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University of Bedfordshire
Park Square
Luton
Bedfordshire
UK, LU1 3JU
This course is intended for qualified teachers who have been appointed as either the special educational needs co-ordinator (SENCO), assistant SENCO, or member of the special educational needs co-ordination team in their own school. It has been approved by the Teacher Development Agency (TDA) as addressing all the learning outcomes required for this National Award. It aims to develop SENCOs' professional attributes and improve their knowledge, understanding and, where appropriate, skills in the areas of:
statutory and regulatory frameworks and relevant developments at national and local level;
high incidence SEN and disabilities and how they can affect pupils participation;
use of evidence about learning, teaching and assessment that informs practice, in particular as it relates to pupils with SEN;
models of pupil learning;
ways in which schools themselves may contribute to, or reduce, the difficulties experienced by pupils together with concerns of their teachers;
the use of strategies for improving outcomes for pupils with SEN and/or disabilities;
ways to develop, use, monitor and evaluate systems;
the use of appropriate tools for collecting, analysing and using data related to pupils special learning needs in schools;
ways to consult, engage and communicate with colleagues, parents and carers and pupils to enhance pupils learning and achievement
working strategically with senior colleagues and governors, and critical analysis and evaluation of the issues arising from such work;
critical analysis of approaches to strategic financial planning, budget management and the use of resources in line with best value principles;
developing, using, monitoring and critically evaluating school systems for SEN provision;
deploying staff, managing resources and critically analysing and evaluating the outcomes;
taking a critical and well informed approach to providing professional direction to the work of others;
leading and developing staff and working in partnership with pupils, families and other professionals from a position of critical understanding and awareness of issues related to the improvement of learning and/or behaviour of pupils with SEN and/or disabilities in order to increase the participation of pupils with SEN and/or disabilities and raise their achievement.
This course, comprising 2 x 30 credit units, has been designed to address the Universitys M Level criteria and also the TDA criteria for the National Award for Special Educational Needs Co-ordinators.
An iomportant aim of the course is to increase the participation of pupils with SEN and/or disabilities and raise their achievement, both academic and in relation to the Every Child Matters outcomes, through developing SENCOs professional attributes and improving their knowledge, understanding and skills. It will achieve its aim by supporting SENCOs to achieve all of the learning outcomes detailed in the two units through:
- study of, reflection on, and discussion of the course content and associated readings;
- activities undertaken in face-to-face sessions and/or through supported distance-learning;
- tailoring assignments to meet individual needs consequent on personal and professional needs analyses;
- activities designed to address the assignments in the assessment strategy for both courses. This will include small-scale investigations and research in SENCOs own schools.
In order to gain the Postgraduate Certificate students will be required to demonstrate that they have achieved the learning outcomes of both units at pass level.
Course structure
- Unit 1: Introduction to special educational needs co-ordination in schools (30 credits).
- Unit 2: Further development of special educational needs co-ordination in schools.
Unit 1 is a pre-requisite to Unit 2. Students may apply for accreditation of prior learning (APL) against the learning outcomes of one or both of these units. (See MA Education Handbook for details of the APL procedure).
Range of assessment mode
Each unit in this course will have its own assessment. Wherever possible, the specific focus of assignments will be negotiated individually between the unit tutor and the student, within the parameters of the unit, in order to ensure that the assignment meets the personal and professional needs of the student. The course will provide students with a carefully planned and coherent sequence of learning opportunities that facilitate their development via diagnostic, formative and summative assessments.
M-Level Assessments
At this level the expectations, in terms of the quality of work produced, is high and students will need to take active control of their learning. At Masters level the expectation is that students are autonomous and confident learners, will undertake assessments that are challenging and require mature argument and sustained research, and fluent and cogent presentation. Students will be encouraged in their assessments to draw upon an extensive range of literature to demonstrate a deep theoretical understanding and communicate effectively in written and oral form.
Assessments at Masters level reflect the greater challenges in terms of skills and intellectual understanding specified in unit learning outcomes, and in particular, the emphasis placed at this level upon the capacity to engage in reflective practice, synthesis, comparison, contrast and to critically evaluate theoretical and methodological concepts. The assessments are designed to test understanding of theoretical concepts through their application to a given context.
The assessments test the ability to construct a reasoned, sustained and coherent argument, and to articulate it fluently. Students are required to demonstrate an appropriate level of research, of independent argument, and to reference in an appropriate way. They will also provide evidence of knowledge and understanding, allow students the opportunity to express their individual responses to a topic or issue, and to demonstrate research into a given topic.
