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Standard for entry onto Foundation Degree

Tutor sessions
Mentor support
Work based experience
Library
IT

Seminars will draw upon participants' own experiences of learning science and technology and their experiences of supporting young people and children learning science and technology within the work context. Lectures, videos and directed reading will introduce participants to relevant theories that will then be applied in seminars. For independent study, participants, with the support of school-based mentors, will observe practice and focus on specific activities in their workplace. They will document this, to share in group sessions and to help them to prepare for their assessment tasks.

A display and commentary related to the potential for Science and Technology in a specific environment - equivalent to 3000 words. Assessment criteria will include demonstration of the learning outcomes and the criteria in the QAA Educational Studies Benchmark document.

This will be a very practical module that will build on participants' own experience to develop knowledge and understanding. The topics listed for study are generic but will be given specific emphasis relating to the experience of members of the group.
Topics studied will include:
1. exploration of potential of specific environments e.g. home, youth club, recreational centre, school, exhibition, playgroup, nursery, shops, parks, playgrounds, games arcade, museum and other places where young people and children spend time, for learning in science and technology;
2. developing an appropriate science and technology vocabulary;
3. toys, games, exhibitions, museums and opportunities they present for supporting
4. and enhancing learning in science and technology;
5. computer games and programmes;
6. science and technology in stories, books and magazines;
7. health and safety in science and technology.
In all topics studied participants will explore strategies for supporting and enhancing learning. They will also regularly review their own knowledge, understanding and skills in science and technology following identification of areas for development.
Examples of work-based tasks may include:
- identifying the potential for learning in science and technology in specific environments
- recording responses in work with structured apparatus, play, games and other activities
- reviewing toys, computer programmes, exhibitions and documentaries for learning in science and technology
- investigating the potential in stories, books and magazines
- preparing a science and technology portfolio.
At the end of the module, time will be allocated to supporting participants in preparing a section to add to Part 3 of their Personal Professional Development Portfolio, reflecting upon and reviewing how their work for this module has enabled them to develop knowledge, understanding and skills as identified in their individual action plans. This reflective review may lead to changes or additions to the action plan.