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Masters Degrees (Sen Teacher)

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The School Direct Programme (Salaried) is a new route into teaching at both primary and secondary levels. Participating schools, or clusters of schools that join together, are allocated a set number of student-teacher places which can be applied for. Read more

The School Direct Programme (Salaried) is a new route into teaching at both primary and secondary levels. Participating schools, or clusters of schools that join together, are allocated a set number of student-teacher places which can be applied for. Students will earn a salary while they train.

About this programme

Students will be part of a school team from the start and will receive intensive support from experienced teachers in the classroom. Opportunities will exist to build networks with fellow trainees. This route leads to the award of QTS (Qualified Teacher Status).

There are two compulsory school placements. Students are expected to complete the associated tasks, and to build a portfolio of evidence during the academic year to demonstrate they have met national teaching standards.

Students do not undertake academic credits on this programme. However, all components will need to be assessed to gain QTS.

Core modules

  • Professional Practice

Optional modules

  • There are no optional modules for this programme

Placement

As part of the programme students will spend time in placement at a school or college, during which time their teaching practice will be supported by a school subject tutor and mentor. For this programme students will spend the majority of the programme in school, employed as an unqualified teacher.

Teaching and learning

The programme is delivered via a series of lectures and workshop at the UCL Institute of Education for 15 days (10 days' Professional Studies and five days subject-specific training) spread over the autumn and spring terms. The placement schools are responsible for providing an additional 45 days of training activities, alongside the practical teaching experience. Students are assessed on their practical teaching and their progress in achieving the standards for Qualified Teacher Status by gathering evidence in the form of a portfolio.

Further information on modules and programme structure is available on the department website: School Direct (Salaried): Primary QTS/Teacher Training

Funding

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the UCL Scholarships and Funding website.

Careers

Graduates of UCL Institute of Education's Primary teacher training programmes are currently working across a broad range of areas. Some are working as classroom teachers and mentors to PGCE students, while others have jobs as deputy and assistant headteachers. Graduates in this area can also be found working as headteachers and educational consultants.

Recent career destinations for this programme

  • Primary School Class Teacher (Year 4), London Borough of Lewisham
  • Special Educational Needs (SEN) Teacher, Swiss Cottage School

Employability

Most of the student teachers trained through this route are employed by the training school or within the cluster after completing the programme. The nature of this route to Qualified Teacher Status is for schools to train student teachers who are committed to the values and ethos of the school or academy and wish to develop their teaching career within the school or cluster which invested in their training.

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this programme at UCL?

The UCL Institute of Education (IOE) has been providing first-class teaching training, in partnership with schools and colleges for over 100 years and all of their initial teacher training programmes have been rated as outstanding. Founded in 1902, as a teacher training college in London, the IOE is a world-class research and teaching institute. IOE graduates are highly sought after in schools and colleges throughout London and the UK. The central location in historic Bloomsbury means that you are in the heart of London.

There are over 40 schools and colleges in the Greater London area and beyond participating in the School Direct (Salaried) programme. 

Each of these offer student-teacher places in two key stages to gain a broad experience of teaching across primary age phases. you will gain experience of teaching across the primary curriculum, with a specific focus on phonics, early mathematics. inclusion and behaviour management.

The training students receive from one of the participating schools will enable them to become a skilled and confident teacher.

Accreditation:

This route leads to the award of QTS (Qualified Teacher Status).



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Do you have a passion for educating children, particularly those with Special Educational Needs (SEN)? If your aim is to become a reflective, critical and enquiring primary school teacher then our PGCE Primary Education with Specialism in SEN and QTS is the course for you. . Read more

Do you have a passion for educating children, particularly those with Special Educational Needs (SEN)? If your aim is to become a reflective, critical and enquiring primary school teacher then our PGCE Primary Education with Specialism in SEN and QTS is the course for you. 

What's covered in the course?

Our aim is to help you become a committed, confident and creative teacher so we’ll train you in the essential tools you need to kick-start your career in education. You’ll increase your ability to handle the ever-evolving teaching environment, and by the time your course is complete, you’ll be in a position to continue developing your understanding, knowledge and skills throughout your professional life.

You’ll discover that the way we teach you and the time you spend in schools in the Birmingham area will give you a broad experience of working with children who come from a wide range of different social, economic and cultural backgrounds so you’ll be well placed to take on your NQT year.

Why choose us?

  • Successful completion of this course will highlight your SEN expertise and help you to stand out from the crowd.
  • Consistently high employability rates, with 98.8 per cent of our 2016 PGCE Primary graduates in employment or further study six months after their course (latest DLHE survey results 2015/16)
  • Over 70 per cent of our 2015 Primary PGCE graduates gained employment in West Midlands’ primary schools.
  • We support you with the job application process as part of your course.
  • If you have a First in your undergraduate degree, or a PhD, you may be eligible for a bursary from the National College for Teaching and Learning (NCTL)For 2017 entry this bursary is £3000.
  • If you accept an offer from us you’ll be able to take part in our free Skills Test ‘bootcamps’ to make sure you’re ready to start your PGCE in September.
  • Gain Master's level credits gained as part of this course that you can then use towards a full Master's degree, such as our Master’s in Teaching and Learning or Educational Leadership.
  • We have strong relationships with more than 900 primary schools in the region. Schools are committed to the quality of experience they offer our trainees.
  • Our team of experienced teachers, who have held senior positions in schools, are there to support and guide your progress.

Entry requirements

In addition to the above, for entry onto a teaching course you will also be required to pass the Skills Tests in Literacy and Numeracy.

Pre-Interview School Experience

For teacher training there is an expectation that you will have had some general experience of working with primary age students in a school setting. In preparation for the selection interview you are required to engage in a teaching episode, observed by an experienced qualified teacher.

As part of the selection procedure, the interview panel will expect you to demonstrate your knowledge and will assess personal qualities such as the potential to relate well to primary age students, enthusiasm, sensitivity, communication skills and robustness and resilience for teaching.