Through the assessments designed for units, students will practise and reinforce skills in information technology and information retrieval (e.g. word processing, internet and electronic journal searching), quantitative and qualitative data handling, skills using IT, together with Key Skills and skills associated with conventional academic tasks.
Tutorial Support
Assessment for Learning recognises the importance of a diversity of formative assessments to develop competencies and confidence towards the summative assessments. Tutors will see all students on an individual basis during the course of each unit to discuss any issues arising from overall performance, and to facilitate progression and overall success.
Appropriateness and equivalence of assessment:
Students are assessed at a level appropriate to their level of study, and in a way that ensures the testing of the learning outcomes. Assessment submission dates are staged through the course.
Assessment Requirements and Regulations
Unit assessment is based on specified learning outcomes and assessment criteria. The assessment must be passed for students to complete the unit. The unit templates state clearly the aims, objectives and learning outcomes of the unit, and delineate the criteria of assessment for each outcome. The unit assessment feedback forms refer back to the criteria for M-level study as well as the learning boutcomes for the TDA National Award, and offer detailed comment to the student on the assessment piece.
Both units must be passed (credited) at the appropriate level to achieve the qualification. In summary:
- Units are assessed by the production of evidence to meet the unit outcomes specified for the Level of award for which the student is enrolled, and meeting the appropriate Level Criteria as specified in the Handbook.
- All outcomes must be met for a unit to be credited.
- Students must submit for a unit within one year of starting it. There is a formal requirement to request deferral to the Course Board (Assessment) after the conclusion of teaching for the unit. Any deferral is subject to UoB regulations.
- For more details of the assessment regulations see University of Bedfordshire Assessment Regulations 2010-11.
The Postgraduate Certificate in Education (National Award for Special Educational Needs Co-ordinators) will be awarded to students who have demonstrated the following attributes in relation to Masters level study and to Units 1 and 2 of the course.
1. Masters level study:
M1. a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice;
M2. comprehensive understanding of techniques applicable to their own research or advanced scholarship;
M3. originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline;
M4. conceptual understanding that enables the student:
a) to evaluate critically current research and advanced scholarship in the discipline; and
b) to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses;
M5. the ability to:
a) deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences;
b) demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;
c) continue to advance their knowledge and understanding, and to develop new skills to a high level;
d) learn independently.
2. Units 1 and 2 of the course:
On successful completion of Unit 1, students will:
T1. be well informed about, and be able to demonstrate critical awareness and understanding of statutory and regulatory frameworks and relevant developments at national and local level, specifically:
- laws and associated guidance on SEN, including the policies and procedures set out in the SEN Code of Practice; their implications for the school, the SENCO and others; and how to put them into practice
- laws and associated guidance on disability equality, the actions they require in respect of pupils with disabilities; and how they might best be carried out
- local interpretations of national guidance
- relevant guidance on data protection and confidentiality, health and safety
- the principles and outcomes of Every Child Matters and how the school can help pupils with SEN and/or disabilities to achieve those outcomes, and
- the contribution of extended services to improving outcomes for pupils with SEN and/or disabilities
T2. be well informed about, and be able to demonstrate critical understanding of high incidence SEN and disabilities and how they can affect pupils participation and learning, specifically:
- how childrens development can be affected by SEN and/or disabilities and a range of other factors including the physical and social environment in which they are taught
- causes of under achievement, including those related to SEN and/or disabilities
- the four areas of need set out in the SEN Code of Practice and the educational implications of these, and
- the high incidence disabilities and the implications of these for teaching and learning and inclusive practice.
T3. be able to demonstrate critical understanding of how to use evidence about learning, teaching and assessment in relation to pupils with SEN to inform practice, specifically to:
- analyse, interpret and evaluate critically, relevant research and inspection evidence about teaching and learning in relation to pupils with SEN and/or disabilities and understand how such evidence can be used to inform personal practice and others practice, and
- identify and develop effective practice in teaching pupils with SEN and/or disabilities, e.g. through small-scale action research based on evaluating methodologies, developing critiques and, where appropriate, developing new hypotheses.
- have a critical understanding of teaching, learning and behaviour management strategies and how to select, use and adapt approaches to remove barriers to learning for pupils with SEN and/or disabilities, and
- have a critical understanding of approaches, strategies and resources for assessment (including national tests and examinations) and how to select, use and adapt them to personalise provision and remove barriers to assessment for pupils with SEN and/or disabilities.
