Attachments

 

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Post Graduate Certificate National Award for Special Educational Needs (SEN) Coordination

 

Post Graduate Certificate National Award for Special Educational Needs (SEN) Co-ordination

0 – 5 years

 

Post Graduate Certificate Leading Provision and Practice for children with Special Educational Needs and Disabilities

 

Faculty of Education and Society

 

 

 

PROGRAMME SPECIFICATION

 

 

Date of Validation Event:

16th June 2014

 

Date Approved by QMSC:

 

 

 

 

 

 

 

 

 

 

 


Version History

 

 

Version

Occasion of Change

Change Author

Last Modified

1.0

Version presented for approval event

Sarah Martin-Denham

29/05/14

2.0

Updated post validation event

Sarah Martin-Denham

27/06/15

3.0

Change to the delivery of SENM01 & SENM02 so that only one is taught in each semester

Sarah Martin-Denham

08/09/15

4.0

Two award routes created:

Students with QTS or QTLS

National Award for Special Educational Needs Co-ordination (already created with route SENCOR)

For Students with EYTS, EYITT or EYPS

National Award for Special Educational Needs Co-ordination 0 – 5 years

Sarah Martin-Denham

04/01/17


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Quality Handbook

 

 

AQH-B2-3b Transitional Postgraduate Programme Specification Template

February 2014

SECTION A: CORE INFORMATION

 

  1. Name  of programme :

Post Graduate Certificate National Award for Special Educational Needs (SEN) Coordination (NASENCO)

Post Graduate Certificate National Award for Special Educational Needs (SEN) Coordination 0 – 5 years (NASENCO)

Post Graduate Certificate Leading Provision and Practice for Children with Special Educational Needs and Disabilities

 

  1. Award : Postgraduate Certificate National Award for Special Educational Needs (SEN) Coordination only for routes 1 and 2 (these applicants will have QTS/QTLS/EYTS/EYPS) which is legally required within the Children and Families Act 2014

 

Those without the above qualifications will be registered on the Post Graduate Certificate Leading Provision and Practice for Children with Special Educational Needs and Disabilities

 

  1. Programme linkage

Is this part of a group of linked programmes between which students can transfer at agreed points? (eg a group of programmes with a common set of taught modules)

 

 

 

 

  1. Is the programme a top-up only?

 

 

 

  1. Level of award:  Level 7 only

 

  1. Awarding body: University of Sunderland

 

  1. Which department is it in?     Department of Education

 

  1. Programme Studies Board: Professional Development (MA) Programme Studies Board

 

  1. Programme Leader (designate): Sarah Martin-Denham

 

  1. How and where can I study the programme?

 

At Sunderland:

 

Full-time on campus

 

Part-time on campus

As work-based learning full-time

 

As work-based learning part-time

 

As a full-time sandwich course

 

As a part-time sandwich course

 

By distance learning

/

 

  1. How long does the programme take?

 

 

Min number of years /months

Max number of years / months

Full-time

 

 

Part-time

1 year

3 years

Distance learning

1 year

3 years

Work-based learning

 

 

 

For start-dates please see the current edition of the Prospectus or contact the relevant department at the University. For start-dates for programmes delivered in a partner college, please contact the college.

 

SECTION B – FURTHER CORE INFORMATION

 

Use Outline Programme Proposal Form for ADC (AQH-B2-2), for questions 12 to 22

 

  1. Learning and teaching strategy.

The two Post Graduate Certificate National Award routes are for in-service teachers in England or overseas who have QTS/QTLS/EYTS or EYPS and as such will be delivered in a part-time mode on campus or as IDL.  These students are legally required to have the NASENCO award to be SENCo in England.

 

The third route Post Graduate Certificate Leading Provision and Practice for Children with Special Educational Needs and Disabilities is for those who do not hold the relevant teaching qualifications to register on the National Award routes, this route will also be in IDL mode and is intended largely for the international market though is open to residents of all countries.  This route will also be an exit route for those students on routes 1 and 2 (The National Award) who are not able to complete the portfolio of evidence due to unforeseen circumstances. Those who complete either of the three award routes will be able to proceed onto the MA Education with their 60 credits.

