Behavioural Issues in Schools - (PgCert)

• Study on a course designed for education professionals, which will help equip you to meet a diverse range of learning needs within your teaching environment, and to support your colleagues
• Explore course content highly relevant to mainstream and special school practitioners alike, focusing on behavioural and learning needs of children and young people, and how potential barriers to learning can be removed
• Develop your understanding of concepts, theories and approaches to student behaviour, behaviour management and inclusion in schools and on your potential for influencing change
• Gain insight into challenging behaviours – causes and appropriate responses
• Benefit from a qualification that could lead you into more specialist roles in Education (such as SENCO) and/or further study (eg the National Award for SEN Co-ordinators), and may also be used as the basis for a Recognition of Prior Learning (RPL) claim into an MA Education course (Level 7).

• Understanding Pupil Behaviour in Schools
• Addressing Challenging Pupil Behaviour in Schools

The course provides students with a carefully planned sequence of learning opportunities to facilitate individual development through six assessments.

This sequence includes academic essays focused on understanding challenging behaviour, assessments of individual student behaviour identified as problematic, the development and implementation of plans to address this, reflection on institutional behaviour policy and a piece of small-scale research in schools/colleges.

• Assessment one, Unit 1, requires reflection on understandings of behavioural problems, taking individual students’ contexts into account. The second and third involve assessing a learner whose behaviour is seen as challenging, and designing, developing, implementing and evaluating a plan designed to address this behaviour.
• Assessments in Unit 2 relate to analysis and reflection on current school/college policy on behaviour, and the design, development, implementation and critical evaluation of a small-scale research project focused on effecting change in the institution that will have a positive impact on student behaviour.

Course participants will need to:

• have qualified teacher status (QTS);
• be practising teachers working in the area of special educational needs provision in schools;
• study EDC085-6 in advance of EDC087-6;
• have regular (i.e. several times a week) access to a computer.

Typically graduates of this course either continue working in their own institutions or else are promoted to positions of greater responsibility.

Successful completion results in 60 Masters’ level credits that may be used towards an MA Education.

All teachers may encounter students whose behaviour can act as a barrier to their own, and peers’, learning. This course has been designed for practitioners to develop their understanding of problematic behaviour in the context in which it occurs, and ways to address this. It has also been designed to develop their ability to design, implement and evaluate individual intervention plans and improve aspects of the learning environment to encourage more positive behaviour and, thus, enhance learning and achievement.

Quote from a lecturer