T4. be well informed about and be able critically to evaluate strategies for improving outcomes for pupils with SEN and/or disabilities, specifically:
- strategies for removing barriers to participation and learning for pupils with SEN and/or disabilities,
- strategies for addressing stereotyping and bullying related to SEN and disability
- the potential of new technologies to support communication, teaching and learning for pupils with SEN and/or disabilities, and
- relevant research and inspection evidence about effective practice in including pupils with SEN and/or disabilities to inform practice in their school, and be able to draw on this.
T5. be well informed about and competent in using tools for collecting, analysing and using data, specifically in:
- knowing how school, local authority and national data systems work, including RAISEonline, and
- analysing and interpreting relevant, local, national and school data to inform policy and practices, expectations and targets for improving the learning of pupils with SEN and/or disabilities.
T6. take a critical and analytical approach to consulting, engaging and communicating with colleagues, parents and carers and pupils to enhance pupils learning and achievement, specifically to:
- ensure that pupils with SEN and/or disabilities are involved, whenever appropriate, in planning, agreeing, reviewing and evaluating the provision made for them, and
- communicate effectively with parents and carers of pupils with SEN and /or disabilities, taking account of their views and providing them with timely and relevant information about the achievement, targets, progress and well-being of their children.
On successful completion of Unit 2, students will be able to:
T1. work strategically with senior colleagues and governors, and critically analyse and evaluate the issues arising in:
- working with senior colleagues and governors to advise on and influence the strategic development of an inclusive ethos, policies, priorities and practices
- working with senior colleagues and governors to ensure the objectives of the schools SEN policy are/can be reflected in the school improvement plan and school self-evaluation form (SEF)
- working with senior colleagues and the governing body to establish appropriate resources to support the teaching of pupils with SEN and/or disabilities, and the means of monitoring their use in terms of value for money, efficiency and effectiveness, and
- developing and providing regular information to the head teacher and governing body on the effectiveness of provision for pupils with SEN and/or disabilities to inform decision making and policy review.
T2. take a critical and analytical approach to strategic financial planning, budget management and use of resources in line with best value principles, specifically in:
- the ways in which funding for pupils with SEN and/or disabilities is provided to schools, including local funding arrangements and, where appropriate, how to seek additional resources to support students with SEN and/or disabilities,
- how funding for pupils with SEN and/or disabilities is used in their school, and
- how to manage and make best use of available financial, human and physical resources, including how to use tools such as provision mapping to plan, evaluate and improve provision for pupils with SEN and/or disabilities, including identifying ineffective or missing provision.
T3. take a critical and analytical approach to developing, using, monitoring and critically evaluating systems, specifically as they relate to:
- identifying pupils who may have SEN and/or disabilities (using classroom observation, data, assessment and other forms of monitoring)
- informing all staff about the learning needs, behaviour and achievement of pupils with SEN and/or disabilities
- helping colleagues to have realistic expectations of behaviour for pupils with SEN and/or disabilities and set appropriately challenging targets for them
- planning approaches and interventions to meet the needs of pupils with SEN and/or disabilities, geared to removing or minimising barriers to participation and learning
- recording and reviewing the progress of pupils with SEN and /or disabilities towards learning targets
- assessing the effectiveness of provision for pupils with SEN and/or disabilities
- ensuring appropriate arrangements are put in place (in classroom practice and for the examinations/tests themselves) for pupils sitting national tests and examinations, and
- liaising with other schools to promote continuity of support and progression in learning when pupils with SEN and/or disabilities transfer.
T4. take a critical, well informed and analytical approach to deploying staff, managing resources and evaluating the outcomes, specifically to:
- delegate tasks appropriately, deploy and manage staff effectively to ensure the most efficient use of teaching and other expertise to support pupils with SEN and/or disabilities, and
- make flexible and innovative use of the available workforce, recognising and utilising particular strengths and expertise.
T5. take a critical and well informed approach to providing professional direction to the work of others, specifically to:
- lead on developing workplace policies and practices concerning pupils with SEN and/or disabilities and promoting collective responsibility for their implementation
- take a leadership role in promoting a whole school culture of best practice in teaching and learning in relation to pupils with SEN and/or disabilities
- promote improvements in teaching and learning, offering examples of good practice for other teachers and support staff in identifying, assessing and meeting the needs of pupils with SEN and/or disabilities
- encourage all members of staff to recognise and fulfill their statutory responsibilities towards pupils with SEN and/or disabilities, and
- help staff to achieve constructive working relationships with pupils with SEN and their parents/carers
T6. lead and develop staff from a position of critical understanding and awareness of issues related to the inclusion of pupils with SEN and/or disabilities, specifically to:
- know the range of professional development opportunities available for staff (including support staff and beginner teachers) to improve their practice in working with pupils with SEN and/or disabilities
- give feedback and provide support to teaching and non-teaching colleagues on effective teaching, learning and assessment for pupils with SEN and/or disabilities
- model effective practice and coach and mentor colleagues
- advise on, contribute to, and where appropriate coordinate the professional development of staff so that they improve their practice in relation to pupils with SEN and/or disabilities, and
- support and train trainee and beginner teachers and higher level teaching assistants, where appropriate, in relation to relevant professional standards.
