Our Foundation course route
Our Foundation courses give you another way to study for an undergraduate degree.
||BBC, excluding critical thinking and general studies
||28 points with 5,5,4 at Higher Level
||B+B+B, excluding Pengajian Am
||1 A and 4 B3, excluding Bahasa Malaysia and Chinese language
|SAM or other Australian matriculations
||ATAR 82 (consideration to be made based on relevant subjects)
|Canadian Ontario Grade 12 Secondary School Diploma (OSSD)
77% average based on 6 subjects (consideration to be made based on relevant subjects)
Canadian Secondary School Diplomas from other provinces are acceptable and to be assessed based on the University's requirements.
|Advance Placement (AP)
||4,4,3 in relevant subjects. Applicants taking non-preferred subjects may be made an offer across more than three subjects at Advanced Placement level.
|Diploma - Other Institutions
||Acceptance to the second year is on a case by case basis (and at the discretion of the School) but normally would require an overall GPA of 3.3 (out of 4) or 70% and above (consideration to be made based on relevant subjects), and previous studies must meet the prerequisite requirements to the programme
|Foundation - Other Institutions
||Acceptance is at the discretion of the School but normally would require an overall GPA of 3.0 (out of 4) or 65% and above (consideration to be made based on relevant subjects), and previous studies must meet the prerequisite requirements to the programme
|University of Nottingham Malaysia Foundation
||Successful completion of the Foundation in Arts and Education programme.
We strongly encourage all interested students to apply. Our students come to us with a diverse range of qualifications and we also consider applicants' personal statement, references and interview performance (if you have one) when making a decision. The only way for us to fully determine eligibility is through the submission of a completed application.
Entry requirements in the prospectus and website may not always apply and individual offers may vary.
English language requirements
||6.5 (with no less than 6.0 in each element)
||87 (minimum 20 in speaking and 19 in all other elements)
|GCE A Level English Language or English Literature:
|GCE AS Level English Language or English Literature:
||71 (with no less than 65 in each element)
|1119 (GCE-O Level):
|GCSE O Level:
|IGCSE (first language):
|IGCSE (second language):
|IB English A1 or A2 (Standard or Higher Level):
|IB English B (Higher Level):
|IB English B (Standard Level):
|IELTS ,TOEFL and PTE (Academic) test results must be less than 2 years old and all IELTS must be the academic version of the test. MUET results are valid for five years from the date of the release of results.
Typical core modules
Behaviour and Classroom Management
This module explores essential skills necessary for teachers to manage effective learning and teaching environments to maximise learning. Emphasis will be placed on how teachers can create motivating learning environments, develop self-regulation in learners, prevent and address behaviours that impede learning, and enhance behaviours that maximise learning. This module also introduces students to effective strategies for planning and implementing instruction, building healthy and sustainable relationships with stakeholders as well as organising time and the classroom. Learning outcomes:
- An understanding of theories and approaches related to the management of teaching and learning.
- An understanding of the impact of classroom management on children’s learning, motivation, social-emotional development and behaviours.
- Knowledge of the current debates about effective measures for classroom management.
Education and Society
The module aims to provide an introduction to the role of a teacher and the influences that affect teacher identity as well as the influence teachers have on the learner. It considers what it means to be a professional and the social and ethical responsibilities of being a teacher. The module also aims to introduce students to the skills of portraying a school. It is like painting a picture of a high quality school and considering the leadership, physical environment, social atmosphere, academic programme, and the holistic development of students. Finally, the module aims to inform ways of how the school as an institution impacts the society and how all factors surrounding the society influences the school. Learning outcomes:
- Broad understanding of current policy debates and issues related to teaching and learning in schools.
- Knowledge and understanding about the social, cultural, historical and political contexts of education.
Identifying and Understanding Special Education Needs
The module provides an introduction to understanding and identifying the issues around working with pupils with special educational needs within the school context. It considers the ways in which these special needs can act as barriers to learning and examines how we identify and diagnose special needs and how different countries and systems deal with special needs in developing educational policy.
Literacy in School and Society
The module provides an introduction to understanding the role literacy plays in school and society. It considers the ways in which new developments about the teaching of literacy can transform lives.
Understanding Learners and Learning
This module provides an introduction to the economic, legal, social, and cultural factors that influence the relationships of individuals with children and young people.
Typical core modules
This module provides an introduction to curriculum development, transferring knowledge, and skills and how theories help to explain how children and young people learn. Taking an historical perspective, the module provides insight and practice into subject development and the role textbooks and learning materials play in determining what students are taught.
Literature in the Language Classroom
The module provides an introduction to understanding issues in the teaching of literature. It considers the ways in which new developments about the teaching of literature can transform thinking. Learning outcomes:
- A broad understanding of the nature of literature and teaching of literature.
