MA Education, University of Plymouth

PGCert Learning and Teaching in Higher Education, University of St Mark and St John, Plymouth

PGDip Mandatory Qualification for Teachers of Children and Young People with Vision Impairments, University of Plymouth

Attestation de stage: Langue, Culture et Enseignement, L'Institut Universitaire de  Formation des Maitres de Bretagne, Rennes

PGCE, University College of St Mark and St John, Plymouth

BA English and Archaeology, Exeter

I teach across the following programmes:

• BA Primary Education
• BA Special Educational Needs and Disability Studies
• FdA Learning and Teaching
• BEd Primary Education
• PGCE Primary Education
• PGCE Secondary Education

• Best support for children and young people who have vision impairment
• Autism 
• Intersectional approaches to support for pupils with Special Educational Needs and Disabilities (SEND)
• Critical pedagogy

Firks, K. (2024). On the Land, in the Underground: The Rise and Fall of the ‘Crusties’. In E. Weesjes & M. Worley (Eds.), Music, Subcultures and Migration: Routes and Roots (pp. 48-64). Routledge. 

Firks, K. (2024). Writing the literature review. In J. Gourd (Ed.), Educational Research for Early Childhood Studies Projects (pp. 57-72). David Fulton. 

Sutton-Watson, P. & Firks, K. (2024). Are mainstream primary teachers adequately trained to communicate with pupils with autism? Research in Teacher Education, 13(2), 35-42. 

Fellow of Advance HE (2018)

• British folklore
• British subcultures and alternative communities
• Horticulture