T7. Take a critical and well-informed approach to working in partnership with pupils, families and other professionals, and drawing on external sources of support and expertise, specifically to:
- know the role and value of families and carers of pupils with SEN and/or disabilities
- know the range of organisations and individuals working with pupils with SEN and/or disabilities and their role in providing information, advice and support
- know the principles of multi-agency working, building a `team around a child, and the Common Assessment Framework and how to use it, where appropriate, for pupils with SEN and/or disabilities
- know how to draw on specialist support and resources for pupils with SEN and/or disabilities, including from special schools and other specialist services or provision
- be able to develop effective working partnerships with professionals in other services and agencies, including voluntary organisations, to support a coherent, coordinated and effective approach to supporting pupils with SEN and/or disabilities, including in relation to transition planning for pupils post-16, and
- know how to interpret specialist information from other professionals and agencies to support appropriate teaching and learning for pupils with SEN and/or disabilities and support colleagues in making use of such information.
The Postgraduate Certificate in Education (National Award for Special Educational Needs Co-ordinators) will be awarded to students who have demonstrated evidence of the QAAs descriptors of the attributes of a Masters level graduate:
- a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice;
- comprehensive understanding of techniques applicable to their own research or advanced scholarship;
- originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline;
- conceptual understanding that enables the student:
- to evaluate critically current research and advanced scholarship in the discipline; and
- to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses;
- the ability to:
- deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences;
- demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;
- continue to advance their knowledge and understanding, and to develop new skills to a high level;
- learn independently.
Students must also attain the learning outcomes required by the TDA for the National Award for Special Educational Needs Co-ordinators:
i. knowledge and understanding of statutory and regulatory frameworks and relevant developments at national and local level
ii. knowledge and understanding of high incidence SEN and disabilities and how they can affect pupils participation and learning
iii. use of evidence about learning, teaching and assessment in relation to pupils with SEN to inform practice
iv. working strategically with senior colleagues and governors
v. knowledge and understanding of strategic financial planning, budget management and use of resources in line with best value principles
vi. awareness and understanding of strategies for improving outcomes for pupils with SEN and/or disabilities
vii. ability to develop, use, monitor and evaluate systems
viii. competence in using tools for collecting, analysing and using data
ix. competence in deploying staff and managing resources
x. knowledge of, and ability to, provide professional direction to the work of others
xi. knowledge and understanding of leadership and development of staff
xii. knowledge of, and ability to, work in partnership with pupils, families and other professionals, and draw on external sources of support and expertise
xiii. knowledge of, and ability to, consult, engage and communicate with colleagues, parents and carers and pupils to enhance pupils learning and achievement.
The QAA benchmarking statements and TDA learning outcomes have been integrated into the overall course learning outcomes below.
Aims
To enable graduates to:
- acquire knowledge, understanding and skills relevant to practitioners in education within their own context in order to increase the participation of pupils, especially those with SEN and/or disabilities, and raise their achievement, both academic and in relation to the Every Child Matters outcomes;
- share views, understandings and experiences of education with peers;
- broaden experience and understanding of education and education systems beyond their own immediate experience.
Objectives
To support students to:
- become acquainted with, and be able to apply, a range of conceptual frameworks for understanding views of mind, learning, pedagogy, assessment and the formal curriculum, within and across national boundaries;
- further their expertise in areas of education of specific interest to themselves;
- develop an understanding of, and be able to use with confidence, a range of research methods in education applicable to their own work environment, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the area of education;
- develop skills for critical evaluation of current research and advanced scholarship in the area of education;
- develop a critical awareness of current problems and issues facing education systems across the world;
- be able to demonstrate self-direction in looking for solutions to problems in the education system, and acting autonomously in planning tasks to address these problems;
- to fulfil the role of SENCO set out in the Special Educational Needs Code of Practice (DfES, 2001) and be better able to carry out their core duties within the areas of:
- contributing to strategic development of a schools SEN provision;
- overseeing the operation of the schools SEN policy;
- coordinating provision for pupils with SEN;
- liaising with and advising other teachers;
- managing teaching assistants;
- overseeing the keeping of records for pupils with SEN;
- liaising with parents and carers;
- contributing to the professional development of staff;
- liaising with external agencies.
