Degrees for Education

Teaching Assistants (Certificate of Higher Education) at University of Northumbria at Newcastle United Kingdom

The programme will cover many aspects and expectations of the role and issues a Level 4 Teaching Assistant needs to be aware of in the current school climate. This will include the opportunity to acquire Higher Level Teaching Assistant Status (if requested).

The programme will consist of six modules of work, each with their own assessment.
Professional Development for Teaching Assistants
Understanding Learners and Learning
The Process of Working with Learners
Resourcing Learning
Inclusive Practice in the School Setting
Working with Parents and Carers

Course summary

Subject area: Education Primary
Location of study: Chelmsford
Length of study: 3 years
UCAS code: X123
Entry requirements: 240 tariff points at A Level or equivalent. A minimum of 240 points gained from the UCAS Tariff, of which at least 220 must be from a minimum of 2 A Levels or equivalent;
OR the successful completion of an access course;
GCSE English language, mathematics and science at grade C or above.
At least two weeks’ recent experience of working in a primary school classroom at the point of application;
Satisfactory references, an Enhanced CRB Disclosure, occupational health clearance and documentary evidence of educational qualifications are required;
Our courses are enriched by a diverse range of trainees: school leavers and those changing or developing their careers. We are committed to equal opportunities;
Please note, all shortlisted applicants are interviewed. Interviews include written tests.

Course overview
This three year full-time degree will prepare you to be a Primary school teacher working with children in the age range 3 -7. The main aims of this degree are:
to develop your theoretical and practical understanding of primary education and its contemporary issues
to enable you to meet current professional standards as a practising teacher delivering Foundation Stage and Key Stage 1.
Throughout your studies you will explore the different ways in which children develop and learn and how you can support this process. You will examine the importance of professional values as well as classroom organisation and management. Key themes integral to your studies will include, working with parents and other professionals, creativity, equality, inclusion and ICT.

You will focus on young children’s holistic learning needs. You will develop your knowledge, skills and understanding of the Early Primary curriculum, and approaches to effective teaching. We will have opportunities to reflect on strategies for learning and teaching, develop your subject knowledge as well as consider the latest policies and initiatives.

You will complete 24 weeks’ practical teaching experience in school. You will undertake placements in three different schools, where you will be supported by a supervisor from the University and a trained school-based mentor. Strong links with schools within our region allow us to provide good quality training placements.

In your third year you will have the opportunity to develop your interest in a particular curriculum area and to undertake a detailed investigation into an area of interest related to Primary Education.

Primarily concerned with meeting the professional standards required by the appropriate bodies, this course is also about supporting you in developing the abilities and confidence required to become an inspired and inspiring teacher.

Course summarySubject area: Education Primary
Location of study: Chelmsford
Length of study: 3 years
UCAS code: X120
Entry requirements: 240 tariff points at A Level or equivalent. A minimum of 240 points gained from the UCAS Tariff, of which at least 220 must be from a minimum of 2 A Levels or equivalent
OR the successful completion of an access course
GCSE English language, mathematics and science at grade C or above.
At least two weeks’ recent experience of working in a primary school classroom at the point of application.
Satisfactory references, an Enhanced CRB Disclosure, occupational health clearance and documentary evidence of educational qualifications are required.
Our courses are enriched by a diverse range of trainees: school leavers and those changing or developing their careers. We are committed to equal opportunities.
Please note, all short listed applicants are interviewed. Interviews include written tests.

Course overview
This three-year full-time degree will prepare you to be a primary school teaching working with children in the age range 5-11. The main aims of this degree are:
to develop your theoretical and practical understanding of primary education and its contemporary issues
to enable you to meet current professional standards as a practising teacher delivering Key Stage 1 and Key Stage 2.
You will explore the different ways in which children develop and learn and how you can support this process. You will examine professional values, classroom organisation and management. Key themes integral to your studies will include working with parents and other professionals, creativity, equality, inclusion and ICT.

You will reflect on strategies for learning and teaching and develop your subject knowledg as well as consider the latest policies and initiatives. Course content will cover the full range of primary subjects.

