Bachelor of Arts Programs in Education

Compare 65 Bachelor of Arts Programs in Education

Education

A Bachelor of Arts is an undergraduate degree that students earn upon completion of a specific subject in the liberal arts. Though the length of each program may vary depending on the institution and country, this undergraduate degree typically requires three or four years of study for completion.

Education is considered one of the most important building blocks of any society, but precisely what is a BA in Education and what are the typical requirements? This bachelor’s degree most often appeals to those who are looking forward to a career as a teacher or a professor of a wide variety of subjects. There are many topics that are covered throughout the course of study, including adapting teaching styles to different types of learners and using innovative teaching methods.

The field of education is rapidly changing, and there are a number of issues and skills that anyone interested in pursuing a career in this field should be aware of. A Bachelor of Arts in Education is beneficial to students because it provides a great deal of the skill set and knowledge necessary to be successful as an educator.

The cost of a Bachelor of Arts can vary significantly depending on the individual institution and the country in which the degree is pursued. It is important for any individuals who are interested in this program to conduct thorough research on the cost of each program.

A degree in education is often necessary to begin a career in the field. There are a variety of subjects that degree holders can teach at a number of different levels within the educational system. 

 

Our comprehensive database lists a number of opportunities for individuals interested in pursuing a Bachelor of Arts in Education, along with a great deal of information relating to each individual program that is available. Search for your program below and contact directly the admission office of the school of your choice by filling in the lead form.

Read More

BA Humanistic Counselling Practice

The University of Nottingham - Faculty of Social Sciences
Campus Full time 3 years September 2017 United Kingdom Nottingham

Providing students with more than the required number of training hours for individual BACP accreditation, this course is ideal for those wishing to practice as a professional counsellor. [+]

BAs in Education. BA Humanistic Counselling Practice The humanistic approach to counselling suggests that each person has their own unique way of perceiving and understanding the world, which in turn influences their actions and the way they behave. Focused on helping clients to achieve their highest potential, humanistic counsellors work to understand a person's subjective experience and, as such, the kinds of questions they ask about people differ from those asked by practitioners who take other approaches. Delivered through a school with a 45-year history of humanistic psychology, this course is designed for those wishing to practice as a professional counsellor. It has been developed through research in humanistic and experiential learning approaches, and is grounded in the belief that people grow through reflection on experience. A key component of this training is the development of self-awareness, which will enhance your capacity to respond to clients with awareness, and ensure that your use of self is always in service of your clients' needs, rather than your own. You will therefore be required to take part in self-funded personal counselling in order to understand the experience from the client's perspective. You'll be taught by trained counsellors and psychotherapists, and will build your practical experience through micro-skills training, skills practice groups and a supervised counselling placement. You will complete more than the required number of training hours for individual accreditation by the British Association for Counselling and Psychotherapy (BACP). "This course makes you see things differently; teaching you to be more aware and how to interact with people. You learn through a mixture of small and large group work and there's a lot of emphasis on talking about relevant experience and personal growth. I've met some really interesting people of all ages - my peers are between 18 and 60 and we all get on well. Be open to the course and expect it to change you, in a good way." Sam McManus, BA Humanistic Counselling Practice Year one Providing you with a solid theoretical and practical foundation, the first year of this course is designed to introduce you to humanistic counselling practice and prepare you for your second year placement. You will need to undertake a minimum of 40 hours of self-funded personal therapy alongside your studies. Year two Grounded in the person-centred approach, your second year will include 150 hours of face-to-face tuition in a single core module, which is one of the criteria for individual BACP accreditation. You will also be required to continue the self-funded personal therapy you began in year one, and pass a Readiness to Practice assessment before beginning a 100-hour supervised counselling placement. Year three Your final year will enable you to complete your counselling placement hours, consolidate your professional learning and delve further into specialist areas through a selection of optional modules. Typical choices include Sex and Sexuality, Understanding Trauma, and Solution-Focused Brief Therapy. Why study at Nottingham? As a student on this course, you will: complete more than the required number of training hours for individual BACP accreditation benefit from the expertise of trained counsellors and psychotherapists who have experience in a wide range of areas including teenagers and young adults, addiction, and sexuality take part in experiential activities and active discussion, with both playing an important part in small and large group sessions undergo assessment through a variety of methods including essays, presentations, case studies and reflective journals (instead of exams) develop professionally and acquire new skills in an academically-challenging and supportive environment have the opportunity to improve your employability through the Nottingham Advantage Award be part of one of the UK's top education departments, having placed at 8th in the UK and in the top 30 worldwide according to the latest QS World University Rankings Entry requirements A levels: BBB or above in a relevant subject or evidence of comparable qualifications or experience If you do not have A levels or other formal qualifications, you must provide evidence of your ability to undertake study at this level. You will need to provide a full CV. All applicants will need to have attended an Introduction to Counselling course of at least 10 hours or have other comparable experience. All applicants will need to submit two references specifically relating to your ability to undertake the course and, if relevant, refer to any experience of this subject. Download the reference form English language requirements IELTS: 6.5 (including 6.0 in writing) Students who require extra support to meet the English language requirements for their academic course can attend a presessional course at the Centre for English Language Education (CELE) to prepare for their future studies. Students who pass at the required level can progress directly to their academic programme without needing to retake IELTS. Please visit the CELE webpages for more information. Alternative qualifications View the alternative qualifications page for details. Flexible admissions policy In recognition of our applicants’ varied experience and educational pathways, The University of Nottingham employs a flexible admissions policy. We may make some applicants an offer lower than advertised, depending on their personal and educational circumstances. Please see the University’s admissions policies and procedures for more information. Notes for applicants We are looking for students who have the ability and motivation to benefit from our courses, and who will make a valued contribution to the school and the University. When considering your application, we will look for evidence that you will be able to fulfil the objectives of the programme of study and achieve the standards required. Recognition of Other Learning (ROL) If you have higher education credits from other institutions, you may be eligible to transfer them into this programme of study at The University of Nottingham. If you do not have formal qualifications but have suitable employment experience (experiential learning), you may also be eligible for some credit exemption. We have a positive approach to accrediting prior learning. However, unfortunately we are unable to advise on the level of entry over the telephone. Please supply photocopies of certificates with your application. All applicants are invited for interview. At interview we will discuss with you your goals as well as previous qualifications and experience to determine the best level of entry for you. Please be assured that we aim to help you meet your personal and professional goals via the shortest route possible. Applications for consideration for remission under this scheme should be made at the time of application for admission and at least four weeks before the start of the course. All ROL applications for this programme are processed free of charge. For any ROL enquiries, please contact heather.blackburn@nottingham.ac.uk Modules Typical year one modules Core Awareness and Communication 1 Awareness and Communication 2 The Challenge of Individual Growth Coping with Change Counselling and Personal Growth Introduction to the Culture of Counselling Issues of Power and Oppression Typical year two modules Core Ethical Foundation and Professional Practice Human Development Theory and Psychopathology Person-Centred Theory and Practice Personal Therapy and Personal Development Supervised Counselling Practice and Case Study Typical year three modules Core Comparative Humanistic Counselling Consolidation of Professional Development Integration of Personal Development Optional Sex and Sexuality Solution Focused Brief Therapy Understanding Trauma Working with Grief and Loss Working with Stress The modules we offer are inspired by the research interests of our staff and as a result may change for reasons of, for example, research developments or legislation changes. The above list is a sample of typical modules we offer, not a definitive list. Placements We recognise that employers are often looking for more than just a great degree. Completing a placement as part of your studies allows you to gain practical experience in your chosen field and enhance your employability. Designed to help you develop the skills needed to practice as a professional counsellor, this course includes a supervised placement and you'll need to complete this as part of your studies. The University has good relationships with local placement providers through its placement partnership but you will ultimately be responsible for sourcing your own placement with support from the course team. The design of the course means that you'll have already achieved the minimum required for professional registration as counsellor by some of the professional bodies under the Professional Standards Authority Scheme. You will also have completed all the tuition requirements for individual BACP accreditation and some of the practice requirements by the time you graduate. Careers Nottingham is one of the top institutions targeted by graduate employers* and our graduates go on to pursue a variety of different careers, having developed a wide range of transferable skills, knowledge and understanding through an excellent educational and cultural experience. Students taking this course can consider a range of pathways, including making an impact in the community by volunteering in a third sector counselling agency, progressing to postgraduate study in counselling or social work, working in schools, colleges, charities and rehabilitation centres, or eventually setting up a private practice. This course meets both the training and personal development requirements for individual BACP accreditation, although graduates will need to continue to build their counselling experience to the required level after completing their studies. The application and assessment procedure is rigorous and accreditation is not guaranteed even if the applicant meets all the stated requirements. Counselling is an extremely rewarding profession, however, it is important to realise that paid, full-time counselling positions are rare and therefore competition for these roles is high. Private practice is difficult to establish, and is often an unreliable income source. It is almost always irresponsible for trainee counsellors, and those without substantive experience of clinical work under supervision and personal therapy, to work in private practice. *The Graduate Market in 2013-2016, High Fliers Research. Average starting salary and career progression Availability for employment and salary data for the School of Education is not attainable due to a small sample size. Please contact the school for guidance. Careers support and advice Studying for a degree at The University of Nottingham will provide you with the type of skills and experiences that will prove invaluable in any career, whichever direction you decide to take. Throughout your time with us, our Careers and Employability Service can work with you to improve your employability skills even further; assisting with job or course applications, searching for appropriate work experience placements and hosting events to bring you closer to a wide range of prospective employers. [-]

