Module EFPM279 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
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
| 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. |
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 |
|---|---|---|---|
| Critical discussion of set readings and practical tasks | Equivalent to 2500 words | 1-4, 6-8, 10, 12-15, 17-18 | 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 |
|---|---|---|---|---|
| Small scale action research study | 100 | 5000 words | 1-7 (depending on choice of focus) 8-16, 18 | 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 |
|---|---|---|---|
| Small scale action research study | Re-submission of action research study (5000 words) | 1-7 (depending on choice of focus) 8-16, 18 | 6 weeks |
