Module EFPM278 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM278: SEN Organisational Contexts
This module descriptor refers to the 2021/2 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.
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 1. 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 Skills | 7. 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 Skills | 11. 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. |
Module Content
Syllabus Plan
The content of this syllabus plan is related to the syllabus plan in the related module EFPM279 SEN: Leading on teaching and learning. Some aspects of the content are common to both modules. 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:
- Relevant SEN and disability education, health and social care legislation, guidance, agendas, regulations, OFSTED frameworks and statutory processes
- SEND funding – national and local models and contexts
- SEN systems, policies, priorities and practices, including statutory responsibilities, in your own setting/context
- Leadership – characteristics and professional qualities of effective leadership
- External agencies and support
- Data (national, local and setting level), accountability, protection, collecting, analysing and interpreting.
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 and Teaching Activities | 18 | Lectures and seminars led by module tutors and guest speakers over 3 contact days |
| Scheduled Learning and Teaching Activities | 3 | Tutorials with local module tutor face to face or virtual. You will discuss your 3 individual mini-assignments with your local module tutor. Your local module tutor will also provide you with feedback on a draft of these assignments. |
| 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 | 30 | Reading and research around a government report, then writing a critical review of one government report in a specific area |
| Guided independent study | 100 | Reading and research around self- directed study one aspect of your school SEN data, then writing assignment on critical reflection on the use and understanding of (your school) SEN data |
| Guided independent study | 146 | Reading and research for small scale evaluative study, then writing evaluative study 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 Needs)
www.nasen.org.uk
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 andbehavioural 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/
Other Learning Resources
British Journal of Special Education
Support for Learning
European Journal of Special Needs Education
Journal of Research in Special Educational Needs
International Journal of Inclusive Education
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 | 1-2, 7-9, 11-14, 16-17 | 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 |
|---|---|---|---|---|
| Portfolio, consisting of the following three elements, with indicative weightings of their contribution to the overall assessment mark: | 0 | All 3 elements of the proposal are submitted together and will receive an overall grade and feedback | ||
| Critical review of a specific national policy/ government document or research report in the field of SEND in relation to your role as a SENCO | 20 | 1,000 words | 1-6 (depending on choice of report), 7-15 | Formal written tutor feedback and grade |
| Written assignment - Small scale evaluative study | 50 | 2,500 words | 1, 2-6 (depending on choice of focus), 7-15, 17 | Formal written tutor feedback and grade |
| Critical written reflection on the use and understanding of one aspect of existing data relating to SEND | 30 | 1,500 words | 5, 7-15 | Formal written tutor feedback and grade |
| 0 | ||||
| 0 |
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 |
|---|---|---|---|
| Portfolio, consisting of the following three elements, with indicative weightings of their contribution to the overall assessment mark in brackets: | All 3 elements of the proposal are submitted together and will receive an overall grade and feedback | ||
| Critical review (20%) | Critical review (1,000 words) | 1-6 (depending on choice of report), 7-15 | 6 weeks |
| Written assignment - Small scale evaluative study (50%) | Written assignment - Small scale evaluative study (2,500 words) | 1, 2-6 (depending on choice of focus), 7-15, 17 | 6 weeks |
| Critical written reflection (30%) | Critical written reflection (1,500 words) | 5, 7-15 | 6 weeks |