Applicants must also meet The National College for Teaching and Leadership requirements for initial teacher training, which means being medically fit and successfully completing an enhanced disclosure via the Disclosure and Barring Service (DBS).

Assessment

Modules are assessed through a range of directed tasks and targeted assignments. Trainee teachers are also required to complete a profile of evidence towards the achievement of the Standards required by the National College for Teaching and Leadership for the award of Qualified Teacher Status (QTS). Evidence for the Standards is verified by mentors.

How do I apply?

All applications need to be made via the UCAS Teacher Training website.

Course code: 338C



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The MA SEN/ALN (Additional Learning Needs) will appeal to those who are working in the field of SEN/ALN and Learning Disabilities, in particular those who are working in education (SENCos/ALNCOs, specialist teachers, one-to-one tutors within FE/HE together with learning support staff across a range of settings). Read more

The MA SEN/ALN (Additional Learning Needs) will appeal to those who are working in the field of SEN/ALN and Learning Disabilities, in particular those who are working in education (SENCos/ALNCOs, specialist teachers, one-to-one tutors within FE/HE together with learning support staff across a range of settings). This Special Educational Needs qualification is also of interest to professionals working in health, such as speech and language therapists and occupational therapists and other non-statutory organisations.

The SEN/ALN course has been designed to enable experienced practitioners in education and related professions to critically engage in the social, political and global debates relating to the living and learning experiences of children, young people and adults who have special educational needs and learning disabilities. It will encourage greater understanding and a critical appreciation of the trends and developments in SEN/ALN and disability provision across schools and relevant settings. Our SEN/ALN course also offers an in-depth focus on contemporary perspectives of SEN/ALN, learning disabilities and inclusive practice together with the opportunity to widen students’ theoretical understanding through research and evaluation within their respective professional roles. Awards are available at Postgraduate Certificate level; Postgraduate Diploma level and the full Masters degree.

What you will study

There is a wide range of modules to choose from, providing the opportunity to have a postgraduate course specifically tailored to meet your individual professional needs. You will study the specified module of the MA SEN/ALN (Additional Learning Needs) course – SEN/ALN: Contexts and Concepts – and in common with all of the professional learning programmes, you will study the Research Methodology module. 

You will also select two or three additional modules from the Professional Learning Programme. Examples of modules include:

Autistic Spectrum 

This explores theory, policy and practice in relation to all aspects of autism

Dyslexia Theory and Assessment and Working with Dyslexia: Linking Theory, Assessment and Practice

Both modules are externally accredited by the British Dyslexia Association at either an approved teacher/practitioner (ATS/APS) level or the associated membership (AMBDA) level. They are ideal for those who are working with children, young people or adults with specific learning difficulties and want a recognised qualification in this field.

Leading and Managing SEN/ALN 

Designed for educational practitioners who have or aspire to the role of SENCo./ALNCo. The module is designed to equip students with a better understanding of the theory and practice relating to the varied and challenging skills required of the SENCo/ALNCo. in order to respond to the changing landscape of SEN / ALN. 

A full list of modules is available from Amanda Kelland, award leader.

Awards are available at Postgraduate Certificate level (after completion of two taught modules); Postgraduate Diploma level (after completion of four taught modules) and the full MA (after completion of a dissertation).

Assessment

Modules are normally assessed by a written assignment of 5,000 words.

Placements

Those who undertake the SpLD modules, with a view to gaining accreditation from the British Dyslexia Association, will undertake a specialist teaching practice. For other students, there may be opportunities to link with specialist settings on a voluntary basis.

Careers

An Additional Learning Needs qualification demonstrates that you have developed advanced level skills in analysis, evaluation and research.

If you are interested in the possibility of gaining a higher degree by research, your tutors will be pleased to discuss the opportunities at the University of South Wales.

Our Careers and Employability Service

As a USW student, you will have access to advice from the Careers and Employability Servicethroughout your studies and after you graduate.

This includes: one-to-one appointments from faculty based Career Advisers, in person, over the phone or even on Skype and through email via the "Ask a Question" service. We also have extensive online resources for help with considering your career options and presenting yourself well to employers. Resources include psychometric tests, career assessments, a CV builder, interview simulator and application help. Our employer database has over 2,000 registered employers targeting USW students, you can receive weekly email alerts for jobs.

Our Careers service has dedicated teams: A central work experience team to help you find relevant placements; an employability development team which includes an employability programme called Grad Edge; and an Enterprise team focused on new business ideas and entrepreneurship.



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It is now statutory that all new SENCOs to post, working in maintained schools must attend and complete the National Award for SEN Co-ordination. Read more

It is now statutory that all new SENCOs to post, working in maintained schools must attend and complete the National Award for SEN Co-ordination.

The National Award for SEN Coordination is a one year, part time postgraduate certificate course, which, on successful completion of the assessed work will give SENCOs 60 Masters level credits (the equivalent to a third of a full Masters).

Visit the website: https://www.canterbury.ac.uk/study-here/courses/postgraduate/senco.aspx

Course detail

Please note: If you are not the named SENCO at the school, then we are unable to award you the full National Award for SEN Coordination. You will, however, still be able to attend all sessions and on successful completion of the 3x20 credit modules, will be awarded the Postgraduate Certificate in Special Educational Needs. If you later become the SENCO (within 3 years of enrolment) it is possible to submit a Portfolio of Learning Outcomes specific to the SENCO role. When this Portfolio is combined with the 3x20 credit modules, you will then be awarded the Postgraduate Certificate in Special Educational Needs and the National Award for SEN Coordination.

The Faculty of Education at Canterbury Christ Church University is one of the University’s leading edge academic units and is recognised nationally as a centre of excellence for teacher education and whole school development.

What are the potential benefits?