 

Master’s-level programmes are typically delivered through a combination of methods best suited to the purpose of the programme and the student’s particular circumstances and needs. However, evidence of what makes leadership development effective shows that the best delivery will consist of a blended approach that involves some or all of:

 

  • Workplace learning and practical activities; 
  • Face to face activity, including peer and facilitated learning;
  • Reading and reflection;
  • On-line learning;
  • Projects or other pieces of work at Master’s level

 

The on campus mode will comprise of Induction followed 6 conference days throughout the year, supported by tutorials and on-line discussion threads using the University VLE.  There will be input by Special Educational Needs Coordinators (SENCOs) and visiting speakers from partnership schools who are expected to contribute to the delivery of workshops on the conference days.

 

Those on the IDL route will have sessions delivered through the VLE, directed tasks, seminars and lectures.  They will also, where appropriate have access to the materials from the National Award routes.

 

Assessment on all routes will be through a range of approaches which have a focus on improving outcomes for children and young people with special educational needs and/or disabilities.

 

  1. Retention strategy.

The National Award routes are professionally recognised programmes which are delivered on campus and as IDL. Students will have a professional reason for study and will be supported by the Teaching and Learning Strategies employed on the programme. Attendance will be monitored at the Study Days, engagement with on-line materials will be monitored by module and programme tutors through the University VLE. Student support mechanisms are in place to support students experiencing personal, professional and study difficulties.

 

 

 

25.Any other information

The National Award Routes:

These two routes were constructed in response to the National College of Teaching and Leadership (NCTL) who published the revised learning outcomes for the National Award for SEN Coordination.  Until the announcement on 30th April 2014 only previously NCTL accredited providers were able to deliver the award.  From September 2014, other Universities are able to develop, validate and deliver programmes that meet schools' needs within the nationally agreed objectives. A key context for the change is an increasingly school-led system of ITT and CPD for Teachers.


The learning outcomes align with legislative changes, are pitched at a level appropriate to a masters-level qualification and are designed to address the needs of SENCOs working in different phases of education and types of establishment.  The requirement for SENCOs to undertake the National SENCO award is enshrined in the Children and Families Act 2014,

 

The NASENCO programme will run as one module each semester both on campus and in IDL mode

October to March

SENM01: The Special Educational Needs Coordinator (SENCO) as the professional guide

30 level 7 credits        

March to August

SENM02:The Special Educational Needs Coordinator (SENCO) as the leader

30 level 7 credits 

 

 

The Post Graduate Certicate Leading Provision and Practice for children with Special Educational Needs and Disabilities will be delivered in distance learning mode only. 

 

October to March

SENM03: The practitioner as a professional guide for those working with children and young people with SEND.

 

30 level 7 credits        

March to August

SENM04: The practitioner as leader for those working with children and young people with special educational needs and disabilities

 

30 level 7 credits 

 

This route has been created for those who work in an international context who do not hold QTS/QTLS/EYTS or EYPS.  Those who work in an international context who hold the qualifications needed for the National Award may apply.

 

This route was created due to international demand and to allow any students on the National Award route who do not complete the Portfolio element to exit with 60 masters credits.

 

 

SECTION C - TEACHING AND LEARNING

 

The teaching will take place either through on campus and tutorials or via the VLE depending in the mode the student is studying in.

 

  1.  Learning Outcomes Postgraduate Certificate – Skills

By the end of this part of the programme successful students should know, understand or be able to do the following:

Subject-specific attributes:

S1critically reflect, develop, evaluate, record and report their ability to use a range of techniques and research methods applicable to their professional activities as SENCO.

S2demonstrate consistently the generic attributes of leadership in the SENCO role including the ability to use initiative and take responsibility; solve problems in creative and innovative ways; make decisions in challenging situations and communicate effectively, with colleagues and a wider audience, in a variety of media.

 

Learning Outcomes Postgraduate Certificate – Knowledge

By the end of this part of the programme successful students should know, understand or be able to do the following:

K1 demonstrate an in-depth knowledge and critical understanding and analysis of their professional role as SENCO, informed by current practice, scholarship and research, including a critical awareness of current issues and developments in the field.

 

  1. What will the programme consist of?

Taught postgraduate programmes generally consist of a number of taught modules leading to the award of a Postgraduate Certificate (60 credits) or Postgraduate Diploma (120 credits). A Masters qualification (180 credits) usually culminates in a major piece of independent work such as a project or dissertation. All modules are at postgraduate level (level 7 in the UK’s national scheme). The summary below describes briefly what is contained in the programme. The programme structure, including a detailed list of modules, can be found in the programme regulations.

