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​This degree is suited to people who support the development and learning of children and young people, including those with additional needs, within the multiagency environment. Typically, students work in schools, children’s centres, childcare and youth services, young offender and other services.

You will further your understanding of how best to create and maintain positive conditions for learning, underpinned by research and theoretical understanding, grounded in current legislation and informed by reflective practice alongside a critical awareness of individuals’ rights.

The course runs on a Monday in 1st year and Tuesday in 2nd year (1.30pm - 7pm during term-time). 

Course structure

Course Benefits

  • ​Develop your professional knowledge and awareness which underpins working experience. 
  • A work-based learning model is supported by input from specialist guest lecturers. 
  • Study with other professionals, develop networking opportunities and benefit from your peers on the course. 
  • The opportunity to improve your contribution at work and your career prospects. 

More reasons to choose Leeds Trinity University

Course Information

This course is a work-based programme and will expand upon your valuable previous experience. Lectures and workshops will develop your presentation, discussion and report writing skills. You will examine the underpinning theories and current practice including the sensitivities around issues of inclusion and inclusivity and the provision of additional support.

You will reflect on your practical experience by looking at what you know and do well, and how you can improve your knowledge to be more effective.

This foundation degree can be completed in two years, one afternoon per week.

​On this course you will study a range of modules which may include the following: 
  • Working in a Multi-agency Environment
  • Communication and Language (School)
  • Working with Families or Working with 21st Century Children
  • Introduction to SEN and Disability or Inclusivity and Diversity
  • Supporting Children with SEN and Disability
  • Research-informed Practice in Educational Settings
  • Children, Families and Social Policy or Play and Early Learning
  • Developing Social and Emotional Resilience or Understanding Children’s Behaviour
  • Leading and Managing or Developing Literacy

On this course you will study a range of modules which may include the following:

  • FDA4002 - Developing Learning Skills for Professional Practice
  • FDA4012 - Introduction to Child Development Theory
  • FDA4032 - Inclusivity and Diversity
  • FDA4052 - Communication and Language (school)
  • FDA4062 - Working with Families
  • FDA4072 - Working with Twenty-First Century Children
  • FDA4082 - Working In a Multi-agency Environment
  • FDA4092 - Introduction to SEN and Disability
  • FDA4102 - HLTA Preparation

On this course you will study a range of modules which may include the following:

  • FAN5042 - Autism and Related Conditions
  • FDA5002 - Play and Early Learning
  • FDA5012 - Becoming a Reflective Practitioner
  • FDA5022 - Developing Social and Emotional Resilience
  • FDA5032 - Understanding Children's Behaviour
  • FDA5042 - Leading and Managing
  • FDA5052 - Developing Literacy
  • FDA5072 - Supporting Children with SEN and Disability
  • FDA5082 - Children, Families and Social Policy
  • FDA5092 - Higher Level Teaching Assistant Preparation Level 5
  • FDA5122 - Research-informed Practice in Educational Settings
  • FEY4152 - Playtime
  • FEY5102 - Inhibitors to Development
  • FEY5152 - Health, Safety and Welfare
  • FSL5112 - Leading and Managing
  • FSL5122 - Creating an environment conducive to learning
  • FSL5132 - Promoting Inclusion
  • FSL5182 - Higher Level Teaching Assistant Preparation (Level 5)
  • FYP5002 - Becoming a Reflective Practitioner
  • FYP5012 - Research Informed Practice: an Introduction
  • FYP5042 - Children, Families and the Law

Year 1 - 15% of scheduled learning and teaching; 180 hours of scheduled learning and teaching; 870 hours of independent teaching; 150 hours on placement

Year 2 – 12.5% of scheduled learning and teaching; 150 hours of scheduled learning and teaching; 900 hours of independent teaching; 150 hours on placement

At Leeds Trinity we aim to provide an excellent student experience and a personal approach to helping students achieve their academic and professional potential. We have a strong tradition of supporting student employability, with relevant skills embedded in the curriculum and professional work placements are a key part of all our undergraduate programmes.

The key themes of our strategy are student confidence, professionalism and social responsibility.  To help students achieve their potential we emphasise learning as a collaborative process, with a range of student-led and directed activities.  This approach ensures that students fully engage in shaping their own learning, developing their critical thinking and reflective skills so that they can identify their own strengths and weaknesses, and use the extensive learning support system we offer to shape their own development.  Our full Learning, Teaching and Assessment Strategy can be accessed here

Most of the modules on this programme are delivered through a combination of lectures and small group workshops and seminars. Students also are able to access tutorial support from a range of expert tutors.

All students are expected to develop their professional skills supported by tutors, employers, mentors and peers. Students have the opportunity to underpin their practice with theory and research.

