Postgraduate Module Descriptor

EFPM279: SEN Leading on Teaching and Learning

This module descriptor refers to the 2019/0 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 Skills	1. 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 Skills	8. 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 Skills	12. 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.

Module Content

Syllabus Plan

The content of this syllabus plan is related to the syllabus plan in the related module EFPM278 SEN Organisational contexts. Some aspects of the content are common to both modules. The content will cohere with the professional requirements as set out in the SENCO Learning Outcomes. All aspects of the module relate to the critical use of research and inspection evidence about effective practice. 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 topics:

Strategic leadership and management processes to support change, role of leadership in relation to professional development
Causes of underachievement – breadth and complexity
How children and young people's development is affected by SEND
High incidence SEN– implications for teaching and learning and inclusive practice
Theories of learning in relation to interventions
Barriers to learning, participation and achievement; discrimination, stereotyping and bullying related to SEND
Overview of effective practice – principles, national research and local projects, for example; potential of new technologies, person-centred approaches, multi-agency working, transitions and preparation for adulthood
Coaching and mentoring colleagues and deploying staff
Children and young people's and parents' participation and engagement
Consulting, engaging and communicating with colleagues, parents and carers and children and young people

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
21	279	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 & Teaching activities	18	Lectures and seminars led by module tutors and guest speakers over 3 contact days
Scheduled Learning & Teaching activities	3	Tutorials with local module tutor face to face or virtual. You will devise a small scale action research study focus. You will discuss this and the progress of your study with your local module tutor. Your local module tutor will also provide you with feedback on a draft of your assignment.
Guided independent study	3	You will need to prepare for each contact day with directed activities and reading as indicated on ele.
Guided independent study	50	Research and produce literature review and action research plan
Guided independent study	50	Carry out action research study and initial analysis
Guided independent study	176	Write final version of your assignment

Online Resources

This module has online resources available via ELE (the Exeter Learning Environment).

DfE SEN pages www.education.gov.uk/schools/pupilsupport/sen

nasen (National Association of Special Educational Ne The section on A Whole School Approach to Improving Access, Participation and Achievement includes many useful resources http://www.nasentraining.org.uk/resources/

Training materials for teachers of learners with severe, profound and complex learning difficulties https://www.gov.uk/government/publications/teaching-pupils-with-special-educational-needs-and-disabilities-send/training-modules-and-resources-for-teaching-send-pupils

Advanced training materials for autism; dyslexia; speech, language and communication; emotional, social and behavioural difficulties; moderate learning difficulties https://www.gov.uk/government/publications/teaching-pupils-with-special-educational-needs-and-disabilities-send/training-modules-and-resources-for-teaching-send-pupils

Inclusion Development Programme http://www.idponline.org.uk/

SEN Policy Research Forum

http://www.sen-policyforum.org.uk/

Council for Disabled Children

http://www.councilfordisabledchildren.org.uk/