 

The postgraduate certificates consist of two core 30 credit modules at level 7. The NASENCO award modules address two aspects of the SENCO role, SENCO as professional guide and SENCO as leader. Content is based upon current educational policy and practice in inclusive education and the impact on pupil participation and outcomes as well as the characteristics of highly effective leadership in the context and country where the students reside.   This will include a critical reflection on the effectiveness of current school systems in order to strategically develop a person centred and inclusive ethos, policies, priorities and practices in relation to the provision for pupils with special educational needs and/or disabilities.

 

Students on the on campus National Award routes will attend the University for 6 taught days throughout the year (7 hours each day). The students on the IDL routes will be taught through the university VLE. The programme will be continually revised and refreshed according to current research and policy within provision and care for pupils with special educational needs and/or disabilities within the age range 0 -25 years

 

  1. How will I be taught?

 

Scheduled teaching activities

Independent study

Work based learning

 

This is an in-service award and much of the learning will take place in the school/employment setting. In all modes there will be directed tasks and readings/activities to be carried out in their own setting. These will include research activities and development of leadership aspects, recording and reporting appropriate to the setting, their role and the requirements of the SENCO award. The links between research, policy and practice will be reinforced throughout the programmes.

 

 

A list of the modules in the programme can be found in the Programme Regulations (Appendix 1)

 

A summary of the types of teaching, learning and assessment in each module of the programme can be found in the Matrix of Modes of Teaching (Appendix 2)

 

  1. How will I be assessed and given feedback?

Written examinations

 

Coursework

Practical assessments

 

The generic assessment criteria which we use can be found here. Some programmes use subject-specific assessment criteria which are based on the generic ones.

 

This programme uses the Generic University Assessment Criteria

YES

 

This programme uses the Subject Specific Assessment Criteria

 

NO

 

The University regulations can be found here.

 

During the course of the programme teachers on the National Award routes will develop a portfolio of evidence which will contain recent and relevant documentation, such as national and local policies and practices and particular information such as Case Studies of recent and evaluated interventions. This will be a resource for the SENCO and staff in the school and will provide the evidence for many of the Learning Outcomes for the National Award for SEN Co-ordination (NCTL May 2014).

 

 

Normally assessments will be submitted electronically through Turnitin. Assessment will be completed and feedback available within the University norm of 4 working weeks.

 

  1. Teaching, learning and assessment matrix (Appendix 2)

 

  1. How does research influence the programmes? 

Academic Tutors on the programmes are engaged in researching the role of the SENCO and are up to date in the current legislative changes to SEND provision and practice. The modules will be delivered with input from local partnership contexts to enhance the programmes through sharing good practice.  Tutors teaching on the modules are experienced practitioners and are engaged in research activity and book publication in relation to SEND provision.   The tutors will integrate relevant and recent research into sessions in order to enable students to have a critical understanding of how theoretical concepts underpin policy and practice.

An integral part of the programmes is to develop the SENCOs ability to lead their teams of teachers to identify and meet the needs of children with SEND.  The focus will be upon effective whole school provision to improve the achievement and to raise the aspirations of all pupils through careful analysis of individual needs as stated with the Draft special educational needs and disability Code of practice 0 to 25 years (DfE, 2015).  The programmes will critically explore the effectiveness of policy and provision for those with SEND in terms of their outcomes.  The modules have been produced in consultation with partnership schools who are involved with teacher training programmes at the University of Sunderland. Research, to improve practice, is embedded across both modules and is fundamental to the effective delivery of the programmes.  Students are required to apply this in their own study and to demonstrate it within the assessments.

 

SECTION D EMPLOYABILITY

 

  1. How will the programme prepare me for employment?

The programme gives you the opportunity to develop advanced skills and knowledge which you can use in the future. Some postgraduate programmes are associated with a particular career path but most skills can be applied to a range of employment situations. The skills which this programme is designed to develop are listed below.

 

The modules are focussed on raising aspirations, self-esteem and outcomes of pupils with special educational needs and/or disabilities and will support the accountability of teachers in schools.

 

There will be opportunities to meet and work with active professionals in the field through the programme itself as those who register will be SENCOs or aspiring SENCOs through the face to face sessions and in IDL mode on the VLE.  As the programme is delivered in conjunction with partnership schools the students will have access to current practising SENCOs from a range of age phases and school contexts.

