Module EFPM270 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM270: SEN: Teaching and Learning
This module descriptor refers to the 2021/2 academic year.
Module Aims
The principal aim of this module is to facilitate critical examination of a range of theory and practice related to teaching and learning of students with special educational needs and disabilities. You will critically examine conceptions of, and approaches to diagnosis, assessment and intervention, and teaching approaches for a range of specific types of special educational needs/disabilities (e.g. autism, dyslexia, learning difficulties). You will develop knowledge and understanding of approaches to teaching for diversity (e.g. curriculum models; differentiation and personalisation).
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 1. demonstrate a critical understanding of theoretical models of learning and teaching pedagogies applied to the needs of learners with special educational needs and disabilities. 2. demonstrate knowledge and understanding of approaches to diagnosis, assessment and intervention and teaching approaches for specific types of special educational needs/disabilities; 3. demonstrate a critical understanding of how specialist and mainstream settings meet the needs of learners with special educational needs and disabilities 4. demonstrate comprehensive knowledge and understanding of approaches to teaching for diversity (e.g. intervention; differentiation; inclusive pedagogies and personalisation) |
| Discipline-Specific Skills | 5. critically engage in the relationship between theory and practice; 6. problematise practice in terms of disability/difference/special educational needs/inclusion; 7. compare and contrast different perspectives; 8. critically engage with relevant sources of literature and current debates; |
| Personal and Key Skills | 9. synthesise and organise ideas to present a convincing argument 10. engage in critical, reflective debate 11. consider the application of theoretical ideas, policy positions and research implications to educational practice 12. undertake both directed and independent study to recognise, justify and analyse key ideas in the literature and relate these to research, theory, policy and practice |
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 assignment: Critical examination of one key aspect of learning/pedagogical theory | 1500 words | 1, 2, 5 to 12 | Tutor formative feedback |
| Poster: Types of special educational need poster | Equivalent to 1000 words | 1-12 | Tutor and peer 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 |
|---|---|---|
| 60 | 0 | 40 |
...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 | 60 | 3000 words | 1, 3-12 | Written and grade |
| Individual Presentation | 40 | 15 minute presentation + 5 minute question and answers (2,000 words equivalent) | 2-12 | Written 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 60% | Written assignment (3000 words) | 1, 3-12 | 6 weeks |
| Individual Presentation 40% | 15 minute presentation (2,000 words equivalent) | 2-12 | 6 weeks |