Induction
Students have access to a range of support services during their course. Information regarding these services will be given during an Induction Day at the start of the course, at the Bedford Campus. Induction Days will take place in April and October and provide a full induction to the course. The day will cover:
- registration events
- study Skills at Masters Level
- library induction
- BREO induction, including advice on how BREO will be used to support blended learning
- academic referencing
Course tuition
Overall support is the responsibility of the Course Co-ordinator, whose role is to give support and guidance to all students on any issue relating to the awards
The Course Co-ordinator will encourage the professional and academic learning required for the course. Where necessary, s/he will provide advice about accessing additional support from the Professional Academic Development (PAD) support staff, situated at the Bedford Campus in addition to advice and guidance provided by the Student Support Services http://www.beds.ac.uk/studentlife/support concerning issues associated with counselling, careers, health, finance, childcare and disability.
Corporate Academic Advisory Service (CAAS)
The University enhances its academic advisory services by augmenting programme-based local academic advising arrangements with a Corporate Academic Advisory Service (CAAS) and Learning Support Service (centrally resourced) that is proactive in supporting and retaining students. CAAS is based at the Luton campus and offers confidential advice to all students registered at the University who are experiencing difficulties with their studies.
The corporate academic advisory team consists of a team of full-time advisers and a head of the service. The team will be working closely with the University counsellors and will join the counsellors in the Student Centre.
The corporate team works alongside departmentally-based colleagues to provide students with a more effective service - this partnership culminates formally in joint involvement at formal departmental/field student attainment review (STAR) boards when individual student progress is discussed, any problems are identified and actions recommended where students fall into an `at risk category. CAAS enables the discussion of academic advice issues, problems, progress and changes by an Academic Advice Forum where all those involved in providing academic advice can have the opportunity to meet up on an occasional basis. This includes colleagues who give advice locally, members of CAAS, and those involved in providing advice in the Student Union.
The Course Co-ordinator is responsible for local programme-related advice and support . The aim is the provision of a clear and accessible system for students However, students requesting extensions to assignments, or any other special consideration in relation to extenuating circumstances, must always contact the CAAS team about this, not the course team.
Roles and responsibilities of the CAAS team
Roles and responsibilities of the CAAS team are intended:
- to provide independent and supportive advice to students on matters relating to their academic progress
- to offer advice and support to students who have been identified locally as falling within the various `at risk categories and have been referred to the corporate team by departments [or self-referred]
- to provide an accurate and informed referral service to other appropriate sources of advice and support, for example, Learning Support, English language support, Counselling Service, Financial advisers, Student Union etc.
- to operate an appointment-based system, flexible enough to accommodate students who drop-in and are in `emergency situations
- to provide management information relating to the character and quantity of advice being offered by academic advisers both corporately and locally
- to give advice to students wishing to transfer to another institution and conduct exit interviews where necessary
- to offer advice to students wishing to defer their studies
- to operate a consistent, standardised system for mitigating circumstances and extension claims and be in a position to track and support these students post-claim
- to attend and contribute to departmental/ field StAR groups and field examination boards
- to liaise with departments, in particular, those responsible for providing local academic advice
- to liaise with the Student Unions advice centre
- to participate in the delivery of learning support and study skills support
Assessment feedback from tutors
Students receive a detailed handbook for the course. Students are also supported through specific and detailed formative feedback against criteria associated with both M-level criteria and TDA learning outcomes on an assessment by assessment basis to enable them to develop the quality of their work. This feedback is provided to students within 3 weeks of submission of assignments unless students are specifically notified otherwise. Feedback from each assignment includes advice on areas of strength and development. A selection of assignments, including samples of top, middle and bottom-graded work, is moderated by course tutors.
There is a dual system of ensuring that students achieve all the learning outcomes for the National Award for Special Educational Needs Co-ordinators:
- formal assessments are designed to enable demonstration of all these learning outcomes;
- students are encouraged to reflect upon personal progress and retain all assessments in a personal development portfolio together with materials from their day-to-day work in school that provide evidence of TDA learning outcomes associated with the National Award for Special Educational Needs Co-ordinators in addition to evidence from formal assessments. This portfolio is discussed with course tutors during face-to-face sessions, but is not formally assessed.