 

  1. Particular features of the National Award  qualification Route.

The Special Educational Needs and Disability Code of Practice 0-25 years (DfE, 2015) requires governing bodies of maintained mainstream schools and the proprietors of academy schools (including free schools) to ensure that there is a qualified teacher designated as Special Educational Needs (SEN) co-ordinator (SENCO) for the school. The Code of Practice envisages that the SENCO will provide leadership and professional guidance to colleagues and will work closely with staff, parents and carers, and other agencies. It challenges SENCOs to promote person-centred, inclusive, practice in which the interests and needs of pupils with SEN and/or disabilities are at the heart of everything that they do.

 

The SENCO should be aware of the provision in the Local Offer and be able to work with professionals providing a support role to the family to ensure that children with SEN receive appropriate support and high quality teaching, make at least good progress and achieve good outcomes. SENCOs undertaking further specialist training will already be skilled teachers who have demonstrated the professional attributes, professional knowledge and understanding, and professional skills set out in the Qualified Teacher Status and the Teachers’ Standards as a minimum. Achieving the learning outcomes should enable new SENCOs to fulfil the leadership

Role set out in the Code of Practice, the key features of which are:

  • ensuring all practitioners in the setting understand their responsibilities to children with SEND and the setting's approach to identifying and meeting the needs of those with SEND advising and supporting colleagues
  • ensuring parents are closely involved throughout and that their insights inform action taken by the setting, and
  • Liaising with professionals or agencies beyond the setting.

 

  1. Professional statutory or regulatory body (PSRB) accreditation. Choose one of the following.

 

PSRB accreditation is not relevant to this programme 

PSRB accreditation is currently being sought for this programme

 

This programme currently has PSRB accreditation

 

The programme is recognised as the National Award for SEN co-ordination for routes 1 and 2 only

This depends upon successful completion of the programme.

 

There are programme-specific regulations relating to the following. Details are given in the programme regulations (Appendix 1):

 

The modules to be studied

Pass-marks for some or all modules and/or parts

(elements) of modules 

Placement requirements

 

Attendance requirements

 

Professional practice requirements

Final or overall mark for the award  

 

Admissions

 

Interim or exit awards are not accredited.

 

SECTION E PROGRAMME STRUCTURE AND REGULATIONS

 

Use Programme Regulations Form, for questions 36 and 37

 

 

SECTION F ADMISSIONS, LEARNING ENVIRONMENT AND SUPPORT

 

  1. What are the admissions requirements?

The University’s standard admissions requirements can be found in the university regulations.

Programme-specific requirements which are in addition to those regulations are given below. 

 

Applicants for the programme will have a first degree and/or a recognised teaching qualification; they will be in-service teachers with some SEN responsibility and may be SENCOs.

 

Can students enter with advanced standing?

 

No

 

Other: Applicants whose first language is not English must achieve a minimum IELTS score of 6.5 and 6.5 in writing, no sub section below 6.

 

The University has a process by which applicants whose experience to date already covers one or more modules of the programme they are applying for may seek Accreditation of Prior Learning (APL). Full details can be found here but if you think that this may be relevant to you, please contact the department which offers the programme you are interested in.

 

  1. What kind of support and help will there be?

Please contact your programme leader if you require advice or support regarding progression through your programme. The programme is supported using a variety of methods: classes, email, individual tutorials, seminars and the programme and module sections of SunSpace. Every module has a module leader and they should be the first point of contact for module issues. Contact details will be given in the programme handbook. Programme and module documentation will be accessed via SunSpace   Please look at the programme space regularly: notices will be placed there, as will dates for any other seminars that may be of use to you.

 

Student Support Services

The University website is an invaluable source of information for all kinds of support. Please visit www.sunderland.ac.uk and log in to My Sunderland (top right of page) using your username and password.

 

Library Help and Support:

The full range of on-campus University Library services will be available to you. University Library Services also provides an excellent on-line library service which is available to all off-campus students. Students can access a large number of full text electronic journals and electronic books. University Library Services also provides a free document delivery service, whereby off-campus students can request documents (such as journal articles, conference papers etc.) that are not available electronically .Help and support is available face to face or through our dedicated web site where you will find a range of online support tools including library guides and web tutorials. Students can also contact the library by email, telephone, Live Chat, twitter or Facebook to receive support from library staff. University Library Services also have a blog through which we can provide news, library updates, recommend resources, web links and more.

 

The University provides a range of professional support services including health and well-being, counselling, disability support, and a Chaplaincy. Click on the links for further information.

