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Masters Degrees (Sen Teaching)

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Are you a qualified teacher who would like to develop your knowledge of the wider issues surrounding work with dyslexic pupils in schools?. Read more
Are you a qualified teacher who would like to develop your knowledge of the wider issues surrounding work with dyslexic pupils in schools?

The Postgraduate Certificate in Teaching Pupils with Dyslexia will provide you with the specialist skills and knowledge required to enhance the learning of pupils with dyslexia in a school context.

This one-year course will allow you to understand the challenges faced by pupils in the classroom through the application of practical and theoretical knowledge.

Accredited by the British Dyslexia Association (BDA), this course has been designed to meet both the individual and organisational needs of school teachers working at all stages of compulsory education.

On graduation you possess the necessary skills and knowledge to effectively teach pupils who suffer from dyslexia, in addition to possessing a strong foundation that will allow you to progress your learning to Masters level, should you wish to further progress your qualification.

Learn From The Best

The staff engaged in teaching and tutoring on this course are qualified teachers and practitioners with substantial experience of working with pupils that have specific learning difficulties (SpLD).

Tutors on this course have worked in a variety of environments such as schools, local authorities and other educational establishments. They also hold memberships to key professional organisations such as the British Dyslexia Association.

In addition to the teaching delivered by our staff, we regularly welcome guest speakers and visiting lecturers to provide additional sessions to further enhance your knowledge of this specialist subject.

Both our teaching team and dedicated support staff will be on-hand at all times throughout your course to provide ongoing guidance and assistance to ensure you graduate with complete confidence in your abilities.

Teaching And Assessment

Split into two modules – The Theory and Practice of Identification and Assessment and Teaching Pupils with SpLD (Dyslexia): Theory into Practice – this course will provide you with the opportunity to undertake learning activities that explore the different dimensions of critical enquiry.

A large majority of this course is delivered through weekly classroom-based teaching and learning sessions, which will comprise of a mixture of teacher-led discussions and student presentation.

Whilst summative assessments will take the form of written assignments, additional formative approaches are also utilised in the form of presentations, portfolios and reports, assignments, case studies and reflections.

You will also be required to undertake in-depth assessment and teaching projects under the guidance of your assigned tutor.

Module Overview
TE7033 - Teaching Pupils with SpLD Dyslexia: Theory into Practice (Core, 30 Credits)
TE7034 - The Theory and Practice of Identification and Assessment (Core, 30 Credits)

Learning Environment

Throughout the duration of your course you will have access to state-of-the-art facilities such as our University library – which is ranked in joint first in the UK.

You will also be able to utilise the UseMyAbility website to challenge your own personal development, apply planning tools and seek career advice to further support your learning and future career.

Your learning experience will be enhanced though the use of technology and learning materials, such as module handbooks, assessment information, lecture presentation slides and reading lists, will be available via our innovative e-learning platform, Blackboard. You can also access student support and other key University systems through your personal account.

Research-Rich Learning

Research-rich learning is embedded throughout all aspects of this course and you will be encouraged to extend, develop and enhance your ability to evaluate and judge the underlying assumptions surrounding dyslexia policy and practice.

Many members of our teaching team are actively involved in research projects that are defining the education sector, with a focus on key issues such as dyslexia, developmental coordination disorder and working memory.

This course requires you to produce a written assignment that will allow you to put the research skills acquired on this course into practise. Undertaken under the supervision of your tutor, you will conduct literature research around a subject area that interests you most, focusing on how theories and concepts impact on practice.

Give Your Career An Edge

This course is highly regarded by employers thanks to our accreditation with the British Dyslexia Association (BDA).

It has been developed to meet the BDA accreditation requirements at two levels: Approved Teacher Status (ATS) and Associate Membership of the BDA. Some elements of these requirements are also governed by the SpLD Assessments Standards Committee (SASC).

On graduation, you will possess contemporary knowledge in the field of dyslexia, which you will be able to put into practise in a real-world environment to help improve the teaching of those with dyslexia.

This course encourages you to develop a global perspective on issues relating a variety of issues, supporting your development as a culturally and ethically aware graduate who is able to contribute constructively and positively in a variety of contexts.

Your Future

On completion of this course you will possess a range of transferable skills to equip you for employment, enterprise or further study in this area or a related field.