Course Tutorials
To enhance learning, progression and achievement, all students are encouraged to discuss feedback regarding assessed pieces of work. Tutorials are offered to all students if individuals, or groups, would like to further discuss an aspect of their studies. Guidance on academic writing is integral to all phases of the course to develop students skills and competencies. Guidance for regular entry and completion of students professional development portfolios is provided by the course tutors.
Professional and Academic Development Team
The Professional and Academic Development Team (PAD) offers a diverse selection of services to all students. Whether students are struggling with certain aspects of their studies, or simply wish to develop and explore certain skills further, the PAD team is there to offer a helping hand.
Student voice
Course representatives will be invited to Staff Student Consultative Committee meetings and provide the platform for student voice and open dialogue, thus allowing for a two-way communication channel with members of the course team.
Learning Resources
Learning Resources offers a range of services aimed at supporting studies whilst at University. These include the traditional library services - borrowing, reserving and renewing books, videos and other library materials; as well as providing access to nearly 300 networked computers with a wide range of software including MS Office, internet, e-mail, and digital information products. There is also a range of on-line support materials and two designated Education Librarians. These services are restricted to members of the university therefore to access any of them students need to present their current University ID card. A VLE (BREO) framework will support delivery of all units and their various activities in addition to lectures, seminars and tutorials. BREO will facilitate student discussion of issues/topics with peers outside of the classroom. Academic support is also available via BREO in the form of online tutorials.
Within taught sessions there is a shared responsibility for the success of the learning, where all participants are expected to play a full part in the interactive elements of the learning experience. Throughout the course you will be expected to work collaboratively with peers. The Study Days/Sessions will involve group discussions and learners working together. You will come to the course with a range of different skills and experiences and these will be fully explored during the course.
BREO may support discussion of issues raised within the class. A discussion board and/or group e-mails are utilised to aid this process. This supports communication with your tutor and other students - to discuss issues and to further extend the field of your research.
Small group discussions with plenary sessions help to develop these skills. You will spend part of most teaching sessions working in a range of varying small groups or pairs, sharing ideas and researching information.
You will be introduced to the Centre for Personal and Career Development [CPCD] at Induction where My Future (CMS online) and other self-assessment tools will be signposted. You will be made aware of the service available and how to access it at appropriate points. You will also be made aware that self assessment tools are available on the Careers tab of BREO
http://BREO.beds.ac.uk/webapps/portal/frameset.jsp?tab_id=_482_1
Further support and resources are available from the CPCD.
For further information and a Whos Who in CPCD visit our website at www.beds.ac.uk/career
This award provides a clear progression route to build on students undergraduate degrees. This course may be used as the basis for further study on Masters and doctoral level (PhD and EdD) programmes).
Students will have access to the Centre for Personal and Careers Development service in Bedford as well as on-line (http://careers.beds.ac.uk/ ) throughout their course of study.
Admission for this award will be in accordance with standard University policy (University of Bedfordshire Regulations: www.beds.ac.uk/aboutus/qa/documents) which states that the minimum level of attainment for entry to postgraduate programmes is defined by the `benchmark entry qualifications listed below:
- An Honours degree from a UK university; or
- A postgraduate qualification; or
- A qualification recognised as equivalent to the above.
A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.
Foundation degrees are also particularly suitable if you want to qualify while working.
Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.
We welcome applicants with relevant work experience.
We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.
The general requirement is one of the following:
Postgraduate applications (MA/MSc) should be made direct to the University using the standard University application form. There are some exceptions, please see individual course descriptions for details.
As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.
We have students from all the European Union member countries so we are quick to make decisions on most qualifications.
(Please note that applicants on a full student visa are not eligible for part-time study)
We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.
Please read the Direct application instructions before completing the course application form.
Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section
APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.
Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `
The APL form should be submitted at the same time as the course application form.
We regret we are unable to process APL forms from students who have not submitted a formal course application form.
Return your completed application to:
University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom
T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk
The Postgraduate Certificate in Education (National Award for Special Educational Needs Co-ordinators) represents 60 hours of study. In order to facilitate personalised learning, a blended learning approach will be used. A large part of this study will be work-based, online and self directed study. This will require that students are familiar with the use of BREO. Each unit will be `taught through a combination of taught sessions around key topics, each session supported by guided reading.