 

  1. What resources will I have access to?

 

On campus

In a partner college

 

By distance learning

 

On campus

Tick all that apply

General Teaching and Learning Space

IT

Library

VLE

Laboratory

 

Studio

 

Performance space

 

Other specialist

 

Technical resources 

 

 

 

Information about the University’s facilities can be found here.

 

  1. Are there any additional costs on top of the fees?

 

No, but all students buy some study materials such as books and provide their own basic study materials and will require access to a pc with internet capabilities

 

 

  1. How are student views represented?

All taught programmes in the University have student representatives for each programme who meet in a Student-Staff Liaison Committee (SSLC) where they can raise students’ views and concerns. The Students’ Union and the faculties together provide training for student representatives. SSLCs and focus groups are also used to obtain student feedback on plans for developing existing programmes and designing new ones. Feedback on your programme is obtained every year through module questionnaires and informs the annual review of your programme. Student representatives are also invited to attend Programme and Module Studies Boards which manage the delivery and development of programmes and modules.  Various Faculty committees, particularly Faculty Academic Experience Committee, Academic Development Committee and Quality Management Sub-Committee also have student representation. This allows students to be involved in higher-level plans for teaching and learning. There is a parallel structure at university level on which students are represented by sabbatical officers who are the elected leaders of the Students’ Union.

 

The University’s student representation and feedback policy can be found here.

 

Every two years we participate in the national Postgraduate Taught Experience Survey (PTES) which is run by the Higher Education Academy.

 

SECTION G QUALITY MANAGEMENT 

 

  1. National subject benchmarks

The Quality Assurance Agency for Higher Education publishes benchmark statements which give guidance as to the skills and knowledge which graduates in various subjects and in certain types of degree are expected to have. They do not cover all subjects at postgraduate  level but those which exist can be found at here.

 

Are there any benchmark statements for this programme?

YES

NO

 

The QAA also publishes a Framework for Higher Education Qualifications (FHEQ) which defines the generic skills and abilities expected of students who have achieved awards at a given level and with which our programmes align. The FHEQ can be found here.

 

 

 

  1. How are the quality and standards of the programme assured?

The programme is managed and quality assured through the University’s standard processes. Programmes are overseen by Module and Programme Studies Boards which include student representatives. Each year each module leader provides a brief report on the delivery of the module, identifying strengths and areas for development, and the programme team reviews the programme as a whole.  The purpose of this is to ensure that the programme is coherent and up-to-date, with suitable progression through the programme, and a good fit (alignment) between what is taught and how students learn and are assessed - the learning outcomes, content and types of teaching, learning and assessment. Student achievement, including progress through the programme and the way in which the final award is made, is kept under review. The programme review report is sent to the Faculty Quality Management Sub-Committee which in turn reports issues to the University’s Quality Management Sub-Committee (QMSC) and Academic Experience Committee (AEC).

 

External examiners are appointed to oversee and advise on the assessment of the programme. They ensure that the standards of the programme are comparable with those of similar programmes elsewhere in the UK and are also involved in the assessment process to make sure that it is fair. They are invited to comment on proposed developments to the programme. Their reports are sent to the Deputy Vice-Chancellor (Academic) as well as to the Faculty so that issues of concern can be addressed.

 

All programmes are reviewed by the University on a six-yearly cycle to identify good practice and areas for enhancement. Programmes are revalidated through this review process. These reviews include at least one academic specialist in the subject area concerned from another UK university. The University is subject to external review by the Quality Assurance Agency for Higher Education on a six-year cycle. Their review reports for Sunderland can be found at here.

 

Further information about our quality processes can be found here.

 

 

Please also complete the SITS form (Appendix 3)

 

Appendix 1

 

PART B   -  Programme  Regulation/s

 

Name of programme:

Post Graduate Certificate National Award for Special Educational Needs Co-ordination

Post Graduate Certificate National Award for Special Educational Needs Co-ordination 0 – 5 years

Post Graduate Certificate Leading Provision and Practice for Children with Special Educational Needs and Disabilities.

 

Title of final award: Postgraduate Certificate

Interim awards[1]: None

Accreditation:

 

University Regulations

 (1.1.1b Admissions)

Applicants for the National Award programmes will normally have a first degree and/or a recognised teaching qualification QTS/QTLS/EYTS or EYPS; they will be in-service teachers with some SEND responsibility and may be SENCOs.

 

Applicants for the Post Graduate Certificate Leading Provision and Practice for Children with Special Educational Needs and Disabilities will have a first degree.

