National Award for Special Educational Needs Coordinator (SENCO) PgCert
The National Award for Special Educational Needs Coordination addresses the specific development needs of staff who have recently been appointed to the role of SENCo (or who aspire to that role), usually experienced teachers. Participants come from a range of settings including primary, special and secondary schools.
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8 top reasons to study SENCO here...
- Professional links: Sessions on the module will be taken by teachers and senior leaders from outstanding-rated partnership SEND schools.
- Grow personally and professionally: Develop and demonstrate the personal and professional qualities and leadership you need to shape an ethos and culture based upon person-centred and inclusive practice.
- Work-based placements: You'll already be working in a school – and applying your course learning to your role. However, there may be the possibility of additional visits to SEND schools to broaden your teaching experience.
- Academic progression: Graduates of the PgCert SENCO can progress on to the MA in Education (Special Education Needs and Disability).
- Flexible teaching: The course is taught through lectures, discussions, workshops, video presentations and blended learning methods.
- Experienced teachers: all academics are ex-teachers and have years of experience in the education industry
- Global perspective: Be part of an academic community dedicated to social justice and global responsibility – with inspiring schedule of guest speakers, events, volunteering opportunities and exchange of ideas.
- Evening classes: Suitable for people already in work and looking to enhance their CV and expertise, this course is offered through evening classes.
This course covers...
The course enables you to demonstrate the necessary skills, knowledge and understanding to meet National College for Teaching and Leadership's (NCTL) learning outcomes for the National Award for Special Educational Needs Coordination. The NCTL stipulate particular outcomes in terms of:
- Professional skills, knowledge and understanding: including an in-depth knowledge and understanding of the legislative context for SEN and theoretical concepts that underpin effective leadership and practice. To be informed by current practice, scholarship and research, and a critical awareness of current issues and developments in the subject and the profession;
- Professional development: including the expertise and capabilities that SENCOs need to lead and coordinate provision effectively.
- Professional values: including the personal and professional qualities that SENCOs need to make a positive impact on the ethos and culture in schools and other settings.
And, you'll you'll also be expected to engage critically and reflectively with the research and theory in the area of inclusion and SEND.
*This course is subject to validation
- Improving learning outcomes for children and young people with SEND
Providing students with the skills, knowledge and understanding to enable SEND learners to successfully achieve in their learning. Focusing on the teaching and learning strategies needed to improve learning outcomes for children and Young People with SEND.
- Leadership and management of provision for children and young people with SEND
This module builds on the previous module, developing the content explored previously in the context of becoming a leader and manager of SEND provision in an educational setting. Enabling students to develop and demonstrate the personal and professional qualities and leadership they need to shape an ethos and culture based upon person-centred, inclusive, practice in which the interests and needs of children and young people pupils with SEN and/or disabilities are at the heart of all that takes place.
All modules are assessed by portfolio and case study / essay.
Course content and topics are mapped out below over the 12 sessions:
- Understanding the history of and current practice and theory in inclusion, SEN, Disability, underachievement and facilitating access to learning for SEND learners.
- Being a child with SEND, identity, voice, learning, behaviour and the future.
- The Children and Families Act 2014 and improving learning outcomes.
- Case study and other preparation and research considerations needed in preparing for the module assignment.
- Early childhood development, learning theory and the ‘typical’ learner and how this relates learners with neurodiverse learner.
- Strategies for improving outcomes for learners with Autistic Spectrum Conditions.
- Planning teaching and learning strategies to improve outcomes for and young people with SEND.
- Ensuring the learning environment supports improved learning outcomes for SEND learners, including: friendship, play, challenging peer relationships and promoting a learning environment that successfully accommodates difference.
- Promoting the role and value of families and carers of pupils with SEN and/or disabilities. Including working with learners and their families to consider the range of provision available to learners with SEND.
- Assessing learning progression of learners with SEND, assessment and evaluation tools and monitoring achievement.
- Student presentations of case studies for peer review and feedback
- Assignment tutorials.
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Gianna is an Associate Professor in Education Studies. She has over 12 years experience of teaching in primary schools in London and the Midlands. Gianna has written widely about inclusion, diversity and social justice.
Nicola has a PhD focussing on inclusive practice with autistic university students. She has 35 years’ experience in education working with disabled pupils and students from nursery age to adults in FE and HE and an international research profile in the field.
Teaching and learning
This course is taught through a combination of lecture sessions and workshops. You'll be supervised through a tutorial system and online materials with be available through Moodle (the University's Virtual Learning Environment).
The positive thing about this course is that it's taught during the School term so ensures teachers do not need to do anything extra during holidays, and it's also offered in the evening, so provides further flexibility for people already in work.
- Minimum BA/BSc and Qualified Teaching Status
- All applicants must be serving teachers and have the support of their head teacher.
How to apply
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Full-time/part-time postgraduate students and research students apply through the UK Postgraduate and Statistical Service (UKPASS). Full details of how to do this are supplied on our How to apply section for postgraduate students and our How to apply section for research students.
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