BA (Hons) Early Childhood Studies (Single Honours)

Cardiff Metropolitan University
Campus Full time 3 years August 2017 United Kingdom Cardiff

This new innovative single honours degree programme in Early Childhood Studies has been developed in direct response to proposed changes to Early Years provision within Wales. [+]

This new innovative single honours degree programme in Early Childhood Studies has been developed in direct response to proposed changes to Early Years provision within Wales. We are working with the Care Council for Wales (CCW) to develop a nationally recognised qualification for Early Years provision and practice within Wales. Within this programme, you will gain practical work-based experience combined with the knowledge and skills required for effective Early Years practice including the management of Early Years settings. By studying a degree which sits at the forefront of changes within the sector, your qualification will be highly valued by prospective employers within this field. This degree also provides a solid foundation for a range of related careers such as: family support work, health and social care, community and play work. Employability & Careers Employability skills are generated both through experience in work-based placements and within the teaching and learning environment. In addition to the programme, students have opportunities to further develop their knowledge, skills and experience through voluntary work. For example, we provide Forest School training and opportunities to volunteer with local schools and community groups. Our graduates access a range of jobs and employment opportunities including further study in education via the Post Graduate Certificate in Education or Graduate Teacher Programme. Our graduates have pursued careers in a range of areas including nursery management, educational welfare and as local education officers for local education authorities. Progression to PGCE Teacher Training: We are pleased to guarantee entry to the interview process for the PGCE Primary Course at Cardiff Met for all graduates of this programme. An honours degree classification of a 2:2 or above ​is currently required and the statutory entry requirements (including B grades or equivalent at GCSE for English and Maths, C grade for Science) must also be met. Entry Requirements & How to Apply Applicants should have one of the following: ​260 points from at least 2 A levels / Scottish Advanced Highers, or equivalent, to include an A level grade B 260 points from the BTEC QCF Diploma or Extended Diploma 260 points from the CACHE Diploma 260 points from the Irish Leaving Certificate at Highers to include 2 x B1 grades (minimum C2 grade considered) Access to HE Diploma with 45 credits at Level 3 Welsh Baccalaureate Advanced Diploma considered along with 2 A levels to include a grade B. If your qualification isn't listed above, please refer to the UCAS website.​ If you are a mature applicant and have alternative qualifications or experience that you would like us to consider, please contact a member of staff. Entry to this programme is also subject to a satisfactory DBS check. More details about criminal records procedures can be found at www.cardiffmet.ac.uk/dbs.​ Selection Procedure: Offers are made based on application via UCAS with specific attention paid to the personal statement. [-]

Bachelor in Education

William Peace University
Campus Full time Part time September 2017 USA Raleigh

The Education program at WPU is designed by experienced educators who are closely connected to public education in North Carolina. We provide an atmosphere where students dissect the learning process and examine the future of K-12 education. [+]

BAs in Education. William Peace University is the place for young teachers in North Carolina to learn and grow. The education program at WPU is designed by experienced educators who are closely connected to public education in North Carolina. We provide an atmosphere where students dissect the learning process and examine the future of K-12 education. Our professors challenge students to explore the latest teaching methods as they engage in relevant coursework, extensive field and practicum experiences, and enriching student teaching opportunities. A close partnership with the Wake County Public School System offers students access to extensive resources, valuable professional contacts and student teaching opportunities unavailable at other colleges and universities. Simply put, our students are prepared, connected and ready to make a difference when they graduate. The education major is one of the fastest growing at WPU and currently offers elementary education and a blended elementary/special education program. Courses Bachelor of Arts in Education Liberal Education Curriculum 49 credit hours Education Core Courses 40-47 credit hours General Electives 20-23 credit hours Total credit hours for the B.A. in Education 120 credit hours Careers The education major was specifically designed with help from the Wake County Public School System -- people who understand what teachers need to know and the skills they need to master. WPU's program is unique since it is a "blended" program where students earn licensure in both elementary education (K-6) and in Special Education: General Curriculum (K-12). [-]

Bachelor of Arts in Education (BAEd)

Westcliff University
Campus Full time 120 hours USA Irvine

The Bachelor of Arts in Education (BAEd) degree prepares students to seek employment in entry-level positions in elementary or secondary art education. Students will consider, research, and learn to adapt curriculum to the needs of children and adolescents from diverse backgrounds and ability levels. Classes are taught by experienced, respected faculty who bring knowledge and expertise into the classroom. [+]

The Bachelor of Arts in Education (BAEd) degree prepares students to seek employment in entry-level positions in elementary or secondary art education. Students will consider, research, and learn to adapt curriculum to the needs of children and adolescents from diverse backgrounds and ability levels. Classes are taught by experienced, respected faculty who bring knowledge and expertise into the classroom. BAEd Program Objectives Westcliff University wants to produce capable and knowledgeable students who manifest an understanding of work and careers and an ability to adapt quickly to the expectations of employers and the work environment. The Bachelor of Arts in Education (BAEd) requires both academic and personal growth of its students, contributing their success as classroom teachers. The program’s educational objectives are to: Identify skills dealing with the needs of a range of students and how they learn. eview theories and practices through the critical analysis and exploration of a diverse range of educational issues. Demonstrate a capacity to create and maintain a safe and challenging learning environment through the effective use of a variety of appropriate classroom management skills. Exemplify the ability to plan, assess, and report for effective learning. Employ an ability to critically reflect upon and continually improve professional knowledge and practice. Demonstrate a capacity to actively and collaboratively engage with members of the education profession and with the wider community. BA Ed Program Required Courses In addition to completing 60 credit hours of general education courses, the students must complete 60 credit hours of the following education courses: EDU 300 Introduction to Teaching EDU 305 Educational Psychology EDU 310 Globalization of Education EDU 315 Educational Leadership and Social Justice EDU 320 Home, School, and Community Collaboration EDU 325 Art of Effective Teaching EDU 330 Building the Foundations of Literacy EDU 335 Early Childhood Development EDU 340 Adolescent Development EDU 345 Art, Music, and Fitness in Education EDU 350 Assessment of the Teaching and Learning Process EDU 355 Exceptional Students EDU 360 Curriculum and Instruction EDU 365 Multicultural Education EDU 370 Teaching English Language Learners EDU 375 Teaching with Technology EDU 400 Differentiating and Scaffolding Instruction EDU 405 Teaching Principles, Policies, and Current Problems EDU 410 Educational Research EDU 450 Directed Field Experience Total 120 credit hours Transfer credit hours accepted based on approval General Education Courses For BAEd The Bachelor of Arts in Education (BAEd) degree program requires 120 semester credit hours (60 semester credit hours general education courses and 60 semester credit hours core education courses). Each course in the Bachelor of Arts in Education degree program is 3 semester credit hours. Students must successfully complete all forty (40) courses, at 3 credit hours each, for a total of 120 credit hours to graduate from the BAEd degree program. There are 20 general education courses, at 3 credit hours each, for a total of 60 general education semester credit hours. There are 20 core courses, at 3 credit hours each, for a total of 60 core courses semester credit hours. Each course consists of a five (5) week session, there are three five (5) week sessions per fifteen (15) week term. There are three fifteen (15) week terms per year. A typical student will complete 9 courses each year. A student can typically complete the Bachelor of Arts in Education (BAEd) degree program in four (4) years and six (6) months if the student completes one (3 semester credit hours) course per five week session. General Education Description The General Education courses at Westcliff are structured to provide a coherent, integrated introduction to the breadth of knowledge students will need to help them develop intellectual skills that will enhance their professional, civic, and personal life for years to come. Students will learn how to analyze the world around them from different perspectives, how to communicate their ideas and understand the ideas of others, how to solve problems, and how to apply their knowledge to real-world projects. [-]