 

Applicants whose first language is not English must achieve a minimum IELTS score of 6.5 and 6.5 in writing, no sub section below 6.

 


Regulations apply to students commencing their studies from October 2014

 

Stage 1

 

Core modules Post Graduate Certificate National Award Special Educational Needs Co-ordination and Post Graduate Certificate National Award Special Educational Needs Co-ordination 0-5 years:

 

Code

Title

Credits

SENM01

The Special Educational Needs Co-ordinator (SENCO) as the Professional Guide

 

30

SENM02

The Special Educational Needs Co-ordinator (SENCO) as the Leader

 

30

 

Stage 1 Core Modules Post Graduate Certificate Leading Provision and Practice for Children with Special Educational Needs and Disabilities

 

Code

Title

Credits

SENM03

The practitioner as a professional guide for those working with children and young people with SEND. 

30

SENM04

The practitioner as a Leader for those working with children and young people with SEND. 

 

30

 

 

Progression Regulations

 

A fail in modules SENM01,SENM02 on the National Award routes or, SENM03 and SENM04 on the Leading Provision and Practice Certificate cannot be compensated so you must pass each module with an overall mark of 40%.[2]

 


Appendix 2

Matrix of modes of teaching, learning and assessment

 

 

Stage 1 Post Graduate Certificate National Award for Special Educational Needs Co-ordination

Post Graduate Certificate National Award for Special Educational Needs Co-ordination 0 – 5 years

 

 

Module

Code

Core / optional

Modes of T&L

Modes of Assessment

LO S1

LO K1

LO S2

The Special Educational Needs Co-ordinator (SENCO) as the Professional Guide

SENM01

Core

On campus or IDL

Lectures, seminars, discussion threads and tutorials

Portfolio including a small scale action research project and a critical  evaluation o f literature

Developed

Taught

Assessed

Developed

Taught

Assessed

Developed

Taught

Assessed

The Special Educational Needs Co-ordinator (SENCO) as the Leader

SENM02

Core

On campus or IDL

Lectures, seminars, discussion threads and tutorials

A portfolio including a critical incident analysis and a critical evaluation of literature.

Developed

Taught

Assessed

Developed

Taught

Assessed

Developed

Taught

Assessed

 

Stage 1: Post Graduate Certificate Leading Provision and Practice for Children with Special Educational Needs and Disabilities

Module

Code

Core / optional

Modes of T&L

Modes of Assessment

LO S1

LO K1

LO S2

The practitioner as the Professional Guide for those working with children and young people with SEND

SENM03

Core

IDL

A Case Study

Developed

Taught

Assessed

Developed

Taught

Assessed

Developed

Taught Assessed

The practitioner as a Leader for those working with children and young people with SEND.

 

SENM04

Core

IDL

A critical incident analysis and a critical evaluation of literature.

Developed

Taught

Assessed

Developed

Taught

Assessed

Developed

Taught

Assessed


 

 

SITS SUMMARY PROGRAMME/SHORT COURSE DETAILS

(Form to be completed electronically by the Faculty and forwarded to the Quality Assurance and Enhancement (QAE) Quality Officer supporting the Approval event, or sent to Management Information and Systems Development (MISD) for faculty devolved processes before sending to QAE)

PROGRAMME/SUBJECT/SHORT COURSE DETAILS

 

Exit Award: Title of programme/award

For Students with QTS or QTLS

Postgraduate Certificate in National Award for Special Educational Needs Co-ordination (already created with route SENCOR)

For Students with EYTS, EYITT or EYPS

Postgraduate Certificate in Postgraduate Certificate in National Award for Special Educational Needs Co-ordination 0 – 5 years (already created with route SENCO2)

For students without QTS/QTLS/EYTS/EYPS

Post Graduate Certificate in Leading Provision and Practice for children with Special Educational Needs and Disabilities.

If replacement for existing, specify title of old

n/a

Faculty(ies):

Faculty of Education & Society

Department:

Department of Education

SITS Programme/Short Course code[3]

PSENCORPT

Programme Studies Board[4]

Professional Development (MA)

UCAS code[5] (if applicable).  If other please state method.