Having now worked with over 1100 SENCOs from maintained, specialist and independent sector settings, we have clear evidence of the impact that this training programme has had upon not only the SENCO, in terms of developing confidence and understanding of current legislation and the impacts that this has for practice; but also upon the school itself: as capacity and strategic leadership is developed within the school.

All schools are noticing an increase in the number of complex educational needs that staff are needing to understand and manage, and this course therefore provides SENCOs with up to date information about a range of best practices, in terms of the understanding and identification of need, as well as effective processes and practices to support a strategic rather reactive approach to meeting needs.

SENCOs also have the benefit of studying within localised cohorts of around 20: this provides a supportive network, and enables the SENCO to gain first hand understanding of the wider context of SEN, and alternative ways to approach the meeting of needs.

Content

The course is built around the 49 professional learning outcomes that have been developed by the NCTL (National College for Teaching and Leadership), and covers the following key areas:

• Understanding the roles and responsibilities of the SENCO

• Understanding SEN, disability and underachievement

• Introducing evidence based practice and Action Research to inform and improve practice within the school

• Whole school systems: co-ordinating provision effectively

• Understanding funding systems and implications for strategic resource planning

• Working collaboratively and strategically with others: introducing the key skills of leadership, enabling and delegation

• Working in partnership – with other professionals, agencies and services

• Working in partnership – with pupils, parents and carers

Format

The National Award for SEN Co-ordination comprises 9 full days taught input and 2 half day sessions.

You'll be fully supported through expert teaching, practical discussions with other participants and direct email tutorial support.

Cohorts are run throughout the academic year, to respond to interest and demand, and can be set up in different teaching venues to make it more accessible for a group of SENCOs.

Assessment

A range of written assignments.

How to apply

For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx

Fees and Funding

See our postgraduate fees and funding page to discover the loans, scholarships and bursaries available.

View https://www.canterbury.ac.uk/study-here/fees-and-funding/postgraduate-fees-funding/postgraduate-funding.aspx



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This successful one year training programme is designed to support the professional development of special educational needs coordinators (SENCOS). Read more
This successful one year training programme is designed to support the professional development of special educational needs coordinators (SENCOS). Gain 60 credits at masters level and join the hundreds of SENCOs in the South West Consortium who have already gained the award. Discover how you can get involved and make a positive impact on practice, and the achievements of schools and their pupils.

Key features

-Take the opportunity to undertake this Department for Education (DfE) approved post-graduate qualification which must be achieved by teachers new to the role of SENCO. If you are an experienced SENCO or working in a related professional role you can also apply. To achieve the National Award you must have QTS/QTLS, and if not it may be possible for you to achieve the PgCert Inclusive Education (60 masters level credits).
-Benefit from an award 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.
-Take part in a programme which runs in Bodmin, Plymouth, Exeter, Ilminster, and Dorchester. The local tutors are mainly Special Educational Needs (SEN) advisory teachers and experienced SENCOs, working in conjunction with university tutors.
-Gain experience working with a tutor allocated to you, offering extensive expertise, knowledge and experience and high quality local personal tuition.
-Draw on support from a professional learning community through face-to-face and virtual learning support and resources. Access valuable university facilities and online resources.
-Gain 60 masters level credits which can be used towards a masters degree (e.g. MA Education Special Educational Needs).

Course details

You'll complete two modules (each worth 30 masters level credits) which include a total of six days attendance at sessions in your local authority location. As well as four school focused/research days. Each module consists of three full days taught sessions and two recommended study days (four total) which you will individually agree with your own organisation. The modules are designed to explicitly relate to the DfE SENCO Learning Outcomes.

Optional modules
-PGSEN703CW National Award for SEN Coordination Learning Outcomes
-PGSEN703DV National Award for SEN Coordination Learning Outcomes
-PGSEN703PL National Award for SEN Coordination Learning Outcomes
-PGSEN703SS National Award for SEN Coordination Learning Outcomes
-PGSEN704CW SEN: Organisational Contexts
-PGSEN704DV SEN: Organisational Contexts
-PGSEN704PL SEN: Organisational Contexts
-PGSEN704SS SEN: Organisational Contexts
-PGSEN705CW SEN: Leading on Teaching and Learning
-PGSEN705DV SEN: Leading on Teaching and Learning
-PGSEN705PL SEN: Leading on Teaching and Learning
-PGSEN705SS SEN: Leading on Teaching and Learning

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University of South Wales' MA SEN/ALN (Autism) course is unique in Wales, and is for professionals working in the field of education, health, social care and the third sector who have contact with children or adults on the autism spectrum. Read more

University of South Wales' MA SEN/ALN (Autism) course is unique in Wales, and is for professionals working in the field of education, health, social care and the third sector who have contact with children or adults on the autism spectrum. The course is designed for those who wish to become an advanced practitioner in autism by acquiring a relevant qualification. As the only practice-based study of autism in the region, our course draws a wide range of students from south Wales and the west of England, as well as many international students.

The MA SEN/ALN (Autism) course is also of relevance to newly qualified practitioners who are interested in gaining a specialism in autism, and to those coming from a personal perspective on autism who would like to deepen their knowledge and find out more about current research and relevant theoretical ideas.

What you will study

The autism course explores theory, policy and practice in relation to all aspects of autism as it is currently understood within different contexts. Modular content is designed to provide the opportunity to tailor your postgraduate degree to meet your individual professional or personal needs.

There are two specified modules focused on autism:

Autism: Contexts and Concepts

This module examines the development of current theories of autism and explores the implications of these for autistic individuals, families and practitioners. It is designed to deepen your knowledge and understanding of the sensory perceptual differences of autism and consider the ways in which these may give rise to a different way of being in the world.

Managing and Supporting Autism 

This module critically examines national and international developments in policy and practice in relation to autism education and support within a variety of settings and contexts. It will enable you to evaluate the continuum of provision for people with autism in the light of theories of learning and with reference to important models of disability.