This course has been designed for qualified teachers who are working with pupils with literacy difficulties, in addition to those with an interest in dyslexia, SENCOs or those working within SEN departments, advisory teachers within local authority support services and those involved with assessments and exam arrangements.

There is significant evidence that completion of this course can enhance employment and support graduates in their career development as leaders and managers within their organisation.

Upon successful completion, you will also have the option to transfer to the Postgraduate Diploma or MA in Education Studies to further enhance your qualifications and knowledge.

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The Master of Teaching (MTeach) is a higher degree for education practitioners which aims to enhance their professional learning. Read more
The Master of Teaching (MTeach) is a higher degree for education practitioners which aims to enhance their professional learning. It provides intellectually challenging and sustained practice-based development opportunities. It includes university-based sessions and mandatory online components.

Degree information

Using their own experience of everyday teaching and school activities students develop a critical understanding of research and scholarship in teaching and learning, and the changing policy contexts.

Students undertake modules to the value of 180 credits.

The programme consists of optional modules (120/150 credits), and a dissertation/report (60/30 credits). Students can also import up to 60 Master's-level credits from Initial Teacher Education (ITE) programmes. A Post Graduate Diploma (120 credits) is offered. A Post Graduate Certificate (90 credits) is offered.

Core modules
Core Modules are dependant on your MTeach pathway. Pathways include:
-New Teachers (2 years experience)
-Special Education Needs (SEN)
-English Teachers
-Mandarin Teachers

Please contact us for more information about which pathway and core modules would be most suitable.

Optional modules
-Understanding Teaching
-Developing Understanding in English, Media, Drama Studies
-Leading Learning
-Understanding the Teaching and Learning of Chinese Mandarin in Schools
-Concepts and Contexts of Special and Inclusive Education (MTeach SEN pathway)
-Research and Professional Practice
-Professional Development Portfolio 1
-Professional Development Portfolio 2
-Developing Professional Enquiry Skills (SEN)
-Research and Professional Practice

Students may also select approved optional modules from other UCL IOE programmes.

Dissertation/report
All students undertake an independent research project which culminates in a 9,000 to10,000-word report (Practice-based Enquiry) or an 18,000 to 20,000-word dissertation (Research and Practice-based Enquiry).

Teaching and learning
Teaching is via a combination of face-to-face (including two or three sessions on Saturdays or evenings for most modules) and online learning. The MTeach pathways reflect students’ career stages and/or professional interest. Tutorial groups share and critically analyse professional practice. This process is central to the development of a deeper understanding of subject pedagogy and the ways young people learn. Assessment includes everyday teaching, portfolios, reflective journals and evidence studies.

Careers

Graduates of this programme are currently working in a range of educational careers. Some are working as teachers, while others have roles in management or as senior leaders. Graduates have also found positions as local authority advisers and within universities.

Top career destinations for this degree:
-Independent School Teacher (Head of Psychology Department), Queeen's Gate
-Primary School Class Teacher, Westminster City Council
-Secondary School Teacher (Maths), The Douay Martyrs School
-Sixth Form Teacher (Psychology), St Gabriel's
-Teacher (Head of Social Science), Our Lady's Convent High School

Employability
The programme focuses on teachers' practice and leadership, and encourages teachers to learn from and with colleagues in other schools. At a time when the recruitment and retention of excellent teachers are key issues for many schools, award-bearing professional learning acts as an incentive for both schools and teachers.

Why study this degree at UCL?

UCL Institute of Education has been providing first-class teacher education, in partnership with schools and colleges in the London region for over 100 years. Centrally located in London, we are the preferred choice for Master's-level professional development for many classroom practitioners.

Participants are all current practitioners who are interested in the classroom as a focus for professional learning. The mixed-mode approach of the programme takes account of the demanding lives of teachers.This means that the MTeach will be comprised of evening and Saturday face-to-face sessions - an average of three per module - and ongoing online discussions.

The programme provides ongoing support through its tutorial group system. This interactive environment fosters the development of a 'learning community' based on pedagogical and evidence-based practice.

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Gain the qualification you need to teach in the area of special educational needs in post-16 and further education, previously known as post-compulsory education and training (PCET), and including 14-19 provision. Read more
Gain the qualification you need to teach in the area of special educational needs in post-16 and further education, previously known as post-compulsory education and training (PCET), and including 14-19 provision.

