Programme Specification for the 2014/5 academic year

MEd National Award Special Education Needs Coordination

1. Programme Details

Programme nameMEd National Award Special Education Needs Coordination Programme codePCT2EDUEDU04
Study mode(s)Part Time
Academic year2014/5
Campus(es)St Luke's (Exeter)
Other
Programme start date

09/2014

NQF Level7 (Masters)

2. Description of the Programme

The National Award for SEN Coordination is a nationally approved qualification for teachers in the role of special educational needs co-ordinator (SENCO).

The award is offered through the South West Consortium consisting of Plymouth University and the University of Exeter, working in partnership with the local authorities of Bournemouth, Cornwall, Devon, Dorset, Plymouth, Poole and Somerset.

To achieve the National Award teachers must successfully meet all the SENCO Learning Outcomes and successfully complete Masters level assignments.  The award is validated at Masters Level and provides 60 credits.

3. Educational Aims of the Programme

1. to develop SENCOs' professional attributes and improve their knowledge, understanding and skills;
2. to prepare SENCOs to lead teaching and learning and the provision for pupils in their school who have SEN and/or learning disabilities; and
3. to provide opportunities for SENCOs to share good practice and reflect critically and actively on their own role and practice.

The programme aims to:

4. Programme Structure

  • The Postgraduate Certificate requires completion of 60 credits taken at Level 7.
  • Completion of the two modules, EFPM279 (30 credits) and EFPM278 (30 credits), along with the Special Educational Needs Coordination (SENCO) Learning Outcomes Portfolio Module EFPM285, leads to the National Award for Special EducationalNeeds Coordination. If module EFPM285 is not successfully completed the National Award will not be attained and the award of Postgraduate Certificate in SEN Coordination will be given.
  • The SENCO Learning Outcomes Portfolio requires students to provide evidence and self evaluation of awareness, level of knowledge, understanding or skills against each of the TDA SENCO Learning Outcomes. To attain the National Award for Special Educational Needs Coordination, SENCOs must ‘meet’ all of the outcomes. Some of the evidence will be verified by professionals working with the SENCO. Students are expected to maintain and develop their portfolio across the programme, using it as a learning tool. A final hard copy is submitted for final verification which will be completed by the lead tutor. For a sample of submissions (10%), there will be a verification viva with the Programme Director and lead tutor.
  • Accreditation of Prior Learning procedures that meet national standards are also available to students (maximum 30 credits).

5. Programme Modules

The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme. Details of the modules currently offered may be obtained from the College web site

You may take option modules as long as any necessary prerequisites have been satisfied, where the timetable allows and if you have not already taken the module in question or an equivalent module. Descriptions of the individual modules are given in full on the College web site.

http://socialsciences.exeter.ac.uk/education/graduatestudies/sencoordination/

 

In the first instance, this programme and these modules are only available to teachers employed as Special Educational Needs Co-ordinators (SENCOs). This is a TDA requirement for the Award and the TDA provides targeted funding for SENCOs who are ‘new to the role’. If funding arrangements change, this entry requirement may be amended.

MODULE CODE

MODULE TITLE

CREDITS

EFPM278

SEN: Organisational Contexts

30

EFPM279

SEN: Leading on Teaching and Learning

30

EFPM285

SENCO Learning Outcomes Portfolio

0

Students completing the National Award for Special Educational Needs Co-ordination may choose to progress to the Master of Education (MEd): Professional Studies programme through the Accreditation of Prior Certified Learning process. To exit this programme with a Postgraduate Diploma, students would need to complete the Teaching and Learning: Theory, Policy and Practice (EFPM831) module. To obtain the final award of Master of Education (MEd), students would need to complete the Teaching and Learning: Theory, Policy and Practice (EFPM831) and Researching Professional Practice: Dissertation (EFPM283) modules.

Stage 1


 

 

 

Compulsory Modules

CodeModule Credits Non-condonable?
EFPM278 SEN Organisational Contexts 30No
EFPM279 SEN Leading on Teaching and Learning 30No
EFPM285 Learning Outcomes Portfolio Learning outcomes portfolio0Yes
Total Credits for Stage 1

60


6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods

Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge
Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

1. Demonstrate a critical knowledge and understanding of approaches to diagnosis, assessment and intervention; curriculum design; and theoretical models of teaching and learning relating to learners with specific types of special educational needs/disabilities in specialist and mainstream settings.
2. Demonstrate a critical knowledge and understanding of statutory, regulatory, strategic, organisational, budgetary and professional development issues regarding learners with specific types of special educational needs/disabilities in specialist and mainstream settings

Lectures, seminar, small group and self directed learning, tutorials, resource based learning (internet), and directed activities in professional contexts.