In addition to these two modules, you are able to select two or three additional modules from the Professional Learning Programme, for example:

Child and Adolescent Mental Health

This module focuses on the causation, presentation and implications of mental health difficulties in children and young people.

SEN: Contexts and Concepts 

This module examines practice in SEN/ALN, learning disabilities and inclusive education and critically reflects on the tension between identification of need and the philosophy of inclusion

Leading and Managing SEN/ALN 

This module is designed to provide students with a better understanding of theory and practice in relation to the role of SENCo/ALNCo and so respond to the changing landscape of SEN/ALN.

In common with all of the Professional Learning programmes, you must take the core module Research Methodology if you are studying the full Masters course.

A full range of the modules is available from the course leader, Dr Carmel Conn.

Awards are available at Postgraduate Certificate level (after completion of two taught modules); Postgraduate Diploma level (after completion of four taught modules) and the full MA (on completion of a dissertation).

Teaching

Each module is taught during weekly on campus sessions over 10 week terms. Learning takes place in teacher and student-led seminars, group discussions, individual tutorials and through active learning tasks. Content is delivered in engaging and interactive ways, with clear direction and support provided for critical reading and academic-level writing. Teaching usually takes place in the evenings and sessions are delivered by the course leader together with guest speakers. For the autism modules, guest speakers include people with autism, as well as senior practitioners in health and education.

Assessment

Each module is assessed by an assignment, which may take the form of a 5,000 word written assignment or an alternative practical assessment task. To complete the full Masters award, you will need to complete a 15000 word dissertation which is based on a topic of your choice. You will be supported by a tutor during the assignment writing process via individual tutorials. If you are not in professional practice, but would like to gain experience of working professionally in relation to autism education and support, help with setting up an internship can be provided.

Placements

If you are not in professional practice, but would like to gain experience of working professionally in relation to autism education and support, help with setting up an internship can be provided.

Facilities

We are able to arrange to consult and use some of the resources available at the Dyscovery Centre such as standardised assessment tools.

Careers

Most students who study part-time, work in this specific field of work. Our full-time students quickly find work locally within education or the care sector, which offers them opportunities to apply theory to practice. A Masters degree in Autism is a major boost to a career. Whatever your profession, experience has shown us that success on the course leads to enhanced employment prospects. Parents of children diagnosed with an ASD feel empowered both from their success and the increased insight gained.

A number of students have gone on to present at national and international conferences on an aspect of the autism spectrum. Other students have secured promotion and or employment in organisations that specifically support or educate individuals on the spectrum.



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The PGCert Education. National Award for Special Educational Needs (SEN) Co-ordination is a mandatory course for all SENCOs new to the role. Read more
The PGCert Education: National Award for Special Educational Needs (SEN) Co-ordination is a mandatory course for all SENCOs new to the role.

See the website http://www.brookes.ac.uk/courses/postgraduate/pgcert-education-national-award-for-sen-coordination/

Why choose this course?

- The government is committed to improving outcomes for children with special educational needs (SEN) and disabilities. SENCOs have a central role to play in schools to ensure effective provision for children with SEN and disabilities and that individual children's needs are met.

- This course is delivered jointly with the Oxfordshire Inclusion Support Team (OXIST) and the Buckinghamshire Learning Trust (BLT) who provide in-school support.

- The School of Education at Oxford Brookes is one of the largest schools of education in the UK, combining high quality teaching and significant research and consultancy activity, and is a focal point for lively, informed debate on education through its seminar and lecture programmes.

- You will be joining a university which is widely regarded as a major contributor to the improvement of education and learning, locally and nationally.

- We work in close partnership with hundreds of schools and colleges and other organisations.

- You will be based on a a great campus, with strong sporting, recreational and study facilities.

Teaching and learning

Policy and Practice for Special Educational Needs course schedule:
- one whole day and five evenings (approximately 21 hours of contact time)
- one online discussion (approximately three hours of contact time)

Assessment:
There are two elements to the assignment - an online summary and a report evaluating the role of the SENCO (4,000 words).

Teaching and Learning for SEN course schedule:
- one whole day and five evenings (approximately 21 hours of contact time)
- one online discussion (approximately three hours of contact time).

Assessment:
The assessment will include an online summary, a presentation and an essay (4.000 words).

Managing Issues in Special Educational Needs course schedule:
- one whole day and five evenings (approximately 21 hours of contact time)
- one online discussion (approximately three hours of contact time).

Assessment:
There are two elements to this assignment, a summary of an online discussion and a report on a school project relating to an aspect of the SENCO management role.

In addition SENCOs must present a portfolio of evidence for assessment which demonstrate that they have met all the 49 learning outcomes specified by the National College for Teaching and Leadership.

Please note: as our courses are reviewed regularly the list of modules you choose from may vary from that shown here.

How this course helps you develop

The post of SENCO is likely to have an increasing importance within the structure of schools, becoming a clear route for career progression. It is also an important step towards a master's degree.

Careers

Many of our SENCOs who complete the course go onto further career progression eg Director of Inclusion across a federation of schools, Inclusion consultant with OXIST, Deputy and Assistant Head roles with responsibility for Inclusion.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

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The Postgraduate Diploma in SEN Specific Learning Difficulties (SpLD) is one of a range of special educational needs courses that are offered by the University of South Wales at postgraduate level. Read more
The Postgraduate Diploma in SEN Specific Learning Difficulties (SpLD) is one of a range of special educational needs courses that are offered by the University of South Wales at postgraduate level.

This course is for you if you have at least two years experience of working with students with SpLD and are looking to gain a qualification to enable you to apply to the British Dyslexia Association (BDA) for either Approved Teacher Status (ATS or ATS HE/FE) or an Associate Membership of the BDA (AMBDA or AMBDA FE/HE).

The course may also be of interest to other approved professionals, such as speech and language or occupational therapists and educational psychologists.