Bachelor of Art in Education

Peru State College
Campus Full time September 2017 USA Peru

All students seeking an endorsement in Elementary Education grades Kindergarten – eight – must complete the following Option in Elementary Education. [+]

BAs in Education. Bachelor of Art in Education All students seeking an endorsement in Elementary Education grades Kindergarten – eight – must complete the following Option in Elementary Education. Learning Outcomes Content Area Studies–Teacher education candidates develop content area expertise teacher candidates will have a broad knowledge in the field or subject in which they choose to specialize. Pedagogical Studies–Teacher education candidates develop pedagogical content knowledge, teacher candidates will demonstrate a repertoire of methods that make content knowledge easily understood and relevant by a variety of learners Professional Disposition & Integrity—Teacher education candidates develop professional dispositions, character, skills and traits appropriate for the teaching profession. The candidates demonstrate professionalism, dependability, social maturity, a cooperative attitude, enthusiasm, initiative, and confidentiality, especially as it relates to student information. Professional Development—Teacher education candidates recognize what is involved in being a lifelong educator, establish their own professional identities, and effectively collaborate within the learning community. Core Classes: EDUC 208 Teacher Education Principles & Practicum EDUC 209 Teacher Education Orientation EDUC 255 Differentiated Instruction for the Diverse Learner EDUC 300 Managing the Learning Environment for Effective Teaching* EDUC 315 Educational Technology* EDUC 317 Assessment for Student Learning* EDUC 400 Professional and Collaborative Practices* EDUC 410 Elementary Student Teaching* EDUC 420 Student Teaching Seminar* SPED 200 Introduction to Special Education General Studies Requirements: PSYC 250 Human Growth & Development Requirements for Elementary Education Option: ART 308 Art Exploration EDUC 290 Selecting & Evaluating Literature for Elementary Curriculum EDUC 301 Practicum – Social Studies & Language Arts* EDUC 302 Practicum – Math & Science* EDUC 325 Teaching Language Arts in Elementary/Middle School* EDUC 326 Teaching Social Studies in Elementary/Middle School* EDUC 327 Teaching Math in Elementary/Middle School* EDUC 328 Teaching Science in Elementary/Middle School* EDUC 334 Teaching Reading in Elementary School* EDUC 403 Diagnostic and Remedial Reading* EDUC 405 Diagnostic and Remedial Math* EDUC 430 Integrated Curriculum for the Elementary Environment* EDUC 438 Professional Collaboration with Parents & Families* MUSC 251 Elementary Music Methods HPER 313 Physical Education & Health for Elementary/Middle School HPER 322 Coordinated School & Community Health In addition to the above requirements, Elementary Education majors must meet the following content area requirements: 6 credit hours in Communication Courses (speech, composition or literature) 6 credit hours in Mathematics Courses 6 credit hours in Natural Science Courses (one biology and one physical science) 6 credit hours in Social Science Courses (American History required) One Fine Arts Course (Art, Music or Theatre) *Indicates restricted courses Professional Organizations: PSEA – Peru Student Education Association KDP – Kappa Delta Pi [-]

B.A. in Teaching English as a Foreign Language

Middle East Technical University Northern Cyprus Campus
Campus Full time 8 semesters September 2017 Cyprus Turkish Republic of Northern Cyprus

Teaching English as a Foreign Language (TEFL) involves teaching English to individuals, usually in their own countries. The demand for EFL (English as a Foreign Language) teachers is enormous nationally and internationally and the job market is quite competitive. [+]

B.A. in Teaching English as a Foreign Language WELCOME TO METU NCC TEACHING ENGLISH AS A FOREIGN LANGUAGE PROGRAM Teaching English as a Foreign Language (TEFL) involves teaching English to individuals, usually in their own countries. The demand for EFL (English as a Foreign Language) teachers is enormous nationally and internationally and the job market is quite competitive. A good teacher has the knowledge, expertise and practical know-how to teach students with diverse needs and interests in EFL. METU Northern Cyprus Campus TEFL Program The B.A. Program in Teaching English as a Foreign Language provides students with the opportunity to expand and refine their knowledge of English and equips them with the means and resources to assist their own students in learning English. TEFL students learn the best practices in the planning, teaching and evaluating of second language instruction and are given the opportunity to observe how these practices are implemented in local schools. To address some of the needs of globalization, students are also provided with a wide selection of courses mainly focusing on literature and humanities. Most of these courses are also open to interested students in other programs at the METU Northern Cyprus campus, giving them the opportunity to study the humanities and reach across disciplinary boundaries in developing skills of critical and intellectual engagement. Students also take courses in a second foreign language, which they learn to actively use in communication and to obtain or reinforce knowledge of other subject areas. MISSION In accordance with the mission and the basic principles of Middle East Technical University – Northern Cyprus Campus, the Teaching English as a Foreign Language Program aims to instruct and train qualified teachers with a superior knowledge of English, critical teaching and thinking skills, and broad intellectual curiosity of languages and cultures. Graduates will have a near-perfect knowledge of English, including the rules and representations underlying the structure of English, Linguistics, Contrastive Turkish-English Structure, and teaching theories and methodologies. Additionally, the TEFL program at METU-NCC endeavors to provide students with literature and humanities courses to familiarize them with authentic texts, the best examples of written and spoken English, the social and historical contexts of the English language, and interdisciplinary literary and cultural experiences. The TEFL Program also equips future teachers with the means and resources to assist their students in learning English. With English Language Teaching Methodology and Education courses, students learn best practices in the planning, teaching and evaluating of foreign language instruction and are given the opportunity to observe how these practices are implemented in local schools. To address some of the needs of globalization, students are also provided with courses in a second foreign language (French, German), which they learn to actively use in communication and to obtain or reinforce knowledge of other subject areas. The program also provides students with knowledge and practice in the current uses of technology in learning and teaching and a wide selection of elective courses mainly focusing on literature, the arts, and linguistics. Most of these elective courses are also open to interested students across the campus, giving all students the opportunity to engage directly with the humanities and reach across disciplinary boundaries in developing skills of critical intellectual engagement. This directly supports the overall mission of METU-NCC to help students develop humane and moral values and an open-mindedness for contributing to a global community. Graduates of the TEFL Program will be certified English teachers and will be qualified to work as English teachers, curriculum designers and material developers at public and private schools and universities, as well as in other areas requiring advanced English language skills. They can also continue studying for Master’s and Ph.D. degrees in English Language Teaching, Linguistics, Literature, and in many areas of social sciences. CAREER OPPORTUNITIES Graduates of this program will be certified English teachers and will be qualified to work as English teachers, curriculum designers and material developers at public and private schools and state and foundation universities as well as in other areas and contexts requiring advanced English language skills. COURSES EFL 121 Contextual Grammar and Compos. I (3-0)3 EFL 122 English Grammar and Composition II (3-0)3 EFL 123 Listening and Pronunciation (3-0)3 EFL 124 Oral Communication Skills (3-0)3 EFL 125 Advanced Reading and Writing I (3-0)3 EFL 126 Advanced Reading and Writing II (3-0)3 EFL 130 Introduction to Literature (3-0)3 EFL 211 English Literature I (3-0)3 EFL 212 English Literature II (3-0)3 EFL 244 Translation Studies (3-0)3 EFL 245 Linguistics I (3-0)3 EFL 246 Linguistics II (3-0)3 EFL 249 ELT Methodology I (3-0)3 EFL 250 Oral Expression & Public Speaking (3-0)3 EFL 254 ELT Methodology II (3-0)3 EFL 311 Advanced Writing and Research Skills (3-0)3 EFL 313 Language Acquisition (3-0)3 EFL 315 Contrastive English-Turkish Structure (3-0)3 EFL 318 Novel Analysis (3-0)3 EFL 319 Drama Analysis (3-0)3 EFL 320 Teaching English to Young Learners (3-0)3 EFL 321 Teaching Language Skills – Speaking and Listening (3-0)3 EFL 322 Teaching Language Skills – Reading and Writing (3-0)3 EFL 324 Community Service Practice (1-2)2 EFL 411 The English Lexicon (3-0)3 EFL 413 English Language Testing and Evaluation(3-0)3 EFL 414 Schools of Modern Thought (3-0)3 EFL 415 Materials Adaptation and Development (3-0)3 EFL 417 School Experience (2-4)4 EFL 418 Practice Teaching (1-6)4 [-]