Formative assignments (e.g. critical reading of literature, small scale enquiries) and summative assessment through written assignments

Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge
Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

3. Critically engage with the relationship between theory and practice; the problematic nature of practice; and the differing contemporary perspectives, sources and debates.

Lectures, seminar, small group and self directed learning, tutorials, resource based learning (internet), and directed activities in professional contexts.

Formative assignments (e.g. critical reading of literature, small scale enquiries) and summative assessment through written assignments

Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge
Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

4. Demonstrate critical and analytic thinking; independent learning, self-management and organisation; oral and written communication skills; the ability to locate and use learning resources; information technology skills; the ability to work in groups; and the ability to problem solve.

Lectures, seminar, small group and self directed learning, tutorials, resource based learning (internet), and directed activities in professional contexts.

Formative assignments (e.g. critical reading of literature, small scale enquiries) and summative assessment through written assignments

7. Programme Regulations

University Regulations on the number of credits to be taken and at what level for each stage of the programme can be found in the Credit and Qualifications Framework.

Progression

Condonement is the process that allows you to be awarded credit (and so progress to the next stage or, in the final stage, receive an award), despite failing to achieve a pass mark at a first attempt. You are not entitled to reassessment in condoned credit. Regulations on condonement can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.

Assessment and Awards

For undergraduate degrees assessment at stage one does not contribute to the summative classification of the award. Details of the weightings for each year of all programme lengths can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.

Classification

Full details of assessment regulations for undergraduate and postgraduate taught programmes and the classification of awards can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.

You can also read details of Generic Marking Criteria.

8. College Support for Students and Students' Learning

Personal and Academic Tutoring

It is University policy that all Colleges should have in place a system of academic and personal tutors. The role of academic tutors is to support you with individual modules; the role of personal tutors is to provide you with advice and support fo the duration of your programme, and this support extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff.

Information on the College Personal Tutoring system, library provision, ELE resources and access to College support services can be found on the College webpages for current students.

Student Staff Liaison Committee (SSLC)

SSLCs enable students and staff to jointly participate in the management and review of the teaching and learning provision.

9. University Support for Students and Students' Learning

Learning Resources

The University Library maintains its principal collections in the main library buildings on the Streatham and St Luke's campuses, together with a number of specialist collections in certain Colleges. The total Library collection comprises over a million volumes and 3000 current periodical subscriptions.

IT Services

A wide range of IT services are provided throughout the Exeter campuses, including open-access computer rooms, some of which are available 24 hours a day, 7 days a week. Helpdesks are maintained on the Streatham and St Luke's campuses, while most study bedrooms in halls and flats are linked to the University's campus network.

Student Support Services

The University provides many support services including health and wellbeing, multifaith chaplaincy, family support, the Students' Guild and international student support.

10. Admissions Criteria

All applications are considered individually on merit. The University is committed to an equal opportunities policy with respect to gender, age, race, sexual orientation and/or disability when dealing with applications. It is also committed to widening access to higher education to students from a diverse range of backgrounds and experience.

Candidates for undergraduate programmes must satisfy the undergraduate admissions requirements of the University of Exeter.

11. Regulation of Assessment and Academic Standards

Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.

The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.

12. Indicators of Quality and Standards

Certain programmes are subject to accreditation and/or review by professional and statutory regulatory bodies (PSRBs).

13. Methods for Evaluating and Improving Quality and Standards

The University and its constituent Colleges draw on a range of data to review the quality of education provision. The College documents the performance in each of its tuaght programmes, against a range of criteria on an annual basis through the Annual Student Experience Review (ASER).

Subject areas are reviewed every five years through a College Academic Audit scheme that includes external contributions.

14. Awarding Institution

University of Exeter

15. Lead College / Teaching Institution

College of Social Sciences and International Studies (CSSIS)

16. Partner College / Institution

Partner College(s)

Not applicable to this programme

Partner Institution

Not applicable to this programme.

17. Programme Accredited / Validated by

NCTL

18. Final Award

MEd National Award Special Education Needs Coordination

19. UCAS Code

C6P6

20. NQF Level of Final Award

7 (Masters)

21. Credit

CATS credits

60

ECTS credits

30

22. QAA Subject Benchmarking Group

23. Dates

Origin Date

25/03/2011

Date of last revision

25/03/2011