The Postgraduate Diploma in SEN Specific Learning Difficulties (SpLD) is recognised by the British Dyslexia Association for the award of Associate Member of the British Dyslexia Association (AMBDA). It is also recognised by the Joint Council for Qualifications as the appropriate training for completing Access Arrangements in Secondary Schools.

Those who have obtained the PG Diploma in Spld (AMBDA) are eligible to assess and diagnose dyslexia.

See the website http://courses.southwales.ac.uk/courses/1280-postgraduate-diploma-sen-specific-learning-difficulties

What you study

To gain a Postgraduate Diploma SEN in SpLD you must pass four taught modules:

• Understanding Learning Difficulties and Disabilities which is taught on the campus or can be accessed via e-learning
• Specific Learning Difficulties
• Managing and Supporting Children and Young People with Specific Learning Difficulties
• Research Methodology

Both SpLD modules focus not only upon specific difficulties in literacy and numeracy, but address the wider spectrum of potentially associated conditions eg. Dyspraxia, Attention Deficit Disorder and Asperger’s Syndrome.

The course enables participants to gain knowledge of:

• The vast range of differences within the SpLD continuum
• Current research on the identification of learners experiencing problems with literacy and numeracy
• Assessing individual learning needs, using both standardised and non-standardised methods
• Planning programmes of work for individual pupils based on initial and on-going assessment
• The effects on learning, self esteem and behaviour of SpLD
• Monitoring the progress of learners who may show uneven or intermittent standards of achievement
• A variety of strategies and resources, including ICT and technical aids, for assisting pupil organisation, drafting and presentation of work
• The monitoring, evaluation and auditing responsibilities within school or service, in respect of the quality of provision for pupils with SpLD.

Learning and teaching methods

Students undertake two modules in year one, and two modules in year two. Both SpLD modules are taught on Monday evenings for three hours on campus over a period of 12 consecutive weeks.

Assessment methods

The first module is assessed on the basis of a written assignment of 5,000 words (or equivalent).

The second module is assessed in two ways:
- For students seeking a professional award, the successful completion of 30 hours of teaching experience and assessment of relevant files (equivalent to 5,000 words)

- For other participants, one 5,000 word assignment, or the equivalent

Employment Prospects

Most students proceed to the MA dissertation, in order to achieve the award of MA SEN.

Following successful completion of the course, some students have gained posts as school and college SENCOs, specialist tutors in SPLD services, set up their own SpLD consultancies, or become LEA Advisors. Others have published books and papers on the subject and gained doctorate awards.

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COURSE OVERVIEW. Obtain Qualified Teacher Status with Ofsted outstanding-rated initial teacher training. Gain practical experience with two school placements. Read more

COURSE OVERVIEW

  • Obtain Qualified Teacher Status with Ofsted outstanding-rated initial teacher training
  • Gain practical experience with two school placements
  • Option to include an SEN specialism

PGCE Primary at Winchester prepares you to teach in either the 3–7 or 5–11 age range. The course gives you the opportunity to learn to teach in a stimulating and supportive environment, from tutors with extensive expertise and experience. You leave the programme as a high quality postgraduate teacher, with the skills, knowledge and motivation to inspire and educate others.

Established in 1840 as a teacher training college, the University of Winchester has built on this history with innovative, high-quality teacher education programmes. PGCE Primary is a postgraduate professional programme of Initial Teacher Education (ITE) leading to the award of either Postgraduate Certificate in Education (with Masters level credits) or Professional Graduate Certificate in Education, both including the recommendation of the award of Qualified Teacher Status (QTS).

You are prepared to teach across the age ranges of 3–7 (full-time route only) or 5–11 (full-time or part-time route). The course covers all elements of primary education, extending your knowledge of learning and teaching, of the breadth and scope of the curriculum, and the professional skills associated with high-quality teaching. You then apply this understanding and skill to classroom practice during two assessed placements in schools or educational settings, dependent on the route you have chosen. On the 5-11 route, if you have suitable pre-programme experience, you can take one placement in a Special Educational Needs (SEN) setting.

Study modules in Professional Theory and Practice, Personalising Learning, Exploring the Curriculum, An Introduction to the Curriculum and two assessed placements. 120 days of the programme are dedicated to school-based activity. This includes: 15 days pre-programme experience (under the direction of the programme); a seven-week autumn school experience placement; a 12-week spring/summer school experience placement; and a three-week enquiry week placement.

PGCE Primary at the University of Winchester has a high employability rate, with many students securing their first teaching posts in our partnership schools.

Accreditation

Accredited by the National College for Teaching and Leadership (NCTL) for the purpose of Qualified Teacher Status (QTS). Successful completion of the PGCE Primary leads to the PGCE with recommendations for award of Qualified Teacher Status (QTS).

Careers

The PGCE Primary programme at the University of Winchester has a high employability rate, with many students securing their first teaching posts in our partnership schools.

ABOUT THIS COURSE

Suitable for applicants from:

UK, EU, World

Work placements

120 days of the programme are dedicated to school based activity. This includes: 15 days pre-programme experience (under the direction of the programme); a seven week Autumn School Experience Placement; a 12 week Spring/Summer School Experience Placement; and a three week Enquiry Week placement.

Learning and teaching

Tutors, with extensive experience and expertise of EYFS and primary phase education, support student learning through a range of teaching methods including lectures, seminars, workshops, tutorials, and a number of technological channels including online discussion forums.

Attendance regulations: There is a requirement for students to complete 120 days in school - students cannot be recommended for QTS unless we have evidence that they have completed these days. The penalty for not completing 120 days in school is that they cannot be recommended for QTS but students can still receive the academic award. For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures.

Location

Taught elements of the course take place on our King Alfred Campus (Winchester) or at our West Downs Campus (Winchester). 

