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Postgraduate Module Descriptor

EFPM279: SEN Leading on Teaching and Learning

This module descriptor refers to the 2020/1 academic year.

Module Aims

Both the EFPM278 and EFPM279 modules reflect the overall programme aims:

  • to increase the participation of children and young people with special educational needs and/or disabilities (SEND) and raise their achievement, through developing SENCOs' professional attributes and improving their knowledge, understanding and skills.
  • to prepare SENCOs to lead teaching and learning and the provision for children and young people in their school or other educational setting who have SEND.
  • to provide opportunities for SENCOs to share good practice and reflect critically and actively on their own role and practice


Each module has a distinctive focus and set of aims. With regard to this module, the aims are:

  • to develop your knowledge, understanding and skills about:
    • coordinating provision for SEND
    • leading, supporting and developing the practice of colleagues
    • working in partnership with children and young people, families and other professionals
  • to further develop your knowledge and understanding of how SEND affect the participation and learning of children and young people

Intended Learning Outcomes (ILOs)

This module's assessment will evaluate your achievement of the ILOs listed here - you will see reference to these ILO numbers in the details of the assessment for this module.

On successfully completing the programme you will be able to:
Module-Specific Skills1. demonstrate comprehensive knowledge and understand the implications of the principles and practice of leadership in different contexts;
2. demonstrate comprehensive knowledge of how SEND affects the participation and learning of children and young people;
3. demonstrate comprehensive knowledge of strategies for improving outcomes for learners with SEND;
4. work strategically with senior colleagues, governors (or equivalent) and others to lead practice/pedagogy;
5. lead, develop and, where necessary, challenge senior leaders, colleagues and governors in relation to teaching and learning, barriers to participation and learning and learner progress;
6. critically evaluate evidence/data about learning, teaching and assessment in relation to children and young people with SEND;
7. develop, implement, monitor and critically evaluate systems to identify, inform, plan, record and review SEND provision;
Discipline-Specific Skills8. critically engage in the relationship between educational theory and practice;
9. compare and contrast different educational perspectives;
10. handle relevant sources of literature and engage in current educational debates;
11. construct organised, structured, critically reflective and analytic writing on educational issues;
Personal and Key Skills12. demonstrate critical and analytic thinking;
13. demonstrate independent learning, self-management and organisation;
14. demonstrate oral and written communication skills;
15. locate and use learning resources;
16. demonstrate information technology skills;
17. work in groups; and
18. problem solve.