- A basic understanding of how the use of literary texts effectively to achieve various educational goals.
- An appreciation of the changing environments in which the teaching of literature has developed.
Materials for Language Learning
This module introduces issues pertaining to digital and non-digital language learning materials and process in developing language learning materials. Taking a backward design perspective, this module provides practice and insight in developing digital and non-digital materials for different learners and mixed ability classes.
Teaching and Learning Strategies
This module introduces theories and practices that help us understand teacher effectiveness. It examines different teaching and learning strategies and how these can be implemented effectively. It addresses the implications of these for effective classroom planning, implementation, and assessment.
Teaching Language Across the Curriculum
This module introduces how language is used in different subjects in the school curriculum. It addresses how language is taught in different subjects and examines effective ways language is taught in different subjects.
Typical core modules
Assessment and Evaluation in TESOL/Special Educational Needs (SEN)
- The students will understand the theoretical framework and purpose of different type of assessment.
- The students will be able to apply class content to practical use.
- Critically thinking about the issue related to assessment in both TESOL and SEN.
- Broad understanding of current debate and issue related to assessment and the practice in TESOL and/or SEN.
- Theoretical and practical knowledge about assessment and evaluation methods in TESOL and Special educational needs.
- In-depth knowledge and understanding of a chosen specialism in relation to assessment/evaluation.
- To conduct an extended research inquiry, collecting school-based data, analysing the results and writing-up the project with particular attention to the implications for students’ professional practice.
- To explore a particular topic in substantial depth within the student’s chosen specialism, either TESOL or Special Educational Needs.
- To develop the skills needed to become a reflexive practitioner-researcher.
- Theoretical and practical knowledge about learning, curriculum and pedagogies.
- In-depth knowledge and understanding of a chosen topic within their stated specialism.
Educational Research Methods
This course provides an introduction to the design of research studies in applied educational settings. The design and implementation of research studies is contextualised in current educational issues and takes into account the practical constraints of the real world. Topics covered include the formulation of research questions/hypotheses, operational definitions of research constructs, sampling methods, experimental and quasi-experimental designs, threats to internal and external validity, psychometric and statistical methods, quantitative and qualitative inquiry, data analysis and research report writing. It focuses on specific aspects of research design and methodology and the critical analysis of journal articles and research reports that employ these methods to investigate major issues in education.
Teaching, Listening and Speaking
This module builds on the principles of communicative teaching with particular focus on oral language. The structure of spoken language is examined. The underlying theories of oral communication are explored including communication theories, ritual and social events, schema theory, and speech acts. It reinforces the concept of setting criteria for successful language learning. It emphasises that teaching of listening and speaking is central to good language teaching since these are important for both classroom exposure and lifelong language needs.
Teaching, Reading and Writing
The teaching of reading and writing skills is an important academic skill in situations where exposure to a language may be limited. An effective teacher needs to be able to critically consider the principles, theoretical issues, and how they affect teaching of reading & writing on the whole. In addition, student teachers need to be aware of importance of extensive reading/writing, selecting the choice of materials and the way courses and lesson are planned, taught, and assessed. This course enables student teachers to acquire the skills, knowledge, and attitudes needed to be competent in teaching reading and writing skills.
The objectives of this module are to enable students to know the brief history of language teaching methodology understand theories underpinned different methodologyapply and assess the effect of different methods in their teaching context.
- Have broad understanding of current debate and issue related to TESOL methodology.
- Connect theoretical and practical knowledge in TESOL methodology.
- Develop in-depth knowledge and understanding of TESOL methodology.
Typical core modules
Practical teaching in TESOL
- Preparation for career of teaching.
- Discussion of the practice learnt during all of the courses and experiences of teaching.
- Discussion of application of theories and its outcomes.
- Student will develop theoretical and practical knowledge about learning, curriculum and pedagogies.
School-based Continuing Professional Development
This module provides an opportunity for students to reflect on different conceptions of professionalism. It provides assistance for students to create a plan for their personal continuous professional development.
This module aims to provide a programme to help student teachers adapt to the culture, environment and community of the school.
Students will develop:
- Pedagogical knowledge which would enhance professional practice, self-competency and self-efficacy as teachers.
- An understanding of the issues involved in class management and effective delivery of lessons.
- An understanding of application of knowledge and concepts which were obtained from lectures to real situation where the proses of teaching and learning happens in schools.
This develops teaching professionalism among students. Students prepare a portfolio to demonstrate their values and practices in teaching. The portfolio documents their past and present experiences, as well as future plans to enhance their skills in teaching and learning. Students present evidence and relevant literature that informs their teaching and support of learning.