Bachelor in Art Education

Academy of Art University
Campus or Online Full time 4 years September 2017 USA San Francisco

The School of Art Education’s philosophy is that every educator should be skilled in and passionate about what they teach. [+]

BAs in Education. The School of Art Education’s philosophy is that every educator should be skilled in and passionate about what they teach. Our students develop a broad range of their own visual art skills as well as a deep understanding of pedagogy – the art and science of teaching. Our graduates bring artistry to their classrooms that inspires and teaching abilities that succeed. The Pedagogy Core trains students how to create effective lesson plans and engage their classroom. The Art and Design Core Curriculum builds skills in the five processes taught in a typical K-12 classroom: drawing, painting, sculpture, printmaking and computer generated art. The Art/Design Portfolio requirement allows students to choose additional studio courses from the myriad offered at the Academy, to create a portfolio highlighting both the breadth and depth of their skills. Art Education Unit Requirements Pedagogy Core 21 units Art & Design Core 33 units Art/Design Portfolio 21 units Liberal Arts 45 units TOTAL 120 units Art Education Degree Requirements Minimum grade of C- in all core courses, major courses, minor courses, and LA 108 Composition for the Artist Minimum 2.0 GPA and the following general education requirements: 3 Written Communication courses 3 Art Historical Awareness courses 1 Comparative Art History course 1 U.S. Constitution course 1 Quantitative Literacy course Blended Bachelor of Fine Arts Degree + California K-12 Art Teaching Credential Program For prospective BFA students who are interested in teaching in California public schools, the School of Art Education provides an opportunity to complete the BFA and California Credential Program in 5 years. Upon completion of the blended programs, student will have: Developed an extensive Portfolio of both visual art and lesson plans for diverse audiences. Completed coursework in preparation to submit California Teaching Performance Assessment Tasks (CALTPAs) Successfully completed a semester of supervised student teaching in a public school setting BFA Program Learning Outcomes Undergraduate students will meet the following student performance criteria: Art and Design Skills Create a portfolio of work representing a broad range of visual media as well as a specialized discipline of art / design Teaching and Communication Skills Design effective art education curricula targeted to an intended audience with consideration for the needs of diverse learners Demonstrate appropriate applications of content standards such as the California Pre-Kindergarten through 12th Grade Visual Arts Standards Articulate the importance of art in education based on research, observation and experience Visual Literacy Articulate the formal and expressive properties of works of art / design as well as their content, meaning and purpose Knowledge of Human Development Articulate appropriate strategies for meeting the needs of all learners and learning styles with consideration for human developmental stages, cultural and linguistic diversity, physical and cognitive disabilities and accelerated learning in art education settings Professional Readiness Demonstrate breadth and depth of accomplishment as an artist and art educator through a professional portfolio Art Teaching Credential Learning Outcomes Graduate students will meet the following student performance criteria: Teaching Skills Make subject matter comprehensible to students Gauge student learning using a variety of assessment strategies Engage and support all students in learning Plan instruction and design learning experiences for all students Create and maintain an effective environment for student learning Develop as a professional educator Professional Readiness Create a professional portfolio suitable for seeking employment as a credentialed art educator in the state of California Academy of Art University Learning Outcomes Graduates of the Academy of Art University will demonstrate the ability to: Produce a body of work suitable for seeking professional opportunities in their chosen field of art and design. Solve creative problems within their field of art and design, including research and synthesis of technical, aesthetic, and conceptual knowledge. Communicate their ideas professionally and connect with their intended audience using visual, oral, and written presentation skills relevant to their field. Execute technical, aesthetic, and conceptual decisions based on an understanding of art and design principles. Evaluate work in their field, including their own work, using professional terminology. Recognize the influence of major cultural and aesthetic trends, both historical and contemporary, on art and design products. Learn the professional skills and behaviors necessary to compete in the global marketplace for art and design. Visit www.academyart.edu to learn more about total costs, median student loan debt, potential occupations and other information. Accredited Member WSCUC, NASAD, CIDA (BFA-IAD, MFA-IAD), NAAB (B.ARCH*, M.ARCH), CTC (California Teacher Credential). Acting degree program is currently not offering online courses. **B.ARCH is currently in candidacy status. [-]

BA (Hons) / BSc (Hons) in Education (Primary)

University of Stirling
Campus Full time Part time 4 years September 2017 United Kingdom Stirling + 1 more

Stirling has long been distinctive amongst Scottish universities in offering concurrent courses to prospective primary school teachers. These degree courses enable you to graduate with both a degree and teaching qualification for primary education, whilst studying a subject at university level. [+]

