The BA Inclusive Education Degree is aimed at students that have completed the Inclusive Education Foundation Degree.
The programme is designed for students working as Teaching Assistants/LSAs or other personnel working or volunteering with other learning environments. This worked based learning degree aims to relate real-world situations to learning as well as the links between theory, policy, and practice.
The BA Inclusive Education is not only delivered at the three campuses, it is also delivered in wider community settings such as Monkton Priory School in Pembrokeshire.
The programme has a strong ethos of supporting students in collaborative learning and developing opportunities to engage in a wider learning community through professional dialogue.
Students will have the opportunity to present their work in either Welsh or English.
Tuition Fees 2021/22:
Home (Full-time): £9,000 per year
Overseas (Full-time): £13,500 per year
Why choose this course
Flexibility - sessions are delivered as twilight sessions as well as Saturdays
Work based learning
Career progression – PGCE, MA
What you will learn
Building on the Foundation Degree in Inclusive Education, this one-year top-up BA programme is designed to deepen understanding of 21st Century education and further develop students’ academic writing, communication, and thinking skills in the digital era.
The programme has the following general educational and specific aims:
To provide students with knowledge, skills, and understanding of education in a fast-changing world
To offer a broad and balanced knowledge and understanding of the principal features of education in diverse contexts
To engage students in fundamental questioning concerning the purposes and values underpinning education
To help students become aware of issues and problems associated with education theory, policy, and practice
To engage students in discourses about educational processes
To encourage students to acquire a range of transferable academic skills and to work independently and collaboratively
The programme supports employability through the inclusion of wide areas of study, reflecting the needs of learners within the sectors as well as wider national and international agendas
To develop students’ ability to produce rational arguments on educational issues in a clear and coherent manner
To promote a range of personal qualities including autonomy, flexibility, reflective thinking, and critical engagement.
The BA programme also aims to develop curriculum-related delivery to ensure that our students are provided with the knowledge, skills and attitudes that will equip them for their future contribution, within and beyond their workplace, to education, the economy, community and environment.
The modules delivered include the following topics:
Global Perspectives on Education
Moving Away from the Traditional Classroom – Outdoor Learning
Silent Digital Revolution in Education
Your written, verbal communication and creative skills will be developed across different methods as you learn the appropriate communication style for a subject area. For example, you might encounter a range of different assessment methods, including essays, reports, blogs, vlogs, as appropriate to different subject areas. There are no written examinations.
Graduate Attributes Framework
This Framework aims to develop your professional skills and competence alongside your academic subject knowledge. You’ll study up to 40 credits per level throughout your programme from the Graduate Attributes Framework.
The Graduate Attribute modules are designed to enable you to develop, and evidence, a range of career-focused skills related to your subject area. These skills include digital competency, research and project management, as well as such personal competencies as communication, creativity, self-reflection, resilience and problem-solving.
‘The BA Inclusive Education has had a hugely positive impact on my life both academically and personally. I have been able to fit study around my work and family commitments, in a supportive and encouraging environment which has also allowed me to develop as a person. The content of the course has given me the confidence to make positive changes in my work with pupils, as well as developing many transferable skills I have enjoyed it so much; I will be staying on next year for my PGCE!’
Janine Griffiths (Level 6)
‘The last four years have been some of the best years of my life! Through this degree I have not only learnt new skills but have made some life-long friends. It has changed my life as it opened my eyes to what career I wanted to pursue and has led to me finding my dream job within Social Services. if you are looking to improve your skills and learn more, I would highly recommend this course.’
Laura Lynch (Level 6)
I was 30 years old and worked unsociable hours in hospitality that did not fit around my family, when I decided to make the jump into a career change. I had no idea on how to write academically, my spelling and grammar was shocking. There were many times I questioned myself to why I was putting myself through all the late nights of researching. I stuck with it and thanks to the support and understanding of my lecturers, I achieved something I never believed I could achieve. Then came the decision of staying on for a final year, it was something I had not even considered when I first signed up for the foundation degree.
If I could offer any advice it would be to, do the BA. If you have got this far, you have already done the hard work the final year will go so fast, with skills and knowledge you have already learned and with the support of great lecturers, succeeding is the only option.
Jade Gray (Level 6)
The support I received throughout the course was incredible. The lecturers always made sure I understood the subject content before sending me off to start my assignment and if I ever had any questions, they answered my emails promptly and put my mind at rest. I would recommend this course to anyone who wanted to go down the education route.
I studied at a hub away from the campus and was never treated any less than those who attended the university, even when covid-19 hit and we were taught through the blended learning approach, they made sure we all knew how to use the equipment and get involved just as we would in the classroom.