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Study information

Programme Specification for the 2023/4 academic year

MEd National Award Special Education Needs Coordination

1. Programme Details

Programme nameMEd National Award Special Education Needs Coordination Programme codePCT2EDUEDU04
Study mode(s)Part Time
Academic year2023/4
Campus(es)St Luke's (Exeter)
Other
NQF Level of the Final Award7 (Masters)

2. Description of the Programme

The National Award for SEN Coordination is a nationally approved qualification for teachers in the role of special educational needs co-ordinator (SENCO).

The award is offered through the South West Consortium consisting of Plymouth University and the University of Exeter, working in partnership with the local authorities of Bournemouth, Cornwall, Devon, Dorset, Plymouth, Poole and Somerset.

To achieve the National Award teachers must successfully meet all the SENCO Learning Outcomes and successfully complete Masters level assignments.  The award is validated at Masters Level and provides 60 credits.

3. Educational Aims of the Programme

1. develop SENCOs' professional attributes and improve their knowledge, understanding and skills;
2. prepare SENCOs to lead teaching and learning and the provision for children and young people in their school or other educational setting who have special educational needs and/or learning disabilities (SEND); and
3. provide opportunities for SENCOs to share good practice and reflect critically and actively on their own role and practice.

The programme aims to:

4. Programme Structure

Your National Award for Special Educational Needs Coordination programme is a 1 year programme of study at National Qualification Framework (NQF) level 7 (as confirmed against the FHEQ). The programme is divided into units of study called ‘modules’ which are assigned a number of ‘credits’. The credit rating of a module is proportional to the total workload, with 1 credit being nominally equivalent to 10 hours of work.

  • The Postgraduate Certificate requires completion of 60 credits taken at Level 7.

  • Completion of the two modules, EFPM279 (30 credits) and EFPM278 (30 credits), along with the Special Educational Needs Coordination (SENCO) Learning Outcomes Portfolio Module EFPM285, leads to the National Award for Special Educational Needs Coordination. If module EFPM285 is not successfully completed the National Award will not be attained and the award of Postgraduate Certificate in SEN Coordination will be given.

  • The SENCO Learning Outcomes Portfolio requires students to provide evidence and self-evaluation of awareness, level of knowledge, understanding or skills against each of the National College for Teaching and Leadership SENCO Learning Outcomes. To attain the National Award for Special Educational Needs Coordination, SENCOs must ‘meet’ all of the outcomes. Some of the evidence will be verified by professionals working with the SENCO. Students are expected to maintain and develop their portfolio across the programme, using it as a learning tool. A final copy is submitted for final verification.

  • Accreditation of Prior Learning procedures that meet national standards are also available to students (maximum 30 credits).

5. Programme Modules

The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme.

http://socialsciences.exeter.ac.uk/education/graduatestudies/sencoordination/

 

 

MODULE CODE

MODULE TITLE

CREDITS

EFPM278

SEN: Organisational Contexts

30

EFPM279

SEN: Leading on Teaching and Learning

30

EFPM285

SENCO Learning Outcomes Portfolio

0

Students completing the National Award for Special Educational Needs Co-ordination may choose to progress to the MA Education programme through the Accreditation of Prior Certificated Learning process.

Stage 1


 

 

 

Compulsory Modules

CodeModule Credits Non-condonable?
EFPM278 SEN Organisational Contexts 30No
EFPM279 SEN Leading on Teaching and Learning 30No
EFPM285 Learning Outcomes Portfolio Learning outcomes portfolio0Yes

6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods

Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

1. Demonstrate a critical knowledge and understanding of approaches to diagnosis, assessment and intervention; curriculum design; and theoretical models of teaching and learning relating to learners with specific types of special educational needs/disabilities in specialist and mainstream settings.
2. Demonstrate a critical knowledge and understanding of statutory, regulatory, strategic, organisational, budgetary and professional development issues regarding learners with specific types of special educational needs/disabilities in specialist and mainstream settings

Lectures, seminar, small group and self directed learning, tutorials, resource based learning (internet), and directed activities in professional contexts.

Formative assignments (e.g. critical reading of literature, small scale enquiries) and summative assessment through written assignments

Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

3. Critically engage with the relationship between theory and practice; the problematic nature of practice; and the differing contemporary perspectives, sources and debates.

Lectures, seminar, small group and self directed learning, tutorials, resource based learning (internet), and directed activities in professional contexts.

