Learning Outcomes Portfolio (EFPM285)

StaffProfessor Hazel Lawson - Lecturer
Credit Value
Academic Year2017/8
ECTS Value0
NQF Level6
Pre-requisitesNone
Co-requisitesEFPM278 SEN: Organisational Contexts and EFPM279 SEN: Leading on Teaching and Learning
Duration of Module Term 1: 10 weeks; Term 2: 10 weeks; Term 3: 10 weeks;

Module aims

This non-credit bearing module links with two level 7 credit bearing modules EFPM278 SEN Organisational Contexts and EFPM279 SEN Leading on Teaching and Learning. The general aim of all three modules is to equip Special Educational Needs Coordinators (SENCOs) with the knowledge, understanding and skills to carry out this role effectively.  

Along with the two credit bearing modules, this module reflects the overall course 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.

The aim of this module is to enable students (SENCOs) to provide evidence of, and reflection, on the range of essential knowledge, skills and experience gained prior to and during the course (SENCO Learning Outcomes). This is a Pass/Fail module.

ILO: Module-specific skills

  • 1. demonstrate knowledge and understanding of the statutory and regulatory context for SEND and the implications for practice in their school or other educational setting;
  • 2. demonstrate knowledge and understanding of principles and practice of leadership in different contexts;
  • 3. demonstrate knowledge and understanding of how SEND affect children and young people's participation and learning;
  • 4. demonstrate knowledge and understanding of strategies for improving outcomes for children and young people with SEND;
  • 5. work strategically with senior colleagues and governors, leading, developing and, where necessary, challenging;
  • 6. critically evaluate evidence about learning, teaching and assessment in relation to children and young people with SEND to inform practice;
  • 7. draw on external sources of support and expertise;
  • 8. develop, implement and monitor systems in relation to SEND;

ILO: Discipline-specific skills

  • 9. engage critically on the relationship between educational theory and practice;
  • 10. problematise educational practice in terms of disability/difference/special educational

ILO: Personal and key skills

  • 11. demonstrate reflective and analytic thinking, critically evaluating arguments, assumptions, abstract concepts and data to make judgements;
  • 12. undertake independent learning, self-management and organization;
  • 13. demonstrate written communication skills, including the ability to communicate information, ideas, problems, and solutions; and
  • 14. demonstrate information technology skills.

Syllabus plan

This is not a taught module and there is no explicit syllabus.

The 49 NCTL SENCO Learning Outcomes form the content of the portfolio.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/354172/nasc-learning-outcomes-final.pdf

 

 

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad
000

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Guided independent studyN/AThis is not a taught module. The taught aspects of the National Award for SEN Coordination programme in modules EFPM278 SEN: Organisational contexts and EFPM279 SEN: Leading on teaching and learning are mapped onto the SENCO Learning Outcomes (SLOs). At various points throughout the taught days, these SLOs are referred to and reflected upon. Students are strongly encouraged to build up and develop the portfolio over the 12 month programme.

Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
The SENCO Learning Outcomes Portfolio is formatively assessed at various points throughout the 12 month programme.12 months1-14Tutor and peer oral comment

Summative assessment (% of credit)

CourseworkWritten examsPractical exams
10000

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Portfolio of evidence and critical reflection with examples in relation to the each of the SENCO Learning Outcomes, organised in 3 sections: A Professional knowledge and understanding, B Leading and coordinating provision C Personal and professional qualities100The portfolio is to be developed over the 12 months of the National Award for SEN Coordination programme. There is no stipulated length1-14Formal written tutor feedback. Pass/fail.

Details of re-assessment (where required by referral or deferral)

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
PortfolioPortfolio1-146 weeks

Indicative learning resources - Basic reading

There are no explicit learning resources though students (SENCOs) may use resources available and suggested through the two accompanying modules, EFPM278 and EFPM279.

Module has an active ELE page?

No

Available as distance learning?

No

Last revision date

13/07/2016

Key words search

SENCO, Learning Outcomes Portfolio