Assesment

Modules are assessed either by assignment or by achievement of success against the Teachers' Standards (Department for Education 2012). Assignments are varied to capture students' differing strengths and include essays, presentations and practitioner enquiry reports. Feedback is given with all assignments in order that students can improve their academic writing as the programme progresses. School placements are assessed through graded observations measured against the Teachers' Standards (Department of Education 2012). The observations include detailed feedback, usually made by the class teacher and a university link-tutor mentor.

Our validated courses may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances.

We ensure all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes. Further details on assessment types used on the course you are interested in can be found on the course page, by attending an Open Day or Open Evening, or contacting our teaching staff.

Feedback

We are committed to providing timely and appropriate feedback to you on your academic progress and achievement in order to enable you to reflect on your progress and plan your academic and skills development effectively. You are also encouraged to seek additional feedback from your course tutors.

Further information

For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures.



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This qualification is a requirement for recently appointed special educational needs coordinators (SENCO) working in the UK. Read more
This qualification is a requirement for recently appointed special educational needs coordinators (SENCO) working in the UK. The course is also highly relevant to inclusion and special educational needs leaders and managers who wish to improve the quality of inclusion and SEND provision in their setting, whether they are working in the UK or abroad.

Developed in collaboration with academic staff and expert practitioners, the course provides an exceptional distance learning programme supported by high-quality personal tutoring. Working closely with your tutor, you will undertake a thorough self-evaluation to identify gaps in your knowledge and understanding. This will help you link your learning to your professional practice and allow you to steer the direction of your development.

A virtual learning environment will enable you to connect with your personal tutor and share your experiences with your peers. You will be encouraged to collaborate with fellow students on the course and colleagues in your school in order to refine your knowledge and get the most from the programme. You will be provided with online resources, including recorded expert presentations, and key information throughout the year to help you meet the learning outcomes for your course.

Your tutor will support you in managing your programme of study. Your portfolio of evidence will include four assignments, set at regular intervals throughout the year, and will show how you have successfully met the course requirements.

Our vision for children with special educational needs and disabilities is the same as for all children and young people - that they achieve well in their early years, at school and in college, and lead happy and fulfilled lives.

- Research Excellence Framework 2014: twice as many of our staff - 220 - were entered into the research assessment for 2014 compared to the number entered in 2008.

Visit the website http://courses.leedsbeckett.ac.uk/specialeducationneeds_pgcert

Mature Applicants

Our University welcomes applications from mature applicants who demonstrate academic potential. We usually require some evidence of recent academic study, for example completion of an access course, however recent relevant work experience may also be considered. Please note that for some of our professional courses all applicants will need to meet the specified entry criteria and in these cases work experience cannot be considered in lieu.

If you wish to apply through this route you should refer to our University Recognition of Prior Learning policy that is available on our website (http://www.leedsbeckett.ac.uk/studenthub/recognition-of-prior-learning.htm).

Please note that all applicants to our University are required to meet our standard English language requirement of GCSE grade C or equivalent, variations to this will be listed on the individual course entry requirements.

Careers

You will be able to practise as a SENCO in any maintained school and develop the essential skills in SEN diagnosis and intervention, provision management, coaching and mentoring and working with outside agencies and stakeholders. You will also have the confidence to take on a high profile, leadership role in your school and successfully motivate other teachers to promote inclusion in their classrooms.

- SEN Co-ordinator
- SEN Teacher
- SEN Teaching Assistant
- SEN Support Worker

Careers advice: The dedicated Jobs and Careers team offers expert advice and a host of resources to help you choose and gain employment. Whether you're in your first or final year, you can speak to members of staff from our Careers Office who can offer you advice from writing a CV to searching for jobs.

Visit the careers site - https://www.leedsbeckett.ac.uk/employability/jobs-careers-support.htm

Course Benefits

You will have access to our Library's extensive range of electronic resources, and support from your personal tutor will provide you with formative feedback to improve your learning experience.

Your course will enhance your knowledge and understanding of inclusion and special educational needs theory and practice. One of the most important goals of the course will be to grow your confidence so you can coordinate SEND provision effectively.

At the end of this course you will have completed the first 60 credits towards our MA Education qualification (Pathway: Special Educational Needs). For more information on this course, visit http://courses.leedsbeckett/education_ma.The learning outcomes will support you to develop a greater understanding of:

- Leadership and management.

- Pupil progress.

- Different types of special educational needs and their impact on learning.

- Intervention and provision management.

- The role of teaching assistants.

- Coaching and mentoring.

- Working with outside agencies and stakeholders.

Dr Michalis Kakos

Senior Lecturer

"I have taught in primary schools, pupil referral units, special, grammar, comprehensive and preparatory schools around the world. This diversity of experience enables me to question the effects of formal education on students' socialisation. I am currently studying students' political socialisation in the current economic and political turmoil in Greece."

Exploring citizenship and intercultural education as well as special educational needs, Michalis is well-versed in the issues concerning a wide spectrum of pupils and teachers.

Facilities

- Library
Our libraries are two of the only university libraries in the UK open 24/7 every day of the year. However you like to study, the libraries have got you covered with group study, silent study, extensive e-learning resources and PC suites.

- Headingley Campus
Our historic Headingley Campus is set in 100 acres of parkland with easy access to Leeds city centre.

Find out how to apply here - http://www.leedsbeckett.ac.uk/postgraduate/how-to-apply/

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This primary teacher education course is designed for graduates who are committed to becoming primary school teachers. It trains you to teach the five to 11 age range. Read more

This primary teacher education course is designed for graduates who are committed to becoming primary school teachers. It trains you to teach the five to 11 age range.

As a trainee you will learn how to teach the entire primary curriculum as well as choosing a particular route. The SEN: Special Schools route is designed to give you the skills and confidence to meet the needs of pupils in special schools.

East London offers multicultural, multilingual and vibrant schools in which to learn, but your training at UEL will qualify you to teach anywhere in England or Wales.

Our PGCE team is made up of experienced practitioners who have worked in a range of primary and Early Years settings across London as classroom teachers, curriculum co-ordinators, advisory teachers and school leaders.

