Postgraduate Module Descriptor

EFPM278: SEN Organisational Contexts

This module descriptor refers to the 2020/1 academic year.

Module Aims

Both the EFPM278 and EFPM279 modules reflect 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; and
  • 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 and understanding of statutory and regulatory frameworks and relevant developments at local and national level;
  • to apply this knowledge and understanding to strategic leadership and development of SEND policy and procedures in your own educational setting (e.g. school, college);
  • to develop your knowledge and understanding of the roles and responsibilities in developing and implementing a whole educational setting SEND policy (communicating and collaborating effectively with internal and external staff, contributing to professional development of staff); and
  • to develop practical knowledge of identification and planning of resources in relation to setting’s SEND policy.

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 Skills1. demonstrate comprehensive knowledge of the statutory and regulatory context for SEN and Disability Equality;
2. demonstrate comprehensive knowledge and understand the implications of the principles and practice of leadership in different contexts;
3. work strategically with senior colleagues and governors (or equivalent) to lead ethos and policy;
4. lead, develop and, where necessary, challenge senior leaders, colleagues and governors in relation to statutory responsibilities, professional development and staff deployment;
5. demonstrate systematic knowledge and critical skills in the collection, analysis and use of data at a strategic and organisational level;
6. demonstrate that you know how to draw upon external sources of support and expertise;
Discipline-Specific Skills7. critically engage in the relationship between educational theory and practice;
8. compare and contrast different educational perspectives;
9. handle relevant sources of literature and engage in current educational debates;
10. construct organised, structured, critically reflective and analytic writing on educational issues;
Personal and Key Skills11. demonstrate critical and analytic thinking;
12. demonstrate the skills of independent learning, self-management and organisation;
13. demonstrate oral and written communication skills;
14. locate and use learning resources;
15. demonstrate information technology skills;
16. work in groups; and
17. problem solve.