 

JACS code[6]

X160

Qualification Level / Qualification Aim

Postgraduate Certificate

Level 7

 

Modes of delivery and duration:

 

(delete yes/no as necessary)

Full time       No  

Sandwich     No  

Part time      Yes  1 year

Work Based Learning  Yes

On-campus  Yes

Off-campus  No

IL mode Yes

CSP Only. Other subject combinations not allowed with this subject:

 

Programme/Subject/Short Course Leader:

Designate : Sarah Martin-Denham

Date of Approval /Modification/Review

 

Date of next review (QAE to complete)

Initial Date June 2014

Start date of programme/Short Course

Original start October 4th 2014

Number of intakes per annum and likely month(s) intake(s) starts.

1 intake in October annually

 

FUNDING DETAILS

 

Confirm funding arrangements for programme e.g. HEFCE/TDA/NHS/Other[7]

NCTL/HEFCE

If it is TDA, is it primary/secondary/F.E./Other (please state)

N/A

Is the programme Open or Closed[8]:

Open

 

ACCREDITING BODY

No

If yes please attach completed form AQH-Ciii2

 

PROGRAMME SPECIFIC REGULATIONS

Are there to be programme specific regulations?

Yes

If yes, please attach completed form AQH-B3 Appendix 2 or AQH-B8.

 

COLLABORATIVE:

Please complete details

UK                     no

 

Overseas          no

Institution                                      Collaborative model[9]         Funding arrangements[10]

 

…………………………………………..            ………………………………         ….……………………..

 

 

  INTERIM AWARD SCHEDULE

 

Interim award title

Credits required

Interim structure

Please show mandatory requirements if applicable e.g. core module codes

None

 

 

 

 

   DETAILS SUPPLIED BY:………………………………………        DATE:………………………..

 

For QAE  use only:  Circulation list: Quality Assurance & Enhancement (files), MISD (J Ruffell, L Warner), Admissions  (E Wilson), Recruitment (Les  Brown, Catryn Davies), Student Office (L Dixon), Planning (Laura Anderson), Learning Development Services (Scott Miller, sunspace@sunderland.ac.uk) Central Timetabling (Alison McMahon) International Admissions (Annie Doyle)  + for collaborative programmes: Partnership Office Carole Green, Marketing and Recruitment (Judith Green)


Module List

Award, Route (if applicable) and Level

New/Existing/ Modified  Module (N/E/MM)

Module Title

Module Code

Module Credit Value

Whether core or option

Must choose (ie designated option):

Assessment weighting – give % weight for each assessment item

Pre-/co-requisites

Module leader

Other comment (if required)

Date of Entry on SITS.

N/MM only

( After event)

JACS Code

National SENCO Award

PGCert

Level 7

MM

The Special Educational Needs Co-ordinator (SENCO) as the Professional Guide

SENM01

30

Core

Yes

100

SENM02

co requisite

Sarah Martin-Denham

 

 

 

National SENCO Award

PGCert

Level 7

MM

The Special Educational Needs Co-ordinator (SENCO) as the Leader

SENM02

30

Core

Yes

100

SENM01

co requisite

Sarah Martin-Denham

 

 

 

Post Graduate Certificate Special Educational Needs Co-ordination

New

The SENCo as a professional guide for those working with children and young people with SEND.

 

SENM03

30

Core

yes

100

SENM04 co requisite

Sarah Martin-Denham

 

 

 

Post Graduate Certificate Special Educational Needs Co-ordination

New

The SENCo as a Leader for those working with children and young people with SEND.

 

SENM04

30

Core

Yes

100

SENM03 co requisite

Sarah Martin-Denham

 

 

 

 

 

 

 


[1] Same as main award unless agreed otherwise at validation – eg to meet PSRB requirements

[2] This limits compensation BETWEEN the modules (so a fail in one cannot be off-set by a better pass in others) but not WITHIN the modules (so you need an overall mark of 40% to pass the module but do not need to get 40% in each element of assessment)

[3] To be allocated in consultation with MISD team in Planning and Finance

[4] Programme Studies/Assessment Board that will have management responsibilities for the programme.

[5] Please contact Admissions Manager for code

[6] JACS code = e.g. (V1) History, (G5) Computing Science, etc. for information contact relevant Faculty Associate Dean (See QAA Website http://www.qaa.ac.uk/WorkWithUs/Documents/jacs_codes.pdf)

[7] Please confer with Amanda Watson for funding status for programme

[8] An Open programme constitutes an open admissions policy.  A Closed programme is normally specific to one client only.  If in doubt please consult Academic Services or Planning and Finance.

 

[9] As per QAE guidelines

[10] Please contact Amanda Watson for confirmation of funding details