We make extensive use of Moodle, Leeds Trinity's virtual learning environment (VLE), to support class sessions, and of e-resources to enable 24/7 access to learning materials from off-campus.


Breakdown of course assessment:

Year 1 - 100% coursework

Year 2 – 86.7% coursework; 13.3% practical exams

A variety of assessment methods are used, matched to the learning outcomes for the programme, to enable students to demonstrate the full range of knowledge and skills that they have developed.  There is some scope for students to be involved in negotiating and evaluating some assessment.

Directed activities in each module support you by scaffolding your work towards the final module assessment.  Some of these activities may include further reading or preparation tasks for seminars. Some of the tasks will be completed online and may include quizzes which provide you with instant feedback on your understanding of the module content. In some modules lecturers may place some of the taught content on videos which you may be required to watch prior to attending a class. This will free up time for you to work on meaningful projects in class.

On this programme there are some assessments which are marked on a pass/fail basis rather than graded. Please note that these assessments are excluded from the calculations made to produce the figures published in the Key Information Set (KIS) for this programme/subject.
You must have a Level 2 Literacy qualification e.g. GCSE English Language Grade C (grade 4); Functional Skills Level 2 (previously Key Skills Communication Level 2); Adult Literacy Level 2. You must have a Level 3 qualification e.g. A level, BTEC National, NVQ3 or Level 3 entry paper. You must have employer support and at least one year's volunteering/working experience. Please contact us for personalised advice on 0113 283 7123 or​​​

UK & EU Students:

​Foundation degree courses are £5,000 a year for tuition fees in 2018–19. Part-time tuition fees would be pro-rated accordingly to the number of credits you're studying. Tuition fees may rise with inflation in future years. Find out more

We advise students to budget for the following in addition to annual tuition fees:
  • Recommended and required reading lists will be provided at the start of your course. All the books and e-books are available from our Library to borrow but you may choose to purchase your own. We recommend £390* as an average annual budget for learning resources if you decide this is for you. *This figure is based on the Department of Work and Pensions course costs allowance 2015
  • The University provides students with a £6 printing credit each academic year which can be topped up either on campus or online.

"This course will improve your career opportunities and increase your professional skills."

Professional Work Placements

More about placements

Graduates can progress to further study at Leeds Trinity on to the “top-up” BA (Hons) Professional Practice and may continue to the MA Family Support or MA in Education. Eligible candidates may apply for teacher training routes.
Graduates may progress to the BA (Hons) Professional Practice at Leeds Trinity. This 'top up' to full degree status can be accessed part time (two years, one afternoon per week) or full time (one year, one day per week) based on students' continuing engagement with a workplace. For eligible candidates, there is the potential to progress to programmes offering Qualified Teacher Status or Early Years Teacher Status at Leeds Trinity University.

Our Campus

​We can't help but brag – our campus has everything you need for an amazing student life. There is food, drink and entertainment for you and your friends to enjoy, day and night. You'll have access to our £2.2 million sports and fitness centre and find peace and quiet in the Chapel. 

Our Students’ Union (LTSU) is run by students, for the students so you'll be sure to get the most out of your university life with a range of social activities, clubs and societies whether on campus or in Leeds. 

Book a campus tour

Our Campus
Leeds city centre


Home to over 100,000 students, Leeds is regularly voted the UK's best student city thanks to its amazing nightlife, culture and shopping. It's also an internationally recognised centre for learning and offers brilliant graduate job prospects.  
You'll be spoilt for choice when you arrive in Leeds, so we've put together a helpful guide to get you started.

What is Unistats?
Unistats is the official site that allows you to search for and compare data and information on university and college programmes from across the UK. The site draws together comparable information on those areas that students have identified as important in making decisions about what and where to study.

Supporting Learning and Additional Needs
For some of the Unistats in the box to your right, the results you’ll see are actually a combination of results from our other related programmes.  This is because we keep our programme sizes low at Leeds Trinity to create a better learning experience, which means there aren’t enough responses for Supporting Learning and Additional Needs to be represented in the Unistats data.

This lack of published data within Unistats for Supporting Learning and Additional Needs at Leeds Trinity doesn’t reflect the quality of the programme – it just reflects the smaller, more personalised learning experience which Leeds Trinity is famed for! If you need any further information on the Unistats data, please just  contact us at or on 0113 283 7150.


100% of our Supporting Learning and Additional Needs students are satisfied with academic support (NSS 2016).


100% of our Supporting Learning and Additional Needs students agree that they have received sufficient advice and support (NSS 2016).

​2nd in the UK​

We're ranked 2nd in the UK for stu​dent satisfaction with feedback and assessment, according to the 2016 Guardian's University Guide 2015

​Graduate Jobs​

Thousands of graduate jobs are created in Leeds every year