This course allows you to jointly study Applied Drama & Special Educational Needs, Disability & Inclusion, giving you a fully rounded experience of both subjects.
If you don’t have, or don’t think you will attain the normal tariff points for studying at BGU, this course will enable you to study for a degree without any UCAS points. The course is delivered over four years and includes a Foundation Year, which gives you a perfect introduction in what it means to be a university student, equipping you with the necessary skills and knowledge for effective undergraduate study. In addition, during your Foundation Year, you will study eight modules, all of which are designed to equip you with the necessary skills and knowledge to progress your studies in your chosen subjects.
Throughout the study of Special Educational Needs, Disability & Inclusion, you will find out about special educational needs provision, tackle discrimination, and understand how to meet the needs of different groups across society. You will challenge your own beliefs and values, as well as those of others, and become an advocate for change.
We have a passion for drama at BGU, and we want to share that passion with you. If you love drama and want to use it to make a difference in the wider world, then you’ll find that our Applied Drama courses, which mix the academic and the creative, will offer you the opportunity to put your love of drama to practical use.
|Academic School:||School of Social Sciences|
|Mode of Study:||Full-time|
|Awarding Institution:||Bishop Grosseteste University|
Entry Requirements for Foundation Year
Application for this course is via UCAS, although there is no formal requirement for UCAS points to access the course (normally GSCE English or equivalent is desirable). As part of your application you will have the opportunity to speak with a member of BGU Admissions staff to resolve any questions or queries you may have.
Different degree subjects may have specific entry requirements to allow you to progress from the Foundation Year. Whilst not a condition of entry onto the Foundation Year, you will need to have met these by the time you complete the first year of this four year course.
The Foundation Year syllabus does not include any specific element of upskilling in English language and you are not entitled to apply for Accredited Prior Learning, AP(C)L into a Foundation Year. International applicants are not eligible to apply for an undergraduate course with a Foundation Year.
If you are asked to undertake a Disclosure and Barring Service (DBS) check as part of the conditions of your offer, this must be completed prior to the start of your course at a cost of £57.20.
In accordance with University conditions, students are entitled to apply for Accredited Prior Learning, AP(C)L, based on relevant credit at another HE institution or credit Awarded for Experiential Learning, (AP(E)L).
About The Course
Special Educational Needs, Disability & Inclusion
Special Educational provision, tackling discrimination and adding to the understanding of how to meet the needs of different groups across society, is not only hugely relevant in today’s world but arguably also incredibly important. If you are ready to challenge your own beliefs and values as well as those of others, are ready to become an advocate for change, and are ready to start really making a difference in people’s lives, then there aren’t many courses more perfect for you than this.
You’ll be encouraged to increase your understanding of competing for political agendas in relation to inclusion, and you’ll study hidden inequalities in depth. The areas you study will be dynamic, with current, contemporary themes which change and develop from year to year. Throughout the course, you will complete a number of modules which take a more thematic approach where you’ll explore critical issues such as Inclusion, Equality and Entitlement. During your final year, you will explore wider issues of inclusion including policy and leadership.
The SENDI programme is carefully structured to guide you as you develop as an individual student, from broad themes in your first year to more specialised topics in later years. You will have the opportunity to examine legislation and contrast it with the reality of what is provided in educational settings, developing skills in critical analysis of current issues, and looking at how those issues impact on the individual and their learning environment. In addition, you’ll become equipped with the confidence and competence to make a difference to your own life and the lives of others.
Special Educational Needs, Disability & Inclusion can be a fascinating, challenging and emotional subject to study; it will most definitely be rewarding.
Applied Drama at BGU is for you if you are lively, curious and interested in making a difference to others. It’s ideal if you want to take your projects into the community, such as into special needs and mental health settings, care homes, schools, nurseries, youth groups and many more – whilst all the time improving your performance skills, communication skills and knowledge of the subject.
We encourage our students to express individuality, connect with local communities and demonstrate what they have to offer. You’ll learn how to assess community needs, use your energy and imagination to respond accordingly, devise workshops and performance work, and learn organisational, fundraising and event management skills at the same time. In addition to the academic study of drama and theatre, you will find yourself working in a lively atmosphere with like-minded people on interesting projects. Many of these projects are taken into schools and other community settings, such as youth groups, special needs units and care units, making drama work for individuals, community groups and society as a whole. You’ll have the opportunity to work collaboratively in groups, acting, directing and studying theatre.
In addition to our full-time and part-time staff, we bring in specialist practitioners to all our drama degree programmes. This means that we can offer an up-to-date and relevant professional perspective. Our specialist practitioners offer students the chance to work alongside professional companies and take part in local and national festivals. Elements of enterprise and problem-solving, which are invaluable assets in the employment market, are central to our drama courses. As well as performance skills, you’ll develop good communication skills, confidence and resourcefulness.
At all stages of the course, you will practice what you learn through practical study and live projects. Extended placements make this a unique course, tailored perfectly for you. We encourage individuality and are genuinely interested in your ideas and what you have to offer.
There is no one-size-fits-all method of teaching at BGU – we shape our methods to suit each subject and each group, combining the best aspects of traditional university teaching with innovative techniques to promote student participation and interactivity.
