MA Educational Research Practice

Courses

The aim of this Masters provision is to support and empower early childhood and education leaders, practitioners and professionals to develop the research skills to support them with life-long professional development; enabling them to continue to develop their practice, based on contemporary research, at any stage of their career. The programme of study has been designed on a part-time basis, to meet the needs of current, working early childhood and education professionals, with study and support planned flexibly around school hours. The distinctive features of the programme include: the strong research-based focus, and the opportunity for students to engage in individual critical enquiry in important educational issues and practice relevant to their practice. Additionally, to develop knowledge, understanding and skills which contribute to research-informed improvement of policy and practice within the education sector.

Bachelor of Science with Honours (BSc (Hons)) Applied Animal Welfare Science

Courses

The BSc Animal Welfare Science programme focuses on underpinning components that contribute to the overall welfare of animals in a range of settings and interactions. The programme provides students with the opportunity to consolidate and broaden valuable practical experience within a scientific setting and animal unit developed through the FdSc Animal Welfare Science. Key focus will be on developing the student’s ability to critically analyse and evaluate key concepts within animal welfare science. Students have access to our purpose-built animal unit which houses a wide range of native and exotic mammals, birds, reptiles and amphibians enabling the study and assessment of physiological and behavioural systems, providing students with an understanding of animal welfare in a range of contexts. Specific emphasis is given to the importance of animal welfare within the broader context of the animal sector. The programme aims to: 1. Provide students with the subject knowledge, understanding and skills to enable them to become effective animal welfare science graduates who meet the needs of local employers. 2. Equip learners with the ability to apply detailed scientific knowledge to a range of settings and environments within animal welfare science. 3. Provide students with the opportunities to study, evaluate and contribute to emerging animal welfare science research in an international context 4. Encourage students to recognise the interdisciplinary nature of animal welfare science and apply their knowledge to a range of settings 5. Develop learners with a systematic understanding and coherent knowledge of animal behaviour, exotic animal biology, animal health and a range of contemporary issues within the field of animal welfare

This Programme is validated by the University of Hull.

UCAS Course code: ND25

Institution code N64

Campus name North Lindsey College

Campus code N

BSc (Hons) Education with Biological Science

Courses

1. The Department for Education forecasts secondary schools will need 15,000 more teachers between 2018 and 2025 to meet a 15 per cent rise in pupil numbers (Foster, 2019), a recent NFER report found the number of in-year vacancies and temporarily-filled posts have doubled in secondary schools between 2010-11 and 2017-18 (Worth & den Brande, 2019). Significantly in 2017, the numbers of teachers leaving the profession exceeded those entering for the first time. The Department for Education (2018a) School Snapshot Survey: Summer 2018 findings revealed that 92% of secondary leaders have difficulty recruiting teachers for at least one of the five EBacc subject areas, with the most difficult being science subjects at 79%. Initial teacher training recruitment to secondary teacher training (2018-2019) is reported to be below the target necessary for maintaining supply (DfE, 2018b). The retention rates of early-career teachers (ECTs) have fallen considerably between 2012 and 2018 (Worth & den Brande, 2019), the percentage of teachers who enter teaching that remain in the state sector at the end of their first year dropped to 85% in 2018. In addition, retention rates of teachers between two and five years into their careers have dropped significantly between 2012 and 2018. These are the critical years where the right development opportunities, nurture and support can make or break a teaching career. These trends in national figures are largely reflective (based on feedback to LA senior officers) of the difficulties faced by secondary school leaders in North Lincolnshire seeking to recruit science teachers to the local workforce. It is highlighted nationally that there is an attainment gap in science at all levels, specifically within secondary school settings (EEF, 2019).

One of UCNL’s aims is to inform the regeneration of Scunthorpe by ensuring local people have the skills required by local employers. Scunthorpe has seen significant growth in the renewables and engineering sector, which requires people to have an interest and understanding of science. We also know that graduates that relocate to Scunthorpe for work, often leave to return home, whilst homegrown graduates tend to work and stay local. If we are to recruit sufficient students to train to graduate level to fill local demand, we need students to arrive with a passion for science. Therefore, training our science teachers to inspire the next generation locally will not only ensure current vacancies are filled, but also help to address the predicted longer term shortage in industry. UCNL recognise that this programme will only ever recruit a small cohort, but the ideology behind the programme makes this financially viable after considering the bigger picture.