It is suitable whether you are new to teaching and need us to find you a placement, or if you are already working as a teacher or trainer within the SEN context and want to become qualified.

The course maps to the national framework for teaching qualifications in post-16 and further education, the new Diploma in Education and Training for Disabled Learners (DET, previously DTLLS). The course is recognised by the professional body, currently the Institute for Learning (IfL) and sector body the Education and Training Foundation (EtF). It enables you to apply for Qualified Teacher Learning and Skills (QTLS) status for post-16 and further education, which is equivalent to Qualified Teacher Status (QTS) in schools. QTLS is currently awarded by IfL who charge a fee for membership and QTLS registration. An employer may be willing to pay the fee for you.

On the course, you:
-Develop as a teacher in special educational needs.
-Develop your knowledge and understanding of educational ideas and theories.
-Engage with the latest developments for special educational needs in the post-16 and further education context.

You apply the course theory through your teaching practice. This consists of at least 120 hours teaching over either one year or two. During the course, University staff and your placement or workplace mentor assess your teaching practice eight times.

Key areas covered include:
-Planning and preparing to teach.
-Assessment for learning.
-Teaching methods.
-Behaviour for learning.
-Using technology in teaching and learning.
-Progression against the professional standards.
-Understanding your wider professional context.

Areas of post-16 and further education and training include:
-Further education colleges.
-School sixth forms.
-Higher education institutions.
-Adult and community learning providers.
-Private training companies.
-Public services.
-14-19 educational providers.

After successfully completing the course, you gain a level 7 qualification equivalent to DTLLS or the new Diploma in Education and Training, but at masters level, and you can use these 60 credits towards a masters course.

We have partnerships with a range of settings across the post-16 and further education sector, who provide you with a wide range of placement opportunities.

If you do not have an undergraduate degree or equivalent and need an initial teaching qualification, you can study our CertEd Post-16 Education and Training. This route is not available with the special educational needs specialism.

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/pgce-pgce-post16-and-further-education-special-educational-needs

Further information

For more information regarding our routes into teaching, including funding, placements, QTS skills tests and career prospects visit our teach site: http://www.shu.ac.uk/teach/

Professional recognition

The course is recognised by the Education and Training Foundation (EtF).

Course structure

Full time – typically 1 year. Starts September.

Modules
-Introduction to learning, teaching and assessment
-The learner experience (SEN)
-Professional practice 1 and 2 (SEN)
-Exploring your specialist context (SEN)
-Extending teaching for learning

Assessment: assessment of practical teaching; presentations; planning and evaluation exercises; preparation of teaching materials; written assignments.

Other admission requirements

If you already have a relevant qualification such as PTLLS or CTLLS you may be able to enter with prior credit, although you will need to complete all the specialist modules. We actively support widening participation and normally interview all applicants who demonstrate on application that they meet our entry criteria.
*GCSE mathematics and English equivalents are:
-Equivalency test from http://www.equivalencytesting.co.uk
-Functional skills English and functional skills maths.

If English is not your first language you must have an IELTS score of 7.0 with a minimum of 6.5 in all skills or equivalent. For equivalents see our English language entry requirements: http://www.shu.ac.uk/international/english-language-entry.html

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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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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

Funding

-Masters Loans-

From 2016/17 government loans of up to £10,000 are available for postgraduate Masters study. The loans will be paid directly to students by the Student Loans Company and will be subject to both personal and course eligibility criteria.

For more information available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/funding-your-postgraduate-degree.aspx

-2017/18 Entry Financial Support-

Information on alternative funding sources is available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/2017-18-entry-financial-support.aspx

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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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Do you want to achieve a nationally recognised award as a Special Educational Needs Co-ordinator (SENCo)? Join us at the University of Northampton for our SENCo programme starting in October 2016. Read more
Do you want to achieve a nationally recognised award as a Special Educational Needs Co-ordinator (SENCo)? Join us at the University of Northampton for our SENCo programme starting in October 2016.

Completion of the course has been mandatory for the teacher designated as the SENCo since 2009. New SENCOs must gain this qualification within three years of taking up their SENCo post. It may also be relevant for those aspiring to be SENCos or those who were already in the post of SENCo prior to 2009 and wish to pursue accredited professional development in this area. Completing the course entitles candidates with 60 credits which can be used towards an MA in SEN and Inclusion.