You will complete 24 weeks’ practical teaching experience in school. Placements will be in three different schools, where you will be supported by a supervisor from th University and a trained school-based mentor. Strong links with schools within our region allow us to provide good-quality training placements.

In your third year you will have the opportunity to develop your interest in a particular curriculum area and to undertake a detailed investigation into an area of interest related to primary education. We support your development as an inspired and inspiring teaching

“The Physical Education program is very interested in the success of their students. They provide a strong focus on diversity and the importance of being a life-long learner. We get to participate with schools around the county to interact with the children and play many different games with them, even before we graduate.”
- Mary Tolson, senior Physical Education major

Turn your passion for sports into a fulfilling position in Physical Education, passing along your knowledge and talents to your students.

Chowan University offers a specialized curriculum to prepare students for successful careers in teaching physical education content and activities in Kindergarten through 12th grade.

Teach the next generation fitness and nutrition that will
serve them for a lifetime!

At Chowan University, Physical Education majors have the chance to work first-hand with students of all ages from area schools right on the Chowan campus.

One of the main ways Chowan University distinguishes itself from others’ programs is our partnerships with area public schools allowing Education majors to:
Gain and hone skills in real world experiences
Respond to a variety of students’ needs
Learn the art of working with parents, other teachers and
the community
Build a strong resume before you even graduate!

Chowan University provides Physical Education majors the skills AND the experience they will need to develop into effective PE teachers!

Chowan University offers a specialized curriculum to prepare students for successful careers in Music Education, for teaching both instrumental and vocal music in grades Kindergarten through 12th. Music Education students will learn all the abilities they will need to cover a broad range of musical skills:
Vocal Techniques
Woodwind Techniques
String Techniques
Brass Techniques
Percussion Techniques

Since you will be training to be the head of your own classroom, you will also learn conducting for instrumental and choral engagements including score reparation, rehearsal techniques and concert development.

Chowan University’s Music Education program also concentrates on the study of specific techniques and materials for classroom music teaching and for general music teaching in elementary and secondary grades, which includes first-hand work in the your field.
Gain and hone skills in real world experiences
Respond to a variety of students’ needs
Learn the art of working with parents, other teachers and
the community
Build a strong resume before you even graduate!

Chowan University can prepare Music Education majors with the knowledge, skills, and the experience students will need to become effective teachers for a successful career ahead!

The Early Childhood Educator program prepares the student for employment as a head teacher or director of childcare facilities. Learning opportunities center around curriculum planning, managing and teaching within a childcare facility. Skills essential to working with parents and children in a variety of settings and activities are stressed. - The individual who is considering going into the field of early childhood education should be aware that checks with the Adult and Child Abuse Registries are conducted before employment is offered. Such checks are also done on an individual enrolled in practicum courses. This practice is consistent with Nebraska State Statutes.

This course is ideal if you are working in an early years setting or a school and want to gain a qualification that will enhance your practice with children who have additional needs. The course will enable you to ‘learn as you earn’ by combining workplace learning with part-time study at a local college.
What will you study?

The programme covers all areas of the care and development of children with additional needs. It includes: theories of how children develop; ways of working with children who need additional support; inclusive education and multi-professional working practices.

Module listing
Please note that this is an indicative list of modules and is not intended as a definitive list. Those listed here may also be a mixture of core and optional modules.
Year 4
Professional Development
Child Development 1
Assessment and Assessment Techniques working with SEN/LDD
Inclusive Education
Multi-Professional Perspectives
Safeguarding Children
Providing Information to Support Decision Making
Action Research and Portfolio 1
Child Development 2
Evaluating and Using ICT to Support Learning and Development for Children with SEN/LDD
Developing Your Own Resources
Work-Based Learning
Working with Parents to Support their Children’s Learning
Action Research and Portfolio 2
Special Project

The programme will cover many aspects and expectations of the role and issues a Level 4 Teaching Assistant needs to be aware of in the current school climate. This will include the opportunity to acquire Higher Level Teaching Assistant Status (if requested).