At UEL you will be part of a diverse community of students. We want to bring to east London a teacher workforce that reflects the local community and, in 2013-14, 24 per cent of our Primary PGCE trainees were men.



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This primary teacher education course is designed for graduates who are committed to becoming primary school teachers. It trains you to teach children in the five-to-11 age range. Read more

This primary teacher education course is designed for graduates who are committed to becoming primary school teachers. It trains you to teach children in the five-to-11 age range.

As a trainee you will learn how to teach the entire primary curriculum as well as choosing a particular route.

The Special Educational Needs (Inclusion) route is designed to enhance your skills and confidence in meeting the strengths and needs of all pupils in mainstream classrooms.

East London offers multicultural, multilingual and vibrant schools in which to learn, but your training at UEL will qualify you to teach anywhere in England or Wales.

Our PGCE team is made up of experienced practitioners who have worked in a range of primary and early years settings across London as classroom teachers, curriculum co-ordinators, advisory teachers and school leaders.

At UEL you will be part of a diverse community of students. We want to bring to east London a teacher workforce that reflects the local community and, in 2013-14, 24 per cent of our Primary PGCE trainees were men.



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This course aims to enable you to meet, and exceed, the Teacher Standards’ criteria as set out by the National College of Teaching and Leadership (NCTL) for teaching across the primary phase of education through. Read more

This course aims to enable you to meet, and exceed, the Teacher Standards’ criteria as set out by the National College of Teaching and Leadership (NCTL) for teaching across the primary phase of education through:

• Exploring how learning links to the development of ourselves as teachers and the pupils with whom we work;

• Harnessing the power of research and professional knowledge as a key part of our own reflective practice and theory building;

• Promoting creative and innovative approaches to teaching and learning;

• Taking account of the role of education in developing the whole person by modelling a reflective and enquiry based approach to learning, promoting learning in a broad range of local, national and international contexts and exploring sustainability as a key feature of learning for the present and the future; and by promoting core educational values such as honesty, compassion, integrity and the pursuit of wisdom;

• Promoting equality of opportunity in all learning environments;

• Monitoring, evaluating and assessing the impact of the learning environment on all learners;

• Providing individual support and development for learners based on their individual needs and endeavours to build respectful learning communities.

This means that the course will not restrict you to a limited age-range for your career, and it will help in preparing you to teach all subjects of the primary curriculum.

Visit the website: https://www.canterbury.ac.uk/study-here/courses/postgraduate/pgce-primary-full-time.aspx

Course detail

The course will support you in meeting the NCTL requirement to teach across two consecutive age-phases, and within two different school settings.

The course will also encourage you to be able to start moulding specific interests for your intended career. For example, you will be able to request whether to be based with 3-7, 7-9 or 9-11 age-phase for some professional placements and you will have opportunity to select from a range of module options for your Enhanced Study. Similarly, there will be opportunity within the programme to apply for a professional placement in a SEN school.

Please note that all such requests cannot be guaranteed, but they will be taken into consideration when allocating students to placement offers received from schools.

Suitability

The programme is aimed at graduates who have a real passion, enthusiasm and commitment towards joining the teaching profession as a primary-phase teacher, and who seek to become the very best teacher and ‘leader of learning’ they can.

The more understanding you bring with you about the nature of teaching and learning in UK primary schools from the early years up to Year 6, and the role of the professional teacher, the better. That is why a minimum of 10 days experience in a primary school setting/working with children is a condition of being offered a place on the PGCE Primary course.

Content

All PGCE courses cover three main areas: Professional Studies, Curriculum Studies and Enhanced Studies. All learning on the course is designed to complement professional practice and your academic study will be both informed by, and also inform, practice. PGCE students will be placed in two schools for a mixture of blocked time (e.g. weeks) and serial days or ’invasion’ days (eg.one day a week) adding up to meet the current Government requirement for a minimum 120 days in school.

Format

This full-time PGCE course will comprise a variety of lectures, seminars, workshops tutorials and self-study, balanced with your periods of professional practice. You can expect to be busy, and it is a full time commitment.

Currently for example:

Term 1 is a blend of university based sessions and your first professional practice and assignment.

Term 2 comprises university based sessions, serial and research days in school, and your second professional practice. Your other two assignments are due during this term.

Term 3 largely comprises your final professional practice, and completion of your Record of Development.

You will be taught and supported by a range of academic tutors and professional colleagues from our school partnership. It is worth noting that academic tutors on this course also have QTS and teaching experience.

Assessment

You will be assessed in two main ways, via academic assignments and assessment of their teaching.

You will submit three academic assignments for 20 Level 7 credits in each curriculum, enhanced and professional studies modules. Each submission will include a written element, but you may also be assessed via presentations or practical performances as relevant to each assignment. You will also be required to develop and complete an ongoing record of your professional practice and engagement.

Professional practice will be formally assessed at the end of each professional placement, or which there are three. Each must be successfully passed in order to progress through the course. At the end of your final placement you will be awarded your final grading against each of the Teacher Standards.

What can I do next?

Following successful completion of this course, the usual next step is to seek employment as a Newly Qualified Teacher and to successfully pass that part of your induction into the teaching profession. From there, your teaching career can take you on to a very rewarding and exciting professional journey involving learning and teaching, leadership and management, research and advisory roles.

How to apply

For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx

Fees and Funding

See our Teacher Education Funding page to discover the scholarships and bursaries available.