1st in Scotland for Education studies Guardian's University league tables 2017 How do you provide an environment within which children feel safe and secure, and can develop their potential? How can I be challenged to develop my understanding of education? What are the best methods of structuring learning and teaching opportunities? How do you manage behaviour effectively and ensure all children in the classroom are included? Stirling has long been distinctive amongst Scottish universities in offering concurrent courses to prospective primary school teachers. These degree courses enable you to graduate with both a degree and teaching qualification for primary education, whilst studying a subject at university level. Another distinctive feature is you will become a specialist in one of the three areas' Modern Languages, the Environment or Early Years. Primary school teachers with this specialist knowledge have recently become highly sought-after. Our concurrent degrees in primary education will appeal to students who wish to become more than a generic primary school teacher. The primary education degree will suit those who wish to study primary education alongside a specific subject or specialism (modern language, environmental science or early years). This means that primary education students will take the appropriate subject modules alongside education modules for the first five semesters of their programme. In the remaining three semesters of the degree students will study modules within education which draw upon their subject specialism. Top Reasons To Study With Us Our concurrent model of teaching allows you to develop gradually as a teacher through theory and practice over four years as opposed to a traditional route of a one-year course. We were the first University to use this approach to teacher training and recently the Scottish Government has recommended to all other Scottish universities that they should use our model Teacher Fellows seconded from local schools, use their experiences to help you learn the very latest in teacher practice. They will be able to give you all the hints and tips that you will need once you are a qualified teacher. By choosing our Primary Education degree with one of three specialisms, you will be demonstrating to future employers that you are a capable and qualified teacher, but also one who possesses specialist knowledge in a particular aspect of primary education; Early Years, Modern Languages, or The Environment. Your placements take place in different schools covering age groups in both primary and secondary years This Primary Education degree, although challenging, is designed to also be thought provoking and enjoyable. Our lectures, seminars, and practical training are lively arenas for discussion and practice, allowing for you to learn and have fun whilst doing so. Accreditation Recently Re-Accredited by General Teaching Council of Scotland with 7 commendations - that include being student-centred and the high quality of our researched informed approaches. What makes us different? We offer a concurrent degree path towards qualification as a teacher. This means that students study both pedagogy (the craft and practices of teaching) and their subject specialism(s) in tandem, one frequently informing and enriching the other. Stirling has offered such a route for over 40 years, and our confidence in this process is reflected in, and validated by, the recommendation of the Donaldson Report into Teacher Education in Scotland that the model used by us should be propagated and adopted by the other providers of teacher education in Scotland. Our size may be considered another strength, as we believe that we get the opportunity to establish close working and pastoral relationships with the students enrolled on our courses over the four years they are with us. We work in close partnership with the Local Authorities, schools, Education Scotland and the General Teaching Council for Scotland to ensure that students are supported throughout their studies to become effective professional educators. Entry requirements Academic requirements Four-year Honours degree Year 1 SQA Higher ABBB - one sitting. AABB - two sittings. GCE A-level: BBB IB Diploma: 32 points BTEC (Level 3): DDM Essential subjects: The GTC requires all students to have the following English and Mathematics requirements: English: Higher English (B) GCSE English Language and English Literature (B) or Level 6 Communications 4 (Higher) and Literature 1 Mathematics: Mathematics requirements (SCQF level 5) one of the following: National 5 Maths (B) National 5 Lifeskills Maths (B) Standard Grade award in Mathematics at grade 1 or 2. National Qualifications in Mathematics at Intermediate level 2 – C or above. GCSE Mathematics grade B or Level 6 and above (England, Wales and Northern Ireland). There are also additional requirements for each specialism: Early Years - to include an SQA Higher (B), A-level (B) or equivalent in Biology, Chemistry, French, Mathematics, Physics, Psychology, Sociology or Spanish. Environment - to include an SQA Higher (B), A-level (B) or equivalent in Biology, Chemistry, Environmental Science, Geography, Mathematics or Physics. Modern Languages - to include an SQA Higher (B), A-level (B) or equivalent in one of French or Spanish. Other qualifications HNC/HND: Minimum entry Scottish HNC/D - Bs in graded units English, Welsh and NI HNC/D - Merits and Distinctions. Advanced entry Not possible Access courses: Access courses and other UK/EU and international qualifications are also welcomed. Essential subjects: As listed above. Additional information General entrance requirements apply Entry to the professional programme is provisional until the end of year one and subject to interview, a criminal record PVG check and successfully passing all first year modules. If you have a criminal record you should contact the Head of Admissions in confidence to discuss entry to this course. If examinations are taken over two sittings, or there are repeats or upgrades, the entrance requirements may be higher. English language requirements If English is not your first language you must have one of the following qualifications as evidence of your English language skills: IELTS: 6.0 with 5.5 minimum in each skill Cambridge Certificate of Proficiency in English (CPE): Grade C Cambridge Certificate of Advanced English (CAE): Grade C Pearson Test of English (Academic): 54 with 51 in each component IBT TOEFL: 80 with no subtest less than 17 If you need to improve your English language skills before you enter this course, our partner INTO University of Stirling offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for entry to this degree. Structure and content You will follow a course of eight semesters (four years). This will lead to an Honours degree in Professional Education (Primary). During five semesters you will study modules in either Environmental Science/Geography or Modern Languages or Psychology, Social Work, Social Sciences and Nursing Semesters 1 – 2 You will take the following core modules: Education: Purposes, Principles and Practice Education: Learning and Teaching Semesters 3 – 6 You will take core modules in Education that cover a range of teaching skills, and advanced modules in your academic subjects (see subject listings for Environmental Science/Geography, Modern Languages, Social Work, Social Sciences and Nursing). In addition, you will study specialised primary modules in literacy, numeracy and your chosen specialism (Environmental Science, Modern Languages or Early Years). You will undertake two school placements in January, February and April between Semesters 3 and 4 (nursery and early years) and between Semesters 5 and 6 (middle stages). Semesters 7 – 8 In Semester 7, you have a school placement of 10 weeks' duration, as well as supplementary taught classes. In the final semester you will undertake an educational research project linked to your final school placement. Plus another module which will focus on an aspect of teaching either Early Years, Languages or Environmental Science within a primary school setting. Delivery and assessment The courses are taught through seminars, lectures and workshops. Assessment is by continuous assessment. School experience placements are supported by school-based teachers and through tutor engagement. Study abroad opportunities Students undertaking BA (Hons) Professional Education (Primary) with specialism in Modern Languages are strongly encouraged to undertake an non-assessed optional work placement abroad for one year between Semesters 4 and 5 to improve upon their language skills. You have the opportunity to study abroad through Stirling's well-established connections with several international universities. Strengths The School prides itself on its prominent position within Scottish Education and works hard to maintain its cutting edge approach to developing new knowledge within the field, as well as feeding this new knowledge into our teaching courses to enrich our core provision. Our teaching is informed by the research undertaken by its staff, and this permeates the Initial Teacher Education courses offered by the School. We work in close partnership with the Local Authorities, schools, Education Scotland and GTCS to ensure that students are supported throughout their studies to become effective professional educators. Academic strengths The Faculty of Social Sciences has at its head a group of world-leading academics, with strong and established research records, and a wealth of world-class publications ranging from Adult Education to Inclusion. These academics, in turn, lead successful research groups within the Faculty of Social Sciences which are all engaged in knowledge acquisition and exchange. Our teaching is thus informed by the research undertaken by its staff, and this permeates the Initial Teacher Education courses offered by the School. Career opportunities The great majority of our graduates enter the Scottish Government’s Probationary Teacher Scheme, which entitles them to guaranteed employment for one year as a newly qualified teacher in a Scottish Local Authority school. Of course, your degree and teaching qualification will qualify you to enter into a wide variety of other professional roles, such as corporate training and development, museum and leisure education, as well as other career routes less closely allied to teaching. [-]

Bachelor of Art in Elementary Education

University of Sioux Falls
Campus Full time September 2017 USA Sioux Falls

The Roger and Ruth Fredrikson School of Education equips educators with the knowledge, skills and dispositions requisite to achieve lifelong learning for all students. [+]

BAs in Education. The Roger and Ruth Fredrikson School of Education equips educators with the knowledge, skills and dispositions requisite to achieve lifelong learning for all students. With an emphasis on servant-leadership and a collaborative environment, the Fredrikson School of Education prepares students for initial certification, P-12 educators in advanced programs and leaders in adult and higher education. In addition, with its nationally-accredited educator preparation programs, the Fredrikson School of Education aligns itself with the Interstate Teacher Assessment and Support Consortium's core standards for teacher preparation, which include The Learner and Learning, Content Knowledge, Instructional Practice and Professional Responsibility. Elementary Education A degree in Elementary Education from USF's Fredrikson School of Education will prepare you for meaningful service in the classroom. Through this program, you will learn a variety of skills and methodologies that will enable you to teach in public and private school systems in grades K-8. In addition to the liberal arts core, Elementary Education majors must earn a minimum of 65 semester hours in education courses and the required hours of student teaching. Secondary Education The Fredrikson School of Education offers a full major in secondary education. To teach at the secondary level, students pursuing this major will also need to pursue a content-area major in biology, chemistry, communication studies and theatre, English, history or mathematics. Students may also choose to pursue a K-12 art education major, a K-12 music education or K-12 Spanish education major. Special Education If you are passionate about making a difference and have a desire to serve others through teaching, a degree in Special Education from USF's Fredrikson School of Education will prepare you for meaningful service in the classroom. The special education program is not designed as a stand-alone plan of study. Students can pair it with an Elementary Education major or the Secondary/K-12 major (including a content area). Educational Studies The requirements for the B.A. in Educational Studies are similar to the B.A. in Elementary Education. However, students choosing this path will not be eligible for teacher certification/licensure. Acceptance into the Teacher Education Program is a requirement, but students need not show passing scores on the Praxis II exams. An individualized plan of study will be created, based on interest and career goals, and approved by the Chair of the School of Education. A.A. in Child Development With an A.A. in Child Development, students will be educated in foundations of early childhood education preparing them for (1) careers in family home day care, group day care, preschool teaching and administration and (2) advanced professional study. In meeting the University requirements for the Associate of Arts degree, students should select their required 32 semester hours from the liberal arts core requirements. This will enable students to continue studies in Elementary Education at the bachelor's degree level if desired. Minors/Teaching Endorsements In addition to an education major, students may choose to add minors and/or endorsements to their degree plan. The Fredrikson School of Education offers the following minors and endorsements: English Language Learners (ELL) minor, which leads to the English as a New Language (ENL) endorsement Reading minor Birth-Preschool endorsement Kindergarten endorsement Middle School endorsements in the areas of language arts, social studies, science and/or mathematics** [-]