2. Developing lifelong critical reflective practitioners, who are independent researchers, is fundamental to development as students need to ‘become agents of their own change’ (Hanson and Appleby, 2012:35). This ‘reflection-for-practice’ will enable application of knowledge within the workplace, ensuring on-going development of pedagogical approach (Thompson and Pascal, 2012:322). Many students will progress from this programme onto teacher training programmes therefore, need the skills to reflect and move on. The nature of science education requires students to continually reflect and develop their practice to enable flexibility and meet the needs of continually evolving education curricula within biology, chemistry and physics. The distinctive features of the programme include: the strong research-based focus and the opportunity for students to engage in individual critical enquiry in important educational issues and practice. Additionally, to develop knowledge, understanding and skills to contribute to research-informed improvement of policy and practice within the education sector. Teachers as researchers is fundamental to the development of practice as it allows experts in the field to focus on what is important to them to secure the best outcomes for the students they work with. BERA (2014) highlights the importance of having teachers as researchers, suggesting their contribution individually or collectively can investigate the impact of interventions or explore the positive and negative effects of educational practice. Research has evidenced that specially trained graduates have a positive impact on practice in school settings (DfE, 2017), and our students are identifying that they would like to progress to postgraduate study. By developing their ability to use research-informed practice they will become specially trained graduates who are able to move practice forward, making a positive contribution to the children and young people locally, potentially regionally or even nationally.

3. Linking theory, policy and practice enables students to understand how education has evolved in its current format and how proposed legislative changes can directly impact on their day to day practice. Students often struggle to understand the potential impacts of proposed change, therefore looking at past theory, policy and practice supporting the students to identify past impacts, will help overcome this troublesome concept. As Penn (2008:113) discusses; ‘studying history is a means of exploring the past, of understanding the continuities, and the wider context of what we do and how we behave’. The shift in focus within scientific study from theoretical concepts to a practical-based curriculum has resulted in the need for science educators who possess a fundamental knowledge of theoretical concepts alongside a broad range of practical skills within a laboratory setting. The enhanced focus on laboratory skills requires educators to understand the safeguarding, health and safety implications of teaching in a practical setting.

4.Students will complete a wide selection of laboratory sessions to enhance practical skills in this field. In addition to academic study, the student will complete extensive work experience within a school setting to ensure preparedness for their future careers. It is recognised that there is a shortage of general science teachers within the North Lincolnshire area. The key idea of the Education with Biological Science programme revolves around decreasing the deficit of science teachers within the local area by raising the aspiration of local community members to teach in schools. This programme also supports students to teach across all of the sciences, as trainee science teachers specialise in for example; Biology or Chemistry. Trainee teachers that have studied one science in isolation often struggle to teach general science lessons that involve physics, chemistry and biology. The study of Bioscience helps to make the students more comfortable in their wider scientific knowledge and therefore better placed for general science teaching.

5. Intrinsically embedding emerging fields of interest throughout the Education with Biological Science programme will ensure students are equipped with the knowledge and skills that will give them a competitive edge in a difficult economic climate, especially considering only one in three graduates are in graduate and skilled jobs (Steed, 2018). By covering emerging fields, students will leave the programme with the most current and up-to-date knowledge that will not only be a benefit should they wish to undertake further educational study, but also if they choose to enter employment. As such, students will be equipped with practical experience and an understanding, of the most current and emerging areas within this field, an important factor and attractive prospect for employers (Lowden et al., 2011).

BERA. (2014). Research and the teaching profession. Building the capacity for a self-improving education system. Final report of the BERA-RSA inquiry into the role of research in teacher education

UCAS Course Code: F164

Pearson BTEC Level 4 Higher National Certificate (HNC) Construction and the Built Environment (Civil Engineering)

Courses

The Higher National Certificate (HNC) in Construction and The Built Environment (Civil Engineering) provides a practical and academic challenge within the framework of current industrial practices in construction. It is designed to enhance the practical and team leading skills of individuals who want to further their career in construction.

Design, construction and maintenance aspects are covered including transferable skills of communication and numeracy

Normally studied 1 year full time or 2 years part time

UCAS Course Code: B4N7

Pearson BTEC Level 4 HNC in Engineering (Mechanical Engineering)

Courses

The Higher National Certificate in Engineering (Mechanical Engineering) covers the fundamental concepts, principles and theories of engineering, analysis and design, practical and technical skills, and transferable business skills relevant to engineering. This course is ideal for students wishing to work within the mechanical engineering industry. This programme is flexibly structured and provides a practical and academic challenge within the framework of current industrial practices in engineering. Normally studied over 1year full time or 2 years part-time.