View http://www.canterbury.ac.uk/study-here/fees-and-funding/teacher-education-funding.aspx



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This course will not only prepare you to teach Physical Education (PE) across the 11-16 age range with post 16 enhancement in secondary schools, but will provide you with valuable knowledge so you develop into an effective classroom practitioner. Read more
This course will not only prepare you to teach Physical Education (PE) across the 11-16 age range with post 16 enhancement in secondary schools, but will provide you with valuable knowledge so you develop into an effective classroom practitioner. Providing you with a solid foundation of professional awareness and understanding, the course will foster and develop your competence and confidence in imparting your subject knowledge to young people. Newman can offer you a rich diversity of partnership schools, through a combination of supportive school experiences and active teaching and learning sessions you will develop as a teaching professional.
Students are encouraged to develop into reflective teachers; practitioners who can respond effectively to the learning needs of young people in school and apply imaginatively the principles underpinning a broad and balanced physical education programme.

A significant part of the course will be spent in schools obtaining valuable classroom experience under the supervision of trained mentors and Newman lecturers. The rich diversity of partner schools ensures a variety of school contexts within which teaching skills can be developed. Nationally recognised sports coaching courses are also available to students studying this course at Newman.

Course Content

The Teaching Agency has set out professional standards for qualified teacher status (QTS) in relation to:
• Professional Values and Practice
• Knowledge and Understanding
• Teaching.

In addition to developing knowledge of the secondary PE curriculum you can also expect to focus on classroom management, lesson planning and assessment techniques, learning and teaching styles and strategies. Newman University’s international links in both Europe and South Africa have developed thriving partnerships that have produced a wealth of resources that allows PE trainees to incorporate an international dimension into their teaching e.g. the Create to Innovate programme (developed in through links with learners in South African townships). As a student studying this course, you will also have access to nationally recognised sports coaching courses which will enhance your PGCE.

School Based Learning

Teaching experiences take place in two blocks of 7 and 12 weeks respectively. Students are placed in a number of local schools so as to gain as much experience as possible. During the PGCE year you are offered a variety of other experiences including working in primary schools, outdoor education sessions and special educational needs (SEN) schools so as to further develop your skills and knowledge.

You will gain experience of teaching in at least two secondary schools and acquire high level skills in the application of new technologies in teaching and learning. School-based learning includes observation of experienced teachers, a structured programme of group and whole class teaching and a series of directed activities to explore whole school issues. In addition there is the opportunity to develop your own professional interests through individual experiences. You will be encouraged to explore further aspects of PE education with groups of pupils across the age and ability range, including those with special educational needs.

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COURSE OVERVIEW. Established in 1840 as a teacher training college, the University of Winchester has built on this history with high-quality and innovative teacher education programmes. Read more

COURSE OVERVIEW

Established in 1840 as a teacher training college, the University of Winchester has built on this history with high-quality and innovative teacher education programmes.

PGCE Primary is a postgraduate professional programme of Initial Teacher Education (ITE) leading to the award of either Postgraduate Certificate in Education (with Masters level credits) or Professional Graduate Certificate in Education, both including the recommendation of the award of Qualified Teacher Status (QTS).

Students are prepared to teach across the age ranges 5-11 (full-time or part-time route). The routes are organised around six modules - a combination of taught modules based at the University and placement modules based in schools or educational settings.

Students undertake studies in all elements of primary education; they extend their knowledge of learning and teaching, of the breadth and scope of the curriculum and the professional skills associated with high-quality teaching. These areas of understanding and skill are then applied to classroom practice during two assessed placements in schools or educational settings, dependent on the route being undertaken.

Full-time study is arranged to be consistent with the primary school year and starts with a pre-programme 15 days in school/s arranged by the student. Students are provided with a handbook to guide these pre-programme observations and activities.

The part-time route allows students to learn to teach over a period of two years. The programme experience involves a combination of campus-based taught sessions, distance learning and school-based experience. The school experience placements are completed by students on a full-time basis.

Teaching placements are predominantly in Hampshire primary schools, but this geographical area often extends to Dorset, Wiltshire, Berkshire and Surrey. Students also have the opportunity to take one of their placements in East London or the Isle of Wight. Students on the 5-11 route with suitable pre-programme experience may take one placement in a Special Educational Needs (SEN) setting.

All students are allocated a personal tutor to support their progress through the programme. Progress is tracked both academically and in terms of the Teachers' Standards (Department for Education 2012), which are a required part of professional training.

Accreditation

Accredited by the National College for Teaching and Leadership (NCTL) for the purpose of Qualified Teacher Status (QTS). Successful completion of the PGCE Primary leads to the PGCE with recommendations for award of Qualified Teacher Status (QTS).

Careers

The PGCE Primary programme at the University of Winchester has a high employability rate, with many students securing their first teaching posts in our partnership schools.

ABOUT THIS COURSE

Suitable for applicants from:

UK, EU, World

Learning and teaching

Tutors with extensive experience and expertise of primary phase education support student learning through a range of teaching methods including lectures, seminars, workshops, tutorials, and number of technological channels including online discussion forums.

Attendance regulations

There is a requirement for students to complete 120 days in school - students cannot be recommended for QTS unless we have evidence that they have completed these days. The penalty for not completing 120 days in school is that they cannot be recommended for QTS but students can still receive the academic award. For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures library.

Location

Taught elements of the course take place on our King Alfred Campus Winchester) or at our West Downs Campus (Winchester).

Assesment

Modules are assessed either by assignment or by an achievement of success against the Teachers' Standards (Department for Education 2012). Assignments are varied to capture students' differing strengths and include essays, presentations and practitioner enquiry reports. Feedback is given with all assignments in order that students can improve their academic writing as the programme progresses. School placements are assessed through graded observations measured against the Teachers' Standards (Department of Education 2012). The observations include detailed feedback, usually made by the class teacher and a university link-tutor mentor.

Our validated courses may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances.

We ensure all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes. Further details on assessment types used on the course you are interested in can be found on the course page, by attending an Open Day or Open Evening, or contacting our teaching staff.

Feedback

We are committed to providing timely and appropriate feedback to you on your academic progress and achievement in order to enable you to reflect on your progress and plan your academic and skills development effectively. You are also encouraged to seek additional feedback from your course tutors.

Further information

For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures.



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