Module EFPM271 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM271: SEN: Provision and Practice
This module descriptor refers to the 2019/0 academic year.
Module Content
Syllabus Plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following key areas:
Overview of systems and management of special educational needs in England (national, local authority, school and class levels, national agencies, voluntary groups)
Overview of legislation and policy in England with particular reference to SEN/disability (history, Code of Practice, Equality Act, National Curriculum, Ofsted)
Organisation of schooling and assessment practices in England
SEN assessment arrangements (e.g. stages, statutory assessment, Education Health and Care Plans, Individual Education Plans)
Categorisation and labelling
Models of provision (continuum of placement, role of local v central government)
Stakeholder perspectives and roles (e.g. SENCO, parents, classroom teachers)
Classroom observation
Practical school experience (including observations on practice, curriculum and pedagogy)
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 30 | 270 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning and teaching activities | 30 | 15 x 2 seminars |
| Guided independent study | 10 | Preparation for seminars reading, small tasks, developing questions as directed |
| Guided independent study | 25 | Directed formative activity: researching and writing written analytic account of SEN systems (based on students own experience and/or students own country) |
| Guided independent study | 15 | Directed formative activity: reflecting on school visit and preparing paired presentation |
| Placement | 60 | School visits and two week school placement |
| Guided independent study | 160 | Carrying out literature review, analysing observational data and reflecting on school placement experience, then writing summative assignment |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
Department for Education resources and information. http://www.education.gov.uk/childrenandyoungpeople/send
nasen (formerly the National Association of Special Educational Needs) www.nasen.org.uk
Council for Disabled Children http://www.councilfordisabledchildren.org.uk/
Other Learning Resources
British Journal of Special Education
Support for Learning
European Journal of Special Needs Education
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Written analytic account of SEN systems (based on students own experience and/or students own country) | 1000 words | 1, 5, 6, 8, 9,10-14 | Written tutor comments |
| Paired presentation about school visit | 15 minutes (1500 words equivalent) | 3-6, 10-15 | Tutor and peer oral feedback |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Written assignment based on themes drawn from school placement experience | 100 | 5,000 words | 1-14 | Formal written tutor feedback and grade |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Written assignment based on themes drawn from school placement experience (5000 words) | Written assignment based on themes drawn from school placement experience (5000 words) | 1-14 | 6 weeks |