Bachelor of Arts/Bachelor of Teaching (Primary)

Avondale College of Higher Education
Online & Campus Combined Full time Part time 4 years January 2017 Australia Cooranbong + 1 more

The Bachelor of Arts/Bachelor of Teaching (Primary) (BA/BTch (Primary)) is a highly practical course with hands- on classroom experience from the second year of full-time study. [+]

Bachelor of Arts/Bachelor of Teaching (Primary) Course Overview The Bachelor of Arts/Bachelor of Teaching (Primary) (BA/BTch (Primary)) is a highly practical course with hands- on classroom experience from the second year of full-time study. The degree not only qualifies and prepares graduates to competently teach from Foundation to Year 6, but also to be responsible and ethical leaders to children who need positive role models. During the course, you will engage in five professional experience opportunities. These are undertaken at various schools to enable the application of theory in a practical setting. You may also be able to undertake an overseas professional experience. Course Code 4220 Course Duration Four years full-time (or part-time equivalent) Study Mode On-Campus with distance education available for some units Accreditation The BA/BTch (Primary) is accredited by the Board of Studies, Teaching and Education Standards (BOSTES) and our own self-accrediting process. Endorsement of Avondale’s Bachelor of Arts/Bachelor of Teaching (Primary) by the New South Wales Government Institute of Teachers Advisory Panel qualifies graduates for employment as teachers in the NSW State public system. Other Australian state governments have different requirements for teachers to become registered to teach in state schools, but normally registration in one state is considered as meeting the requirements for other states. Careers Primary Teacher, Primary School Administrator, and Primary School Specialist Teacher (Creative Arts, PDHPE, Science, Humanities & Social Sciences, English and Mathematics) [-]

BA Outdoor Education

University of Wales Trinity Saint David
Campus Full time 3 years August 2017 United Kingdom Carmarthen

The Outdoor Adventure Education programme is a blend of theoretical and practical modules designed specifically to meet the growing career opportunities within the outdoor sector. Additionally many of the skills developed are transferable to a wider range of careers beyond outdoor education, for example, the uniformed services, youth work, teaching and service industries. [+]

BAs in Education. The Outdoor Adventure Education programme is a blend of theoretical and practical modules designed specifically to meet the growing career opportunities within the outdoor sector. Additionally many of the skills developed are transferable to a wider range of careers beyond outdoor education, for example, the uniformed services, youth work, teaching and service industries. Course Overview Throughout the programme the emphasis is on exploring the relationship between sound theory and good practice. The course is progressive in nature. Initially students are provided with foundation skills both within academic skills and practical activities. Subsequently this foundation together with on-going support enables students to engage positively with challenges of both a physical and intellectual nature. The outcome is that students develop as critically aware and reflective individuals able to deal proactively with the dynamic and challenging situations that are commonplace in abroad range of current and future working environments. Key Features The BA Outdoor Adventure Education is studied on the Carmarthen campus, which offers a friendly and very personal learning experience. All the lecturing staff are based on campus and are easily accessible for tutorials to support your studies. Lecturing staff are Fellows of the Higher Education Academy, are accredited by the Institute of Outdoor Learning and have Masters Degrees or Doctoral qualifications. Additionally all Outdoor Education staff have extensive practical experience and hold a broad range of governing body awards. The campus is only 15 miles east of the Brecon Beacons National Park and the fantastic mountain bike trails of Brechfa. More biking is just down the road at Afan Argoed. For water lovers we have a partnership with a local paddle sport centre with excellent access to recreational and competitive equipment and coaching. The nearby Gower peninsular and Pembrokeshire Coast National Park offer unrivalled opportunities for coasteering, surfing, sea kayaking and sea cliff climbing. On campus Outdoor Education students enjoy free access to the swimming pool, health suite and climbing wall. The Students’ Union provides an extensive array of sporting clubs and leisure activities. [-]

BA Specialization in Pedagogy: Transcultural Communication

University of Hradec Králové, Faculty of Education
Campus Full time 3 years September 2017 Czech Republic Hradec Králové

Transcultural Communication is a bachelor degree study field in the frame of study programme Humanities, organized in the full-time form of study. [+]

Transcultural Communication is a bachelor degree study field in the frame of study programme Humanities, organized in the full-time form of study. Profile of graduates and their prospective employment: The obtained competences: the ability to analyze various cultural phenomena, to understand them in a broader historical and social context understanding of culture; understanding of a man and consciousness of common human reciprocity Employment of graduates: public institutions–state and local authorities non-profit and charitable organizations medias and mass medias cultural facilities educational facilities Duration: 3 years (= 6 semesters/terms) Language: English Price per semester: 1800 EUR Organization of studies: Autumn/Winter term: 13 weeks from 3rd week of September + examination period Spring/Summer term: 13 weeks from 2nd week of February + examination period For more information concerning the study field, please, contact: Mgr. Veronika Halamová University of Hradec Králové Faculty of Education, Departmentof Cultural and Religious Studies e-mail: veronika.halamova@uhk.cz Admission procedure: Application deadline: 30th June (for starting studies in September) Applicants have to send: filled-in application form (https://www.uhk.cz/en-GB/PDF-international-students/Degree-programmes) to the e-mail petra.noskova@uhk.cz a copy of their certificate of completing the secondary-level of education translated into English and verified by a notary, a letter of motivation in English (3600 letters), The extent and contents of the entrance examination: a written letter of motivation* is required: *Applicants are supposed to present their interest in studying in the Czech Republic as well as their professional interest in Transcultural Communication in particular in a letter of motivation in which the following questions are supposed to be answered: Why do I want to go to study to Czech Republic? Why do I want to go to study Transcultural Communication? What do I expect from the Studies? Overall evaluation of the results of the entrance examination is expressed quantitatively by using the point evaluation. no additional entrance tests will be administered, no oral examination. Maximum possible rating: 100 points Minimum boundary for admission: 50 points All documents must be sent to the address of the International Relations Office: Ing.Petra Nosková University of Hradec Králové, Faculty of Education,International Relations Office, Rokitanskeho 62, 500 03 Hradec Kralove, Czech Republic and to the e-mail:petra.noskova@uhk.cz Important: We recommend to the applicants to prepare for the process of notification of secondary education (by the recognition authority in the Czech Republic); This notification is required for the matriculation. [-]

Bachelor in Early Childhood Care and Education (BA)

Mary Immaculate College
Campus Full time 4 years September 2017 Ireland Limerick

This B.A. degree programme in Early Childhood Care and Education is a full-time four-year degree course designed to provide an exciting and challenging... [+]

B.A. in Early Childhood Care and Education MI007

 