The programme will consist of six modules of work, each with their own assessment.
Professional Development for Teaching Assistants
Understanding Learners and Learning
The Process of Working with Learners
Resourcing Learning
Inclusive Practice in the School Setting
Working with Parents and Carers

DU 300 Early Childhood Education Programs (3sh). This course involves a survey of early childhood programs and developmentally appropriate practices for typically and atypically developing young children. It includes history of the field, theoretical and educational designs, the theoretical foundations of play, and goals for early childhood education. Emphasis is placed on observation andcomparison of programs.

EDU 315 Early Childhood Development (4sh). This course is a study of child development from conception to age six, with emphasis on cognitive social, emotional, moral, and physical development. Discussion of practicum expectations and goal setting. Observation of infants/toddlers in approved childcare settings followed by discussion, analysis, problem solving, and goal setting. Six to eight practicum hours and student reflections required.

EDU 325 Assessment and Evaluation of Young Children (3sh). This course is a study of the principles and practices of types of assessments of young children and early childhood programs (informal, formal, rating scales, portfolios, anecdotal records, and standardized tests) and of the use of these assessments in various learning environments (day care centers, special programs including Head Start, and public schools). It examines the assessment of culturally diverse populations and children with special needs. Discussion, analysis, problem solving, and goal setting follow observation of infants/toddlersin approved childcare settings. Six to eight practicum hours and student reflections are required.

EDU 330 Curriculum and Methods for Infants & Toddlers (3sh). This course is a study of exemplary approaches to the education of infants and toddlers (birth–3) with emphasis on developmentally appropriate settings and curriculum activities for very young children, positive guidance, ways of working with parents, and methods of providing a quality program for infants and toddlers. Observation of infants/toddlers in approved childcare settings followed by discussion, analysis, problem solving, and goal setting. Six to eight practicum hours and student reflections required.

EDU 351 Psychological and Sociological Foundations of Education (3sh). This course is a study of the psychological and sociological variables that impact learning and teaching. It will focus on understanding cognitive, social, and emotional development related to learning and educational settings; learning differences including culture, race, gender, and special needs; behavioral, cognitive, and constructive views of learning; motivation theory; learning environments; effective teaching and assessment; and strategies which encourage positive and social interactions, promote conflict resolution, and develop selfcontrol, self-motivation, and self-esteem in children. It includes observation of infants/toddlers in approved childcare settings followed by discussion, analysis, problem solving, and goal setting. Six to eight practicum hours and student reflections required.

EDU 360 Curriculum and Methods of Teaching Young Children: Ages 3-5 (3sh). This course is a study that provides knowledge and development of skills necessary to implement an effective preschool or kindergarten program. It emphasizes curriculum content and design and effective integration of content into an early childhood program built on developmentally appropriate practices. It includes methodology, organization of instruction and learning environments, positive child guidance, classroom management, and prescriptive instructional planning. It will examine state curriculum guides, their relationship to instructional planning and state and local education agencies’assessments. Observation of young children in approved childcare settings followed by discussion, analysis, problem solving, and goal setting. Six to eight practicum hours and student reflections required.

EDU 370 Exceptional Children in Early Childhood Programs (3sh). This course is a survey of the nature and needs of exceptional children—the gifted, mentally handicapped, learning disabled, speech impaired, physically and health impaired, sensory impaired, emotionally handicapped, and developmentally delayed. Emphasis isplaced on specific intervention techniques and practices for children with atypical development. Attention is given to the inclusion classroom model for typically and atypically developing young children. Observation of young children in approved childcare settings followed by discussion, analysis, problem solving, and goal setting. Six to eight practicum hours and student reflections required.

EDU 390 Practicum I Seminar: Infants & Toddlers (2sh). This course is a practicum in curriculum planning and assessment appropriate for infants and toddlers. It includes discussion, student reflections, analysis, problem solving, activity/lesson planning, and presentations. Emphasis is placed on the development of critical thinking and communication skills.

EDU 391 Practicum II Seminar: Exceptional Children/Special Needs (2sh). This course is a practicum in curriculum planning appropriate for exceptional/special needs children. It includes discussion, student reflections, analysis, problem solving, activity/lesson planning, and presentations. Emphasis is placed on the development of critical thinking and communication skills.