Course delivery will be planned to provide a balance of tutor input and student centred learning appropriate to this level of study. The taught sessions will use a variety of learning approaches, including seminar sessions, small group work, practical and theoretical exercises, student presentations and formal lectures. Key tutor led strategies will include lectures, seminars, tutorials, workshops and research supervision. Strategies to encourage autonomous learning will include preparation and research for on-line seminars, oral presentations (group and individual), and written assessments. Face-to-face sessions will make full use of students own peer group and promote reciprocal learning as much as possible. Course participants will be encouraged to draw on their own educational experiences and contexts and where relevant to present for discussion material they have prepared. Guest speakers will contribute material related to practise that will exemplify theoretical issues and concepts.
The course will require students to draw upon complex material and engage with texts appropriate to the challenge of Masters level work (for example, primary research monographs, journal articles, government documents) and meets the QAA subject benchmarking for M-level courses. The assessment criteria for the course address the QAA descriptors of the attributes of a graduate at Masters level. All units will utilise BREO, as appropriate, as part of the teaching strategies to enhance student learning.
Autonomous learning
Autonomous learning is a key component of this course. Students will be encouraged to take the initiative and responsibility in managing their learning, identifying problems and resolving them. This will be facilitated through on-line seminar papers and discussions, directed reading, and through assessed work. All units will be supported by the personal tutor.
On-line learning and BREO
The Education Masters `Organisation on BREO is used extensively on the MA Education course (see BREO handout appendix 1). The Postgraduate Certificate in Education (National Award for Special Educational Needs Co-ordinators) site will be added to this `organisation. Students new to the university will require an additional BREO induction. The Education Masters `Organisation allows students to access resources from all of the Education Masters awards and therefore is an extensive resource to support learners.
Evaluation of teaching strategy
In addition to formal evaluation and review procedures at the conclusion of each unit, tutors will encourage course participants to discuss the teaching methods being employed and their effectiveness.
There are two different sets of criteria for this award: QAA descriptors for study at M Level and the Teacher Development Agencys (TDA) learning outcomes for the National Award for SENCOs.
- The assessment criteria for the degree address the QAA descriptors of the attributes of a graduate at Masters level.
- The TDA learning outcomes are incorporated into the two 30 credit units.
The course is wholly inclusive and welcomes students with disabilities. During the application process disabled students are invited to the university to discuss their needs with the course leader, individual members of the academic staff, as well as staff from the Disability Advice Team. The course should not present any barriers to students with disabilities that cannot be overcome using the universitys policy on support for students with disabilities. All applications identifying disabilities are followed up by letter or at interview to establish the level and type of support required.
The Disability Advice Team will discuss any issues students may have and can provide such services as: sign language interpreters, note takers, dyslexia screening/tuition, support materials for students with dyslexia and/or dyscalculia, and support with mobility on campus. They offer confidential advice and information about academic and personal issues, special arrangements/adjustments for some assessments/examinations, applying for the Disabled Students' Allowances (DSA) and buying suitable equipment.
The university disability policy can be viewed at http://www.beds.ac.uk/studentlife/support/disabilities/policy
Communication
You will develop a range of communication skills during the course. You will need to have a well developed ability to organise and articulate opinions and arguments in speech and writing in a diverse range of relevant contexts showing confident use of specialist vocabulary. Opportunities for this include written essay work, student discussions and tutorials with tutors. In written work, you will be helped to develop an appropriate academic style which is objective and analytical. You will have the opportunity to work in groups and will also use BREO to improve your on-line communication skills.
To help with the development of this you will be guided on how to present a proposal for and the outcomes of the task in a manner appropriate to the intended audience(s) and evaluate own overall performance. In particular:
- synthesise information from relevant sources and select effective ways of structuring this information to suit own purpose, including use of images to clearly illustrate complex points;
- show assured, accurate and fluent use of language in presenting information, sustaining the interest of others and responding perceptively to their contributions; and evaluate your own overall approach to the task and the effectiveness of own application of skills, establishing ways of enhancing those skills in the future.
You will be encouraged and supported to participate constructively in group discussions, demonstrating your ability to critically reflect upon your own experience in light of reading and the views and ideas presented by others.
You will receive detailed feedback on all aspects of assessments. Areas of good and practice and areas for development will be identified and advice given on the improvement of written presentation skills. All units develop written communication skills and you will require the ability to produce concise assessments and to develop and maintain argument and focus with demanding material. Level related criteria enable and require you to practice and develop more demanding oral communication and presentation skills at Masters level. Small group discussions, plenary sessions and class-based workshops will also enable you to practise and develop your oral communication skills and to engage in stimulating discussions, to respond to questions and to persuasively defend viewpoints on controversial issues through debate.