CAO minimum entry points 2016: 375 first round

This B.A. degree programme in Early Childhood Care and Education is a full-time four-year degree course designed to provide an exciting and challenging programme for those interested in working with young children in a range of educational settings.AimsMary Immaculate College, with its long tradition of excellence in teaching and learning in the early years, has designed this degree programme in response to he Department of Education and Science's White Paper on Early Childhood Education, Ready to Learn. The College recognises that quality provision in early years is crucial in helping each child develop to their full potential. Quality provision "...depends in a crucial way, on the quality and training of personnel involved..." (National Forum Report, 1998, p.103). The benefits that accrue from quality early childhood eduaction and care apply to all children, but as research shows the benefits are particularly significant for children with special needs and children from disadvantaged backgrounds. This degree focuses on the holistic care and education of young children in a diversity of settings.... [-]


BA (Hons) Youth Justice

Nottingham Trent University School of Social Sciences - Undergraduate
Campus Full time 3 years September 2017 United Kingdom Nottingham

Youth Justice is all about working with young people who offend or are at risk of offending. This course links academic theory to contemporary practice through placements, visits and guest speakers. [+]

BA (Hons) Youth Justice Youth Justice is all about working with young people who offend or are at risk of offending. This course links academic theory to contemporary practice through placements, visits and guest speakers. Our Youth Justice course is multidisciplinary, involving the study of social policy, sociological, psychological and criminological perspectives. You'll explore why young people offend and the impact their families and communities have upon their personal development and criminal behaviour. Throughout the course you'll consider comparative international practices of managing offending behaviours and initiatives for reducing offending. Why choose this course? While this course does explore a number of criminological perspectives it is mapped against the Skills for Justice National Occupational Standards for Youth Justice. This makes the course ideal for those interested in the study of Criminology but who are keen to work within the youth justice sector. You'll be taught by a teaching team who are highly accomplished and experienced in the Youth Justice sector. Their expertise in the subject informs the course and ensures you have an up-to-date and relevant learning experience. 100% of BA (Hons) Youth Justice students agree that staff are enthusiastic about what they are teaching and have made the subject interesting. (National Student Survey 2016) Experienced Youth Justice Practitioners are involved in various teaching sessions to share their specialist knowledge and experiences of working with young people. This course could open up a range of rewarding careers in secure estates, prisons, youth offending teams and the probation service. What you'll study The aim of the course is to focus on the core skills that practitioners working within youth justice need so that they can work effectively with young people, their families, and other professionals. We aim to equip you with the knowledge and understanding of how to communicate effectively with others, how to accurately assess the needs and risks of young people, and how to use reflection and the skills of critical analysis to develop an understanding of the legislation, policies and frameworks within which youth justice practitioners operate. In addition, you'll explore the history of youth justice and the relationship of offending to child and adolescent development. There is also a clear practical focus upon contemporary issues facing future practitioners. For example: young people and gangs substance misuse and offending victims restorative justice and effective practice. Each of these topics are examined critically and debated. 100% of BA (Hons) Youth Justice students agree that the course is intellectually stimulating. (National Student Survey 2016) How you’re taught To provide you with a first-class learning experience and to guarantee you have an opportunity to make the most of your time at university, you'll receive contact time through a diverse range of delivery methods. Structured teaching will be delivered through a combination of traditional lectures, seminars, and workshops. The smaller group seminars and workshops provide opportunities to develop problem-solving skills, group working, analysis, debating skills, presentation skills, and discussion about a wide range of views. You'll also learn from audio-visual presentations, information technology based exercises and practical experience. Tutorials with staff As the relationship between students and tutors is an important one you can expect to have lots of direct contact and support through seminars and one-to-one tutorials. At these sessions you'll have the opportunity to: discuss and gain feedback about your work ask questions about the projects you're working on raise any difficulties you are experiencing relating to your work, personal circumstances, or your university experience. Independent study This is an important part of this course. Throughout the three years of your course the scheduled contact hours you receive will gradually decrease as you develop the skills required to undertake an independent study or dissertation in your final year. You'll still have regular contact with your tutors and, if necessary, ad hoc tutorials can be arranged. Learning from experts You'll be taught by enthusiastic, engaged and expert staff who are highly accomplished and experienced in the youth justice sector. They ensure our courses will train you to the requirements that are necessary to work within the youth justice system. Current staff have developed an Acquisitive Crime Project which aims to reduce the number of young people offending in Derby. Additionally, your lecturers will be engaged in current research into areas of Youth Justice Practice and will share emerging findings in their teaching. In addition to the traditional lectures, tutorials, and independent study, you'll also hear and learn from experienced youth justice practitioners. They are invited to come and share their specialised knowledge and make you aware of the realities of their work with young people. In the past these have included representatives visiting from the secure estate, talking about the experience of young people in prison, and charities such as the YMCA. Virtual learning environment You'll also use our virtual learning environment, NOW, which is a flexible web-based system that allows you to have 24-hour access to module learning materials and reading lists. It allows you to discuss work with tutors and other students, and submit coursework electronically from anywhere in the world. How will I be assessed? The course's assessment methods are varied. We use a wide range of approaches which acknowledge that different students have varied learning styles, capabilities and preferences. The assessment methods used replicate the work environment as far as possible, and you'll therefore be required to carry out your own investigation case study work, analysis and appraisal. The majority of your work will be assessed through coursework based essays, reflective journals, worksheets, critical reviews, case studies, and a final year research-based independent study. The practical focus in the second year will be reflected in the assessment methods used for the modules. Practical assessment methods include task-orientated group work, presentations, interviews, participant observations, role play exercises, and IT tasks. In response to student feedback the University have introduced a policy ensuring marked work is returned to you electronically within three weeks of submission. Beyond the course Broaden your experience, stand out from the crowd, and gain a range of skills that employers are looking for. Learn a new language Alongside your study you also have the opportunity to learn a new language. The University Language Programme (ULP) is available to all students and gives you the option of learning a totally new language or improving the skills you already have. Learning a new language can: enhance your communication skills enrich your experience when travelling abroad boost your career prospects. 100% of BA (Hons) Youth Justice students agree that staff are good at explaining things and that feedback has helped them clarify things they did not understand. (National Student Survey 2016) Careers and employability Excellent work experience opportunities Work-based learning is a valued feature of this degree and there are four unique components. You may have the opportunity to do an observational experience with a youth justice agency in Year Two. This is part of the Effective Practice in Youth Justice module which is focused on the skills required to develop effective relationships with young people. The Effective Practice in Youth Justice module is closely aligned to the Youth Justice Effective Practice Certificate (formerly Professional Certificate in Effective Practice), the Youth Justice Board's entry level qualification for working in the youth justice sector. Teaching sessions delivered by youth offending team practitioners and other youth justice personnel on their specific roles and agencies. Course visits to various institutions within the justice system, following an arrest-to-sentence process (incorporating police, courts and young offenders' institutes). Mock cases and simulated case files will be used to give you valuable experience within a safe environment. You'll benefit from the well-established relationships the course team have developed with Youth Justice Agencies in our region, and other bodies such as: Secure Estate Skills for Justice Nottingham Council for Voluntary Service the YMCA. The course team work closely with the NTU Volunteers Service and Employability Team to make you aware of the significant number of voluntary and sessional paid opportunities that are available. Throughout the course there will be opportunities for you to understand the work of practitioners in a number of different specialist areas, such as Youth Offending Team Case Managers and Secure Children's Homes. Your career development Local youth offending team employers have been involved with the design of the course and will be regularly consulted throughout. This will clearly enhance your employability within the youth justice sector which includes youth offending teams, children’s services and the secure estate. Upon completion you'll have gained the confidence, experience and specialised knowledge and skills to embark on a career in the growing youth justice sector, and its associated support services. These areas are always developing innovative ways to engage young people and prevent criminal behaviour and re-offending. Your ability to carry out independent research, evaluate interventions, reflect on practice and work in multi-agency settings will also be greatly valued by future employers. Career opportunities that interest you may include: youth offending teams preventions projects mentoring services for young people restorative justice services the secure estate prisons and the probation service. The job titles below give an indication of the careers our recent graduates are following:* Child Residential Care Worker Support Worker Young Offenders Education Worker Child Advocate Befriender Care Assistant Residential Childcare Officer Youth Offender Reparation Supervisor Support Worker. *Latest DLHE survey undergraduate results 2011-12 - 2014-15. You may also consider studying a postgraduate course in areas such as social work or criminological justice. Our Employability Team We have a dedicated Employability Team located on the City site. The team are well placed to give you specialist guidance and practical help that will really make a difference to your prospects once you do graduate. You'll benefit from the well-established relationships the course team have developed with Youth Justice Agencies in our region Facilities As a Social Sciences student you will have easy access to the fantastic facilities in the Chaucer and Taylor buildings including: Lecture theatres and teaching classrooms Open access PCs and secure wireless points Study areas and social spaces Chaucer cafe serving drinks and light snacks Our brand new School of Social Sciences reception, providing you with easy access to our helpful and friendly support staff. 100% of BA (Hons) Youth Justice students agree that the library facilities and services are good enough for their needs. (National Student Survey 2016) Entry requirements UK For September 2017 entry you will need: A-levels – BCC; or BTEC Extended Diploma – DMM; or 104 UCAS Tariff points from three A-levels or equivalent qualifications; and GCSEs – English and Maths or Science grade 4 to complete a Disclosure and Barring Service check (formerly known as a Criminal Records Bureau disclosure). We also consider equivalent qualifications and combinations. All applicants should be able to demonstrate an interest in, and an aptitude for, engaging young people. Although it is not essential, we positively encourage applicants who have experience of working within a youth justice setting or can evidence relevant voluntary work, particularly with young people. Specifically, mature applicants are encouraged to apply as, alongside academic qualifications, relevant practical experience and achievements are seen as an asset. Non-standard applicants may be interviewed. As with all vocational courses related to working with children and young people, all students are required to provide full details of any previous criminal convictions on admission and confirm the nature of these upon course commencement. Students are required to disclose any subsequent criminal convictions while on the course; failure to provide full disclosure of previous or new convictions can lead to termination of a student’s studies. Students eligible for the WBLO may be required to complete an Enhanced Disclosure Barring Service (DBS) Disclosure. If this highlights a potential risk to a child this could lead to termination being considered. The UCAS Tariff The UCAS Tariff has changed for 2017 entry. In the new tariff, the numbers awarded to qualifications are very different. So, whereas previously a B at A-level was worth 100 points, in the new tariff it is now 40 points. Getting in touch If you need any more help or information, please email our Admissions Team or call on +44 (0)115 848 4200Call: +44 (0)115 848 4200. International For September 2017 entry you will need: A-levels – BCC; or BTEC Extended Diploma – DMM; or 104 UCAS Tariff points from three A-levels or equivalent qualifications; and GCSEs – English and Maths or Science grade 4 to complete a Disclosure and Barring Service check (formerly known as a Criminal Records Bureau disclosure). We also consider equivalent qualifications and combinations. All applicants should be able to demonstrate an interest in, and an aptitude for, engaging young people. Although it is not essential, we positively encourage applicants who have experience of working within a youth justice setting or can evidence relevant voluntary work, particularly with young people. Specifically, mature applicants are encouraged to apply as, alongside academic qualifications, relevant practical experience and achievements are seen as an asset. Non-standard applicants may be interviewed. As with all vocational courses related to working with children and young people, all students are required to provide full details of any previous criminal convictions on admission and confirm the nature of these upon course commencement. Students are required to disclose any subsequent criminal convictions while on the course; failure to provide full disclosure of previous or new convictions can lead to termination of a student’s studies. Students eligible for the WBLO may be required to complete an Enhanced Disclosure Barring Service (DBS) Disclosure. If this highlights a potential risk to a child this could lead to termination being considered. We accept qualifications from schools, colleges and universities all over the world for entry onto our undergraduate degrees. If you’re not sure how your international qualification matches our course requirements please visit our international qualifications page. Foundation courses If you need to do a foundation course to meet our course requirements please visit Nottingham Trent International College (NTIC). If you’re already studying in the UK at a school or college and would like to know if we can accept your qualification please visit our foundation courses page. English language entry requirements If English is not your first language you need to show us that your language skills are strong enough for intensive academic study. We usually ask for an IELTS test and we accept some alternative English language tests. For a list of our language requirements please visit our English language page. If you need to do a pre-sessional English language course to meet the English requirements please visit our pre-sessional English course page. Help and support If you have any questions about your qualifications or about making an application to the University please contact our international team for advice. [-]