Formative assignments (e.g. critical reading of literature, small scale enquiries) and summative assessment through written assignments

Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

4. Demonstrate critical and analytic thinking; independent learning, self-management and organisation; oral and written communication skills; the ability to locate and use learning resources; information technology skills; the ability to work in groups; and the ability to problem solve.

Lectures, seminar, small group and self directed learning, tutorials, resource based learning (internet), and directed activities in professional contexts.

Formative assignments (e.g. critical reading of literature, small scale enquiries) and summative assessment through written assignments

7. Programme Regulations

Completion of the two modules, EFPM279 (30 credits) and EFPM278 (30 credits), along with the Special Educational Needs Coordination (SENCO) Learning Outcomes Portfolio Module EFPM285, leads to the National Award for Special EducationalNeeds Coordination. If module EFPM285 is not successfully completed the National Award will not be attained and the award of Postgraduate Certificate in SEN Coordination will be given.

Classification

Full details of assessment regulations for all taught programmes can be found in the TQA Manual, specifically in the Credit and Qualifications Framework, and the Assessment, Progression and Awarding: Taught Programmes Handbook. Additional information, including Generic Marking Criteria, can be found in the Learning and Teaching Support Handbook.

8. College Support for Students and Students' Learning

Personal and Academic tutoring: It is University policy that all Colleges should have in place a system of academic and personal tutors. The role of academic tutors is to support you on individual modules; the role of personal tutors is to provide you with advice and support for the duration of the programme and extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff and the programme director.

Lecture, seminar materials and additional resources are available on ELE pages for each module. You are also able to access the library on campus or through the electronic library pages. The St Luke’s Campus library houses Education. You will be given advice about accessing educational journals and databases and supported in this by your tutors. The campus also provides access to computers and printers. There is a print shop on campus where you can get photocopying or printing done. Details of all campus facilities can be found on the GSE website.

Student/Staff Liaison Committee enables students & staff to jointly participate in the management and review of the teaching and learning provision.

9. University Support for Students and Students' Learning

Please refer to the University Academic Policy and Standards guidelines regarding support for students and students' learning.

10. Admissions Criteria

Undergraduate applicants must satisfy the Undergraduate Admissions Policy of the University of Exeter.

Postgraduate applicants must satisfy the Postgraduate Admissions Policy of the University of Exeter.

Specific requirements required to enrol on this programme are available at the respective Undergraduate or Postgraduate Study Site webpages.

All applications are considered individually on merit. The University is committed to an equal opportunities policy with respect to gender, age, race, sexual orientation and/or disability when dealing with applications. It is also committed to widening access to higher education to students from a diverse range of backgrounds and experience.

Candidates must satisfy the general admissions requirements of the University of Exeter.

To be able to undertake the programme you need:

  • To have QTS or QTLS, be a qualified teacher (ie successfully completed NQT induction period) and preferably be a SENCO
  • To have access to children/young people with SEND
  • To be able to lead (at least some) aspects of SEND in the school/college/educational setting
  • To have the support of the headteacher/principal (or Chair of Governors or equivalent if you are the head)

Through APCL procedures, students successfully completing the National Award for Special Educational Needs Coordination within three years of the start of their intended programme can gain accelerated entry to the MA Education programme.

Applicants for whom English is not their first language must fulfil the minimum standards for competence in English language (for reading, writing, speaking and listening) stated in the entry requirements (e.g. IELTS 6.5 with minimum of 5.0 in any element and no less than 6.0 in writing).

APL procedures that meet national standards are also available to students.

11. Regulation of Assessment and Academic Standards

Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.

The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.

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13. Methods for Evaluating and Improving Quality and Standards

The University and its constituent Colleges review the quality and standard of teaching and learning in all taught programmes against a range of criteria through the procedures outlined in the Teaching Quality Assurance (TQA) Manual Quality Review Framework.

14. Awarding Institution

University of Exeter

15. Lead College / Teaching Institution

Faculty of Humanities, Arts and Social Sciences (HASS)

16. Partner College / Institution

Partner College(s)

Not applicable to this programme

Partner Institution

Not applicable to this programme.

17. Programme Accredited / Validated by

0

18. Final Award

MEd National Award Special Education Needs Coordination

19. UCAS Code

C6P6

20. NQF Level of Final Award

7 (Masters)

21. Credit

CATS credits

60

ECTS credits

30

22. QAA Subject Benchmarking Group

23. Dates

Origin Date

25/03/2011

Date of last revision

13/07/2016