Full-time: two days per week over the academic year.
Part-time: one day per week or two evenings.

This course is ideal for students wishing to work within the mechanical engineering industry. Our programme is flexibly structured and provides both a practical and academic challenge, within the framework of current industrial practices in Engineering. For some students, the HNC is the qualification most appropriate to immediate needs. You could, however, progress onto the fulltime HND Engineering (Mechanical Engineering) programme.

UCAS Course Code: 002H

Foundation Degree in Science (FdSc) Engineering (Automation)

Courses

Validated by University of Lincoln

The rise of new digital engineering technologies, known as Industry 4.0, is a transformation that makes it possible to gather and analyse data across machines, enabling faster, more flexible, and more efficient processes to produce higher-quality goods at reduced costs. This manufacturing revolution will increase productivity, shift economics, foster industrial growth, and modify the profile of the workforce ultimately changing the competitiveness of companies and regions.

Undertaking the FdSc in Engineering (Automation) validated by the University of Lincoln will allow you to develop your knowledge and expertise from the basics of pneumatics and electronics through mechatronics, process control, robotics and PLCs right up to exploring concepts such as artificial intelligence, big data and analytics, cybersecurity, augmented reality.

The FdSc in Engineering (Automation) has a predominantly practical focus for many of the modules with the learning, and teaching strategy adopting an integrated learning approach of lectures and workshop-based tutorials to develop student understanding of theoretical concepts with hands on learning experience in the tutorial workshops. Students will have access to the UCNL’s purpose-built Engineering laboratories to undertake Robotics, Electronics, Mechatronics and Control Systems and Industry 4.0 practical sessions. Students will also have the opportunity to visit relevant industrial sites to conceptualise their learning. Work placements are encouraged, and students are supported in gaining relevant vocational experience.

Full-time, two days per week over the academic year with the course running over 2 Years.

UCAS Course Code: 8P9Y

Pearson BTEC Level 5 Higher National Diploma (HND) in Hospitality Management

Courses

This programme provides a progression route for students who have completed a Higher National Certificate (HNC) Hospitality Management (Level 4) and achieved the pass criteria across all modules. The programme is linked to professional standards and through engagement in an innovative and exciting learning experience, students will have the opportunity to gain valuable experience which can be used to gain employment within the hospitality sector or set up their own business.

Students will develop knowledge, understanding and skills in the field of Hospitality Management and the programme will provide opportunities for students to gain a nationally recognised vocational qualification which could help to gain employment in the hospitality sector.

The programme is studied over 2 days a week for full time students.

UCAS Course Code: N204

Foundation Degree (FdSc) in Health and Social Care

Courses

This programme is designed for students to develop care delivery and decision making skills within the multi-disciplinary care sector, to develop personal, academic and clinical skills to allow for a practice that is evidence based, compassionate and professional and to allow for individuals to demonstrate integrity and to develop their role in supporting best practice and in line with person-centred approaches. Students will engage with reflective activities to enable individuals to link theory to practice, engage with contemporary issues in relation to the biological, psychological and sociological implications to health and social care. Students will explore the legal and political standards as well as the regulatory bodies which influence best practice, paying particular attention to the local and national policy drives implemented to tackle health and social care issues and develop a critical and analytical perspective to decision making and enhancing own practice. What is unique about this programme is that it is designed to not only allow for students wanting to get into the health and social care sector but to also develop individuals within their current position and to progress registering professional qualifications or to complete the level 6 full degree qualification.

UCAS Course Code: L5G3

Higher National Diploma (HND) in Business and Management

Courses

This is a full-time, two-year programme resulting in the award of a Higher National Diploma (HND) in Business and Management by the University of Lincoln for students who want to develop the knowledge and skills relevant to the needs of employers in either the private or public sector. The course is ideal for those who prefer a more practical perspective than a traditional degree course. It combines academic and vocational elements which prepare students for future career paths, changing existing job roles or for continuing study.