Bachelor of Arts (Pathway to Teaching Birth - 5/Birth - 12)

Western Sydney University
Campus Full time Part time 3 - 6 years January 2017 Australia Sydney + 1 more

The Bachelor of Arts (Pathway to Teaching Birth - 5 / Birth - 12) provides students with the opportunity to complete an Arts degree with an Arts major, a major in Education Studies and a sub-major in Early Childhood Studies. [+]

BAs in Education. The Bachelor of Arts (Pathway to Teaching Birth - 5 / Birth - 12) provides students with the opportunity to complete an Arts degree with an Arts major, a major in Education Studies and a sub-major in Early Childhood Studies. Graduates of this degree are eligible for direct entry into the Master of Teaching (Birth - 5 Years / Birth - 12 Years) via the Transition to Teaching pathway. Completion of both the Bachelor’s and Master’s courses provides a teaching qualification for early childhood (Birth - 5 Years) or early childhood and primary teaching (Birth - 12 Years). Eligible students will receive advice during their final study session in the Bachelor of Arts (Pathway to Teaching Birth - 5 / Birth - 12) regarding how to accept an offer into the Postgraduate course to attain a teaching qualification. Director of Academic Program - Dr Dianne Dickenson Course Advisor(s) with signing rights - Assoc Prof Carol Liston The Bachelor of Arts (Pathway to Teaching Birth - 5/Birth - 12) equips you with a foundation in English, contemporary society and Australia and the world. It provides a wide base for understanding issues in complex and diverse cultural, social and educational contexts. By undertaking the Bachelor of Arts pathway, you are required to complete an Education Studies major and an Early Childhood sub-major as part of your Arts degree. After three years, you may choose to graduate with the Bachelor of Arts and work in child and family support services. However, the option to complete a Master of Teaching (Birth-5 Years/ Birth-12 Years) exists if you wish to obtain a teaching qualification for prior-to-school and primary school. There is also an exit point for early childhood, allowing you to graduate with a Master of Teaching (Birth-5 Years) and teach in prior-to-school settings. Professional experience placements occur in early childhood settings such as long day care and preschool in the M Teaching (Birth-5 Years) and also in early childhood settings and primary school in the M Teaching (Birth-12 Years). Field day visits feature throughout the Bachelor of Arts undergraduate degree. Students who have a Diploma of Children's Services are eligible to apply for academic credit for eight units (one year of study), enabling you to complete the Arts degree in two years full-time. Note, separate UAC codes apply for the Diploma Pathway - 729022 (Bankstown), 729023 (Parramatta) and 729024 (Penrith). The Bachelor of Arts and Education component of this program is offered at Penrith, Bankstown and Parramatta with a small selection of units online. Admission Assumed knowledge: 2 units of HSC Mathematics and 2 units of HSC English or equivalent. Recommended studies for school leavers: Band 4 or above in both HSC English and HSC Mathematics or equivalent; or a completed Diploma of Children's Services or relevant VET award. Applications from Australian and New Zealand citizens and holders of permanent resident visas must be made via the Universities Admissions Centre (UAC). Applicants who have undertaken studies overseas may have to provide proof of proficiency in English. Local and International applicants who are applying through the Universities Admissions Centre (UAC) will find details of minimum English proficiency requirements and acceptable proof on the UAC website. Local applicants applying directly to the University should also use the information provided on the UAC website.http://www.uac.edu.au/ International applicants must apply directly to the Western Sydney University via the International Office. International students applying to The University through the International Office can find details of minimum English proficiency requirements and acceptable proof on their website. [-]