The programme is taught by experienced senior lecturers from the School of Education’s Centre for Education and Research (CESNER) alongside Local Authority and Teaching School partners with expertise in SEND. This programme is endorsed by NASEN.

Training will take place at a local venue following an induction day at the University of Northampton’s Park Campus.

Course content

The overall aims of the course are:
-Developing inclusive teaching approaches and co-ordinating provision for pupils with SEN and/or disabilities in their schools.
-Applying methods to identify additional needs and monitor the progress of pupils with SEN and/or disabilities.
-Instigating evidence-based, strategic approaches when deploying, supporting and managing other teaching and support staff.
-Establishing networks and partnerships with other SENCos and local advisors.

The programme includes:
-Two modules each worth 30 Level 7 credits at Master’s Level.
-Face-to-face taught sessions (seven days in total spread across the academic year 2016-2017).
-Online support – discussion groups, networking.
-Access to university support and services.
-Mentor support.

Course modules (16/17)

-The National Award for SEN Coordination (Part 1)
-The National Award for SEN Coordination (Part 2)

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The course meets the learning outcomes agreed nationally by the DFE and the SENCO Award providers’ group for the NASENCO qualification. Read more

Summary

The course meets the learning outcomes agreed nationally by the DFE and the SENCO Award providers’ group for the NASENCO qualification. The course content is informed by current SEN and disability legislation and underpinned by current theory and research led practice pertaining to Special and Inclusive Education.

Special Educational Needs Co-ordinators (SENCOs) play a vital role in leading the co-ordination of provision for children and young people with SEN and/or disabilities in schools. In September 2009 it became law for every new SENCO in a mainstream school to gain the Masters-level National Award for Special Educational Needs Co-ordination within 3 years of taking up the post.

Content

It will consist of 9 taught days and one further day at the university for tutorials, study and research. It provides professional development for new to post SENCOs to enhance the quality of teaching for children and young people with SEN and/or a disability and to improve provision and outcomes for them. Course teaching days always take place on Wednesdays at Roehampton.

Special Educational Needs Co-ordinators (SENCOs) play a vital role in leading the co-ordination of provision for children and young people with SEN and/or disabilities in schools. In September 2009 it became law for every new SENCO in a mainstream school to gain the Masters-level National Award for Special Educational Needs Co-ordination within 3 years of taking up the post.

Following new legislation around Special Educational Needs included within the Children and Families Bill 2014, the outcomes for the National SENCO Award have changed for the cohort 2014/15. This is to ensure the Award continues to reflect the role of the SENCO, within the changing national and local context of Special Educational Needs.

The National College for Teaching and Leadership has provided provisional learning outcomes for the NASENCO Award next year, focused on three areas:

A. Professional Knowledge and Understanding.
B. Leading and Coordinating Provision
C. Personal and Professional Qualities

Academic Support

Each participant on the programme will be allocated a tutor within the University who will have experience in tutoring and supporting participants from a range of university programmes, including those who are studying whilst working full time. Additionally, the SENCO host school will provide a school-based mentor to oversee and support the school based element of the training, and to mark the portfolio. The school-based mentor will also play a key role in supporting and advising the new to post SENCO.

Assessment

The assessment is in two parts, each of which must be passed and each of which is equivalent to 5000 words.

Part 1: A Portfolio of Evidence
The portfolio must comprise evidence to demonstrate meeting the SENCO training standards. The evidence should be drawn from practice-based experience and from learning through the programme. Reflective commentary on evidence provided must be included. A reflective reading log must be included as an Appendix. The Mentor Handbook must be included as an Appendix.

Part 2: A Report of a Reflective Practitioner Enquiry (5000 word report)
The report must be based on a practitioner led enquiry carried out in the school, which explores an area/issue of inclusive practice or provision in order to support improvement for pupils with SEN and/or a disability.

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This blended learning module allows you to reflect critically and guide your practice in the management of children, adolescents and adults with ADHD. Read more
This blended learning module allows you to reflect critically and guide your practice in the management of children, adolescents and adults with ADHD.

