparing coursework assignments and presentations. Independent learning is supported by a range of excellent facilities including access to the University of Roehampton Library.


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 work load manageable.

Overall workload

Overall workload consists of class contact hours, independent learning, and assessment activity. The information below gives an indication of how much time will be needed to allocate to different activities at each level of the course.

Summary of Teaching, Learning and Assessment

This is for the KIS information- this section will be completed in September when further training on the underlying calculations will be available.  Please do not complete this now, a spreadsheet will be circulated nearer the time with the required format. A detailed version will still be required for all programme specifications. The detailed version includes tutorial time/timetabled and compulsory trips etc.


Academic support 

Academic support is available on an individual and/or group basis in the following areas:

  • Study skills (including reading, note-taking and presentation skills)
  • Written English (including punctuation and grammatical accuracy)
  • Academic writing (including how to reference)
  • Research skills (in conjunction with the library)
  • Critical thinking and understanding arguments
  • Revision, assessment and examination skills (including time management).

Students with additional needs resulting from disabilities such as sensory impairment or learning difficulties such as dyslexia are provided with additional support and summary of adjustments on condition that appropriate and valid formal evidence is made available.  


Teaching staff

Students will be taught by an experienced teaching team whose expertise and knowledge are closely matched to the content of the modules on the course. The team includes senior academics and professional practitioners with a wide variety of experience in Education.

Course costs and financial support

Fees: For the academic years 2020-21 the tuition fees for this course are:

  • UK/EU students: £6350 per year.

The following course-related costs are included in the fees:

  • Annual printing allowance
  • University of Roehampton Library access
  • Library and e-book access

The following course-related costs are not included in the fees:

  • Additional printing over and above the annual allowance
  • The cost of books and equipment that students might wish to purchase.

Careers and progression

This Foundation degree in Education and Learning will provide students with opportunities to progress to further study through the completion of a BA (Hons.) Education and Learning at Carshalton.  This in turn can create a pathway into the teaching profession through government schemes offered in schools or through completion of post graduate teachers' training at university, ultimately allowing graduates to teach children in primary education.  In addition there are other opportunities to work in a wide range of educational settings such as government departments, community and voluntary organisations, social services, policy and research settings. Students may also work in youth organisations, libraries, museums, education publishers, and a host of other organisations where professional development and education is practiced.


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