UCAS Course Code: 002N

Foundation Degree (FdA) Mental Health and Wellbeing

Courses

The Foundation Degree in Mental Health and Wellbeing is primarily aimed at those working or wanting to work within the health and social care sector and is suitable for individuals from a variety of organisations and settings, including both the statutory and voluntary services. The programme is ideal for anyone interested in supporting the psychological wellbeing of individuals, families and their support networks. The FdSc Mental Health and Wellbeing aims to develop and nurture the necessary skills needed to establish routines and initiate, integrate, and safeguard person centred care in daily practice to ensure systematic and consistent practice.
The programme is designed in a way that progressively prepares students for a career in a range of mental health settings and is underpinned by strong relations with a wide variety of community partners in fields, such as; acute mental health in patients and community settings, care homes and the local NHS trust. These links have been integral to the development of a programme that meets the needs of the local and regional economy.
A distinctive feature of the programmes is the extended engagement with digital literacy. All students will be provided with an iPad in Year 1 to enable them to develop the skills needed to support learning in this technological age.

Validated by University of Hull

UCAS Course code: L5G6

Pearson BTEC Level 4 HNC in Engineering (General Engineering)

Courses

The Higher National Certificate in Engineering (General Engineering) offers students a broad introduction to the subject area via mandatory core learning, while allowing for the acquisition of some sector-specific skills and experience through the specialist units in each pathway, with the opportunity to pursue a particular interest through the appropriate selection of optional units. This effectively builds underpinning core skills while preparing the student for more intense subject specialisation at Level 5. Students will gain a wide range of sector knowledge tied to practical skills gained in research, self-study, directed study and workplace activities. Normally studied 1 year full time or 2 years part time.

Full-time: two days per week over the academic year.
Part-time: one day per week or two evenings.

This programme is designed for students who wish to have options to seek careers that require a multi skilled understanding of engineering. Our programme is flexibly structured and provides both a practical and academic challenge, within the framework of current industrial practices in Manufacturing and Engineering. For some students, the HNC is the qualification most appropriate to immediate needs. You could, however, progress onto the HND Engineering (General Engineering) programme at UCNL.

UCAS Course Code: 008H

Bachelor of Science with Honours (BSc (Hons)) in Health and Social Care

Courses

This programme enables students who have undergone the FdSc in Health and Social Care to develop and complete a full degree. The aims are to prepare students to engage with wider responsibilities and decision making in order to develop senior or leadership and management roles within the health care sector. Students are also encouraged to engage with contemporary health and social care policy and to critically engage with local, national and international drives. The programme aims to allow for students to effectively work collaboratively as a member of the multi-agency team and to understand professional and organisational boundaries. The course will reflect on student’s experience and previous learning whilst developing critical analysis and synthesis of information in order to study for their independent module.

UCAS Course Code: L5G4

Foundation Degree (FdA) in Management

Courses

The course is designed for practicing or aspiring managers and technical specialists with managerial responsibility. The course develops the skills needed to enable individuals to manage effectively within the workplace and thus further develop their managerial and leadership skills.

UCAS Course Code: N202

Pearson BTEC Level 4 HNC in Engineering (Electrical and Electronic Engineering)

Courses

The Higher National Certificate in Engineering (Electrical and Electronic Engineering) covers the fundamental concepts, principles and theories of engineering, analysis and design, practical and technical skills, and transferable business skills relevant to engineering. This course is ideal for students wishing to work within the electrical or electronics engineering industries. This programme is flexibly structured and provides a practical and academic challenge within the framework of current industrial practices in engineering.
Normally studied over 1year full time or 2 years part-time.

Full-time: two days per week over the academic year.
Part-time: one day per week or two evenings.

UCAS Course Code: 005H

Bachelor of Arts with Honours (BA (Hons)) in Business and Management

Courses

The BA (Hons) Business and Management degree combines elements of accountancy, finance, marketing, management and economics, and offers students the opportunity to develop the critical-thinking, problem-solving and analytical skills needed to enter the competitive world of business.

The Business and Management degree offers students the opportunity to advance their career through professional development. Many of our academics have real organisation – life expertise, with industry links that can benefit students by exposing them to current business thinking and the
latest developments in practices.

The first year introduces key elements of business, including economics, finance, marketing and organisational behaviour. The second year builds on this foundation with modules designed to develop professional skills in project management and leadership. In the final year, students can
choose modules to develop their business knowledge further and have the opportunity to develop a career specialism by choosing modules aligned to their personal interests.

UCAS Course Code: 100N