Information Literacy
You will be expected to develop a range of skills in this area. You will need to access a wide variety of different sources for the written pieces of work and be able to synthesise a range of different sources into a written submission. You will use MicroSoft Office software to produce documents, presentations and data analysis. In producing assessments for all units you will practice and develop information literacy skills.
To help with the development of this you will be guided in the use of methods of searching for information. In particular:
- relevant sources of reliable empirical findings and theoretical models and conceptual frameworks;
- appropriateness of various analytical and evaluative frameworks;
- effective communication and presentation formats.
BREO will be used extensively and you will be able to access a range of support materials via the VLE and contribute regularly to on-line seminars and discussion groups to communicate with students and staff.
You will attend a course run by the subject librarian during the induction day that covers accessing relevant electronic journals, web sites and data bases.
Research and Evaluation
To help with the development of this you will be trained in best use of library facilities and search systems. You will be given a range of extracts from texts to discuss in sessions and on-line. You will be issued with a reading list to support the course and each unit and advice on how to reference your reading, in class and in the Handbook. Discussion in class will help you identify appropriate reading topics and texts and ways to evaluate your activities. Your assessments will require you to include reference to appropriate reading.
You will undertake school-based research and critically evaluate your findings in light of current research and literature, producing assessments that require you to display independence in all aspects of the research process.
To help with the development of this you will be guided in the use of effective educational research methodology. In particular:
- choice of paradigms, approaches and methodologies;
- appropriateness of various analytical and evaluative frameworks;
- effective communication and presentation formats
Creativity and Critical Thinking
Theoretical concepts will be explored and evaluated and the school-based research undertaken will give you the opportunity to further develop your critical skills. All assessments require critical thinking and creativity as do many of the learning strategies. To help with the development of these skills you will:-
- examine the nature and limitations of a range of theories and evaluate their appropriateness in responding to a range of issues and topical questions concerning learning and teaching
- practice applying those theories for the purpose of explanation
- examine the progressiveness of policy responses to the education sector
- be required to move beyond criticism and develop your own position on controversial issues related to education
To help with the development of this you will be expected to identify key research questions, through an audit, including a needs analysis.
You will be supported throughout the process by the unit tutor. S/he will provide academic support to you and advise you on all issues relating to your progress on the course. You will be encouraged to relate the theoretical base to your own context and also to develop your analytical and evaluative skills. Feedback will be developmental in nature and you will be encouraged to action plan based on this feedback. You receive detailed written feedback on all of your assessments. You should reflect carefully on this. Unit tutors will clarify advice, guidance and comment if you require and identify areas for improvement for the group as a whole following the marking of assessments.
You will be encouraged to take control of your own learning and read widely around the subject. The structure of the course helps to facilitate this with tutors taking the lead during the Study Days/Sessions.
The foundations for this are laid during the course Induction Day. Introductory workshops on personal and academic development encourage you to reflect upon your learning experiences, abilities and aptitudes and to be systematic in doing so. During Induction staff also run an academic writing session where good practice is clearly identified. Having begun to identify areas for personal improvement you are made aware of courses and contacts for further developing your skills and abilities.
BREO also provides you with information on essay writing and guidance on academic writing e.g. referencing, plagiarism, structuring an essay. This guidance is reinforced by members of the course team as they teach their units. It should underpin your reflection upon your learning experiences.
At Masters level study you will be expected to take responsibility for your own learning. The process of systematic self-reflection upon your performance and related developmental needs is crucial to this.
Progress will be recorded through formative and summative feedback and you will be encouraged to incorporate the feedback within your professional portfolio.
You will receive feedback from each unit assessment as you complete the work.
Attendance and punctuality requirements
We expect that:
- You will need to agree any absences from the taught elements of the course with the Unit HEI Tutor. As the course is taught through blended learning the attendance requirements at the university/school `hub are essential information days. Any missed days are likely to result in reduced understanding.
- You are required to inform the Course Co-ordinator of any unavoidable absence from taught sessions.
Contact arrangements
You are also required to provide a valid, permanent, term-time and correspondence contact address and telephone number to Registry when you register as a student each academic year.
You are required to inform Registry of any change of address or telephone number and ensure your contact details are up to date.
Assessment requirements
You are required to be aware of the Universitys assessment regulations and the specific course requirements, which are in the course handbook.
You are required to be aware of the Universitys academic offences policy and plagiarism regulations as detailed in the University regulations. Plagiarism is considered to be a serious matter by the School and University (see course handbook).
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