EDU 392 Practicum III Seminar: Pre-Kindergarten & Kindergarten (2sh). This course is a practicum in curriculum planning appropriate for children ages 3-5. It includes discussion, student reflections, analysis, problem solving, activity/lesson planning, and presentations. Emphasis is placed on the development of critical thinking and communication skills.

EDU 420 Literacy & Literature for Early Childhood Education (4sh). This course is a study of the development of literacy in early childhood emphasizing language acquisition, communication, emergent reading,emergent writing, and spelling. It includes an examination of and practice with developmentally appropriate curriculum and teaching methods for children’s literature, beginning reading, and the language arts. It explores the roles of teachers and parents in developing literacy, the creation of print-rich environments, and multicultural contributions to literature and literacy. Six to eight practicum hours and student reflections are required.

EDU 430 Parent Education & Family Involvement (3sh). This course is a study of the theories and methods of working with parents, including those with children having exceptional educational needs, and with the agencies that serve them. Students will develop communication skills that enable them to support, educate, and involve parents, as well as work effectively with paraprofessionals and other professionals involved in the child’s total developmental and educational process. Six to eight practicum hours and student reflections required.

EDU 440 Administration of Early Childhood Programs (3sh). This course is a study that acquaints students with the legal, business, and educational aspects involved in initiating and conducting an early childhood program. It examines the political, social, and economic factors involved in current mandates for early childhood education. Other topics examined include professionalism, program and staff support, staff development, supervision, leadership styles, community agencies and resources, curriculum development, and the change process. Six to eight practicum hours and student reflections required.

EDU 496 Senior Research Project (5sh). This course is a capstone course that includes a structured research project on an early childhood education topic, a literature review, a data collection and/or portfolio, and a written and oral presentation of findings.

EDU 497 Career Development Seminar (2sh). This course is an exploration of career opportunities and graduate study options in the early childhood field that includes preparation of a career portfolio and a discussion of professionalism for career advancement.
ECE Related Studies

EDU 210 - Introduction to Education (3sh). This course is a study of the history and foundations of education in the United States that includes duties of the teacher, support, control,organization and administration of schools; and contemporary educational trends and issues.

EDU 250 - Education Technology (3sh). This course is a study of the relationship between theories of learning and technology for instructional and professional use that reviews basic computer applications and instructs in expanded applications for educators. Emphasis is placed on design, selection, and production of instructional materials using computer-generated presentations, andinteractive multi-media.

EDU 255 - Creative Activities (3sh). This course is a study of planning and implementing developmentally appropriate experiences that integrate art, music, creative dramatics, and movement activities for young children, from infancy through age five.

EDU 265 - Health Safety and Nutrition for Young Child (3sh). This course prepares early childhood educators to evaluate the health status of young children, to develop methods for healthy and safe environments, and to implement and facilitate activities that promote health, safety, and nutrition for young children. Students will be exposed to assessment tools, regulations governing health, safety, and nutrition issues, and standards of care for young children.

A thirty-six hour, non-thesis program with a major in Special Education (For individuals already holding a teaching certificate)

Students must meet the qualifications for admission into the graduate program:
3.0 GPA in the last 60 hours of the baccalaureate
Minimum of 800 on the combined verbal and quantitative sections of the GRE
$35 application fee
One academic and one personal reference
Official transcripts from each college attended listing the date the baccalaureate degree was conferred
Students must complete the following thirty-six graduate hours or approved substitutions and pass the comprehensive examination to receive the Master of Education degree in Special Education.
EDU 5301 Action Research for the Educator
EDU 5302 Advanced Learning Theory
EDU 5303 Educational Technology or EDU 5332 Teaching with Merging Technologies
EDU 5312 Exceptionalities
EDU 5316 Ethics for the Leader
EDU 5320 Educational Law
EDU 5344 Working with Parents and Families of Children with Special Needs
EDU 5345 Language Development in Children
EDU 5346 Behavior Management of Children with Special Needs
EDU 5347 Assessing Children with Special Needs
EDU 5348 Adapting the Curriculum for Children with Special Needs
EDU 5349 Internship
Comprehensive Examination