You will be taught in a variety of ways, from lectures, tutorials and seminars, to practical workshops, coursework and work-based placements. Small group seminars and workshops will provide you with an opportunity to review issues raised in lectures, and you will be expected to carry out independent study.
Placements are a key part of degree study at BGU. They provide an enriching learning experience for you to apply the skills and knowledge you will gain from your course and, in doing so, give valuable real-world experience to boost your career.
Foundation Year 0 Modules
Self As Learner
In this module you will explore and consider what it means to be a successful learner at university. You’ll explore the principles of effective learning and engage with a range of tools and techniques to practice and develop strategies for your own learning. These include for example, understanding your needs as a learner, effective time management and organisational skills.
You will learn about a range of resources and practice locating and using these resources to support effective learning. These resources will include, for example, textbooks, websites, academic journals, and popular press. In addition to these key techniques, the module covers academic conventions including referencing, citation and the risks of plagiarism.
This module will allow you to learn to utilise sources in a considered and critical way. You will begin to engage effectively with literature and other sources in a meaningful manner that promotes deep learning and enables knowledge and understanding of a topic. You will also begin to differentiate qualitative and quantitative data and consider their appropriate interpretation and use.
Critical thinking is an integral part of university study. While studying this module you will define critical thinking, its importance and how it can help you in your learning. A range of critical thinking models will be utilised to demonstrate how this works in action, allowing you to recognise critical thinking and identify barriers and challenges.
The Digital Learner
The skilled use of digital technologies is an important element in university study and is used to support both the obtaining and demonstration of knowledge. This module will develop your digital capabilities and confidence, encouraging you to develop techniques for the purposeful use of a range of digital tools to support learning. These include specific tools such as the Virtual Learning Enrivonment and appropriate and effective uses of wider applications such as social media, email and the internet.
This module explores, compares and evaluates a range of communication types, giving you opportunities to combine written and spoken communication in a range of contexts and for a range of audiences. From a theoretical, sociological perspective you will explore different communication media and styles of discourse, for example, discussion, debate, enquiry and reporting.
Reflection is a powerful learning tool that enables you to consider your existing knowledge and also to plan for your future learning and professional development. The module content includes the principles of reflective learning and collaborative planning with reference to structured models. As part of this module, you will have an opportunity to attend live delivery of an ongoing degree programme which will provide a taster of discipline-specific undergraduate study.
Academic writing is an essential element of successful university study, so this module explores a range of techniques to help develop your own academic writing style. It will enable you to draw together your learning throughout the Foundation Year and reflect on the feedback you have received. You will structure a clear and effective piece of academic writing on a subject-linked topic in which you will apply standard academic conventions.
We recognise that individuals come from a wide range of backgrounds and experiences, so we use a variety of assessment strategies on our courses.
During the Foundation Year, you will have opportunities to experience a range of formative and summative assessments. These include, short-form writing, annotated bibliography, presentations, micro-teach, use of digital technologies, reflective journal and academic essay. Assessment strategies are designed to be supportive, build confidence and also aim to ensure you will develop the core skills required for successful study throughout your degree. Assessment strategies are balanced, comprehensive, diverse and inclusive, ensuring that you will experience a range of assessments to support your preparation for undergraduate study. All modules involve early, small and frequent informal and formal assessments, to ensure that you gain confidence in your knowledge and abilities as you progress through the Foundation Year. You will also have opportunity for self-evaluation and reflection on your own learning progress and development of skills.
Your first year in SENDI is important. We know that you will need time to settle into university and build up your academic skills and so, we will give you detailed feedback on how you are doing and set your targets to improve your work. We use a wide range of different types of assessment throughout the course, including coursework portfolios, group discussions, multimedia technology presentations and individual projects, as well as essays and exams. You may even have the opportunity to get your dissertation research work published!
We use a versatile range of assessments in Drama which reflect both the equal emphasis we place on theory and practice, and the importance we give to the future employment skills of our graduates. Theory-based assessment methods include analytical reports, student-led seminars, presentations, essays, dissertations, exhibitions of work and portfolios. More practical assessment methods may include analysed performances, group presentations, practical performances or large scale individual community placements.
Careers & Further Study
Possible careers for SENDI graduates may include Primary or special school teaching, work as a SENDI Classroom Assistant, Youth Work, work in a Social Care Setting, or working for Private Sector Educational Providers.
Combining your study with Applied Drama opens up a variety of other career possibilities.
Throughout our Drama courses, you will acquire a number of useful skills which can be transferred to the workplace, such as good communication skills, the ability to work effectively in groups and as an individual, good organisational and decision-making skills, effective analytical skills, and the ability to apply theory to practice.
Possible future careers for Applied Drama graduates could include Theatre management, Drama therapy, Teaching and academic careers, Community and mainstream theatre work, Community work (such as Special Educational Needs and mental health). All Drama graduates may also find employment in the public or private sectors, in the creative industries, within the media, tourism and leisure or with education.