The SEN Attention Deficit Hyperactivity Disorder (ADHD) is a challenging and stimulating blended learning course delivered by the internationally recognised Dyscovery Centre. The Dyscovery Centre offers assessment and assistance to children and adults with living and learning difficulties such as ADHD.

The Masters level 30 Credit module is accessible through blended learning which includes a combination of face-to-face teaching at the University of South Wales and e-learning. This offers you the opportunity to meet for four training days, receive information via the website and have telephone and email support and discussion.

There is growing awareness of ADHD in the UK and internationally. The SEN ADHD course will guide all those providing support, including members of CAMHS teams, Allied Health Professionals (AHP) and paediatricians to understand the diagnosis and treatments for ADHD and gain the skills to work in this field. The module will also be relevant to teachers and psychologists with an interest in Attention Deficit Hyperactivity Disorder.

See the website http://courses.southwales.ac.uk/courses/1379-sen-attention-deficit-hyperactivity-disorder-adhd

What you study

You are required to critically reflect on the challenges of interdisciplinary working as well as the issues of comorbidity that are evident among individuals with ADHD and how these may impact on the identification and assessment processes.

You are expected to undertake reading from a wide range of sources to develop your understanding and to reflect upon current practice from the evidence base presented.
The content of this module allows you to reflect critically and to guide your practice in the management of children, adolescents and adults with ADHD.

The module considers methods and models of management and intervention in the field of ADHD and considers the overlap with other related disorders. The course examines the effective working practices in this field.

Learning & Teaching Methods

This course is delivered through blended learning and will include four days of direct teaching time, plus online learning. The attendance at the four days of direct teaching is essential.

Assessment methods

Students will be required to submit a 5,000 word assignment at the end of the module.

Employment Prospects

Students may wish to progress to the MA Education and Linked Named Awards programme at the University of South Wales or to undertake research in the field of developmental disorders.

Teaching

This course is delivered through The Dyscovery Centre, an internationally recognised centre offering assessment and assistance to children and adults with living and learning difficulties such as ADHD.

The Dyscovery Centre is a specialist and high quality service that undertakes research, provides clinical services and provides consultancy services and training at all levels from awareness raising courses to Masters degree level.

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MA Special Educational Needs (SEN) is for people working with children or young people whose development is affected adversely by difficulties in learning or by behaviour. Read more
MA Special Educational Needs (SEN) is for people working with children or young people whose development is affected adversely by difficulties in learning or by behaviour.

The MA SEN course will be highly beneficial if you’re a teacher from a primary, secondary or special school, or a lecturer from a further education or higher education setting. Also if you are a social worker or police officer, or if you work with young offenders or other caring professions.

Studying the MA SEN, you will enhance your knowledge of the key issues related to special educational needs, and will develop your professional awareness of this area. You’ll experience a course that caters for both academic and practitioner driven interest in special educational needs.

There is a wide range of specialist modules to choose from, providing the opportunity to have a postgraduate course specifically tailored to meet your individual professional needs. MA SEN is also compatible with the TTA SENCo standards, and has been designed to provide continuous professional, academic and personal development.

See the website http://courses.southwales.ac.uk/courses/1237-ma-special-educational-needs-sen

What you study

You will study the specialist core module, Understanding Learning Difficulties/Disabilities.
On completing this module, you will be expected to make a decision to specialise in a particular subject area. You will select two optional modules from the MA Special Educational Needs programme. Examples of modules include:

- Speech, Language and Communication Difficulties - This specialist module relates to the increasing numbers of children and adolescents with problems in understanding (because of poor receptive skills) and in being understood (because of poor expressive skills).

- Specific Learning Difficulties - Focuses not only upon specific difficulties in literacy and numeracy, but addresses the wider spectrum of potentially associated conditions eg Dyspraxia, Attention Deficit Disorder and Asperger’s Syndrome.

- Child and Adolescent Mental Health - This focuses on the causation, presentation and implications of mental health difficulties in children and young people.

- Supporting Children with Autistic Spectrum Disorder (ASD) - This is an introduction to ASD module in which you will examine a wide range of strategies that can be used to support children with ASD.

Awards are available at Postgraduate Certificate level (after completion of two taught modules) and Postgraduate Diploma level (after completion of four taught modules).

