Postgraduate Module Descriptor

EFPM285: Learning Outcomes Portfolio

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

Module Aims

This non-credit bearing module links with two level 7 credit bearing modules EFPM278 SEN Organisational Contexts and EFPM279 SEN Leading on Teaching and Learning. The general aim of all three modules is to equip Special Educational Needs Coordinators (SENCOs) with the knowledge, understanding and skills to carry out this role effectively.  

Along with the two credit bearing modules, this module reflects 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.
  • to provide opportunities for SENCOs to share good practice and reflect critically and actively on their own role and practice.

The aim of this module is to enable students (SENCOs) to provide evidence of, and reflection, on the range of essential knowledge, skills and experience gained prior to and during the course (SENCO Learning Outcomes). This is a Pass/Fail module.

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 knowledge and understanding of the statutory and regulatory context for SEND and the implications for practice in their school or other educational setting;
2. demonstrate knowledge and understanding of principles and practice of leadership in different contexts;
3. demonstrate knowledge and understanding of how SEND affect children and young people's participation and learning;
4. demonstrate knowledge and understanding of strategies for improving outcomes for children and young people with SEND;
5. work strategically with senior colleagues and governors, leading, developing and, where necessary, challenging;
6. critically evaluate evidence about learning, teaching and assessment in relation to children and young people with SEND to inform practice;
7. draw on external sources of support and expertise;
8. develop, implement and monitor systems in relation to SEND;
Discipline-Specific Skills9. engage critically on the relationship between educational theory and practice;
10. problematise educational practice in terms of disability/difference/special educational
Personal and Key Skills11. demonstrate reflective and analytic thinking, critically evaluating arguments, assumptions, abstract concepts and data to make judgements;
12. undertake independent learning, self-management and organization;
13. demonstrate written communication skills, including the ability to communicate information, ideas, problems, and solutions; and
14. demonstrate information technology skills.