Year 1 Modules
This module will focus upon holistic approaches in education/care/social learning which enhance social, emotional, physical and cognitive development. You will critically analyse collaborative practice (e.g. parents, professionals) in supporting holistic approaches, exploring competing and complementary psychological and behavourist theories (e.g. Piaget, Bruner, Kolb, Maslow) and social learning frameworks (e.g. Freire, Dewey, Steiner).
This module will introduce you to the field of Special Educational Needs, Disability and Inclusion (SENDI), looking at educational and social models of disability within schools and across global and national levels of society. The impacts of competing perspectives and changing legislation will be discussed and critiqued.
During the course of this module there will be an analysis of key contemporary community art practitioners/theories and how to relate these to the needs of the community. You will engage in the exploration of key contemporary community art practitioners/theories in relation to the function of the arts, with specific emphasis on dance and musicianship.
This module will take a European perspective of theatre history in a social context. A representative selection of eras from the following list; Greek, medieval, Elizabethan, Restoration, Commedia dell‘Arte, Melodrama, pantomime and Naturalism will be selected and exemplar texts from each of the eras will be explored.
This module will act as a foundation for the rest of the course and will ensure that you have a common core understanding of essential critical and practical skills. The module will reference the work of a selection of theatre practitioners and theatre styles such as Stanislavski, Artaud, Grotowski.
During the course of this module you will explore key contemporary theories relating to the functions of fact based theatre, including the work of Douglas Murray and Littlewood and work of many verbatim theatre makers such as Richard Norton-Taylor, Gillian Slovo, Moises Kauffman, Alana Valentine. The historical origins and nature of verbatim and documentary will be considered in addition to theatre design, convention and the staging of plays.
Year 2 Modules
This module will allow you to understand and critically examine differing theoretical perspectives and methodological approaches to qualitative and quantitative research. You will develop skills in collecting, analysing and treating data, along with identifying different research methods and developing skills in applying these methods for your future independent study.
The module examines differences, which some children or adults may experience in their learning, which has been interrupted through medical or social causation and labelled as SEND. You will consider the learning environment and the assessment of individual learner needs and the role of the wider stakeholder groups including parents and carers in maximizing learner participation in the educational process.
This module will examine a range of diverse needs, considering cause and impact upon learning supported by up to 48 hours placement. By the end of the module, you will be able to reflect upon the impact of legislation and practice in meeting the learning needs of a range of disabilities.
This module is centred on theatre as a tool for social change through the use of participatory techniques. It is designed to equip you with the necessary skills to enable you to employ those techniques to facilitate positive effect within a community context.
The purpose of this module is to allow you to gain detailed insights into the world of the playwright, their intentions and influences. You will implicitly consider how one’s social class, context and gender influence performance work, and investigate form, structure and meaning.
Year 3 Modules
The module will equip you with the transferable and practical skills required for ethical research in pedagogical and professional settings, such as education, social care, health and social work. Lectures and seminars will focus on the nature of educational and social research, including: undertaking ethical research; research paradigms; research methods and design; the use of literature in guiding and informing research; and the presentation, interpretation and communication of findings.
This module will be dynamic in the sense that themes will be contemporary and develop from year to year. Examples of issues may be the contested concept of disability (considering scholars such as Allan, Norwich and Tomlinson) as a social construct and how this relates to current initiatives. An understanding of the principle reasons that create challenge and concern in meeting needs and lead to individuals becoming disengaged from education will be considered.
This module will address the principles of educational leadership and management with emphasis on the roles and responsibilities of professionals in schools and other educational settings in relation to provision for SEND/Inclusion (e.g. headteacher, SENDCO, class teacher, special needs support assistants). Consideration will be given to the role of the SENDCO and the national Standards for SENDCOs and implementation of the Special Needs Code of Practice.
During the course of this module you will be equipped to identify an area that interests you regarding your research project on a topic of your own choosing, with support from a supervisor and/or personal tutor, plenary teaching and online learning resources. Lectures will consider issues of research design and the creation of research questions, qualitative and quantitative methodologies, data gathering (and the ethics of data collection) and analysis.
This module will include study of the major practitioners in educational drama during the past thirty years, and emerging drama teaching philosophy. Detailed consideration will be given to the place of signing, symbol and metaxis in drama teaching and the subtleties of working alongside young people in developing process drama will be practiced in the studio.
Studying at BGU is a student centred experience. Staff and students work together in a friendly and supportive atmosphere as part of an intimate campus community. You will know every member of staff personally and feel confident approaching them for help and advice, and staff members will recognise you, not just by sight, but as an individual with unique talents and interests. We will be there to support you, personally and academically, from induction to graduation.
Fees & Finance
A lot of student finance information is available from numerous sources, but it is sometimes confusing and contradictory. That’s why at BGU we try to give you all the information and support we can to help to throughout the process. Our Student Advice team are experts in helping you sort out the funding arrangements for your studies, offering a range of services to guide you through all aspects of student finance step by step. Click here to find information about fees, loans and support which will help to make the whole process a little easier to understand.
Undergraduate course applicants must apply via UCAS using the relevant UCAS code. The application fee is £12 for a single choice or £23 for more than one choice. For all applicants, there are full instructions at UCAS to make it as easy as possible for you to fill in your online application, plus help text where appropriate.