- Dissertation
To complete the full MA SEN you go on to study a specific SEN topic that you are interested in and complete a 17,000 word dissertation.

An MA award 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.

Assessment methods

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

Work and Study 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.

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If you would like to teach post-14 learners in the Further Education (FE) and Skills Sector with a specialism, then this course is for you. Read more

Why choose this course?

• If you would like to teach post-14 learners in the Further Education (FE) and Skills Sector with a specialism, then this course is for you
• The specialist pathways allow you to focus on a key subject area in English: Literacy, Maths, Engineering* or teaching learners with disabilities
• We were rated 'Outstanding' in our most recent Ofsted inspection for the training and assessment of our trainees
• You may be entitled to a bursary, depending on your degree classification.
*‌ Our Engineering pathway is currently subject to validation for September 2016 entry.

About this course:

This course will enable you to apply for Qualified Teacher of Learning and Skills (QTLS) via the Education and Training Foundation (formerly the Institute for Learning). Depending on your preference and prior experience, you can either specialise in English: Literacy, Maths, Engineering* or teaching learners with disabilities.

We will thoroughly prepare you for the practical demands of teaching in the FE & Skills sector within one academic year. The course will also provide you with 60 credits at masters level.

You’ll be based at the University for two days a week, where you’ll be taught in our specialist teacher training facilities. For two days a week, you’ll be on a teaching placement, and you’ll undergo a six-week block placement in February. You will also complete an alternative placement in a different setting which you are expected to have fulfilled before the course starts. This information will be relayed to you on pre-induction.

If you are interested in teaching post-14 learners in areas outside of English: Literacy, Maths, Engineering* and teaching learners with disabilities, then we also offer a generic PGCE Post-14 (Education and Training) course.
Bursaries

There is a government initiative that currently provides bursaries for teaching English, Maths, and SEN disabled learners. The amount is dependent on your degree classification. Please see the Fees and finance section for further details.

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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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The MA Education is designed to enhance your professional practice and help you make improvements which will make a positive difference either within the classroom or your particular work environment. Read more
The MA Education is designed to enhance your professional practice and help you make improvements which will make a positive difference either within the classroom or your particular work environment.

Highly flexible, it caters for educators with a diverse range of experience, development needs, and study requirements. It is suitable for teachers, those in leadership or policy-making roles, and other practitioners working in education or related settings.

Special Educational Needs (SEN)

This MA will enable you to explore concepts, approaches and issues relevant to the teaching and learning of students with special educational needs and disabilities. It is suitable for educators working with learners of all ages in specialist or mainstream education. One module includes practical school visits and a two-week experiential placement.

The syllabus may include:

* Legislation and policy – SEN classifications; statutory assessments; implications of new legislation; international context

* Types of need – including learning difficulties, behavioural difficulties, specific learning needs (e.g. dyslexia, numeracy, literacy), sensory and physical needs, communication difficulties

* Theory and practice – current thinking in relation to need, intervention, diagnosis and assessment; models of learning; curriculum models; personalisation and differentiation; and design and evaluation of materials

* Inclusive education – main concepts including integration, segregation, exclusion; international perspectives

* Teaching and learning – appropriate approaches depending on need

* Collaboration and support systems – including role of SENCO, peers, teaching assistants, support staff and pupil participation

* Systems and management of SEN – models of provision; the role of special schools; national agencies; voluntary groups

* Practical school experience – observations on practice, curriculum and teaching

Modules

The precise modules available to you in future years may vary depending on staff availability and research interests, new topics of study, timetabling and student demand, please see the website for a current list of modules available http://www.exeter.ac.uk/postgraduate/taught/education/educationma/modules/

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The Faculty of Education has a longstanding national reputation for providing high-calibre initial teacher training with over 20 Secondary specialisms available. Read more
The Faculty of Education has a longstanding national reputation for providing high-calibre initial teacher training with over 20 Secondary specialisms available. We have a well established partnership with over 800 secondary school and colleges across the North West region and beyond.

MFL is a national shortage subject and government priority with training bursaries available and this course has an excellent reputation. There is a growing need for high calibre language teachers and as such our trainees are very employable. Where appropriate, sessions are conducted in the relevant target language. We welcome applications from native speakers.

We offer specialisms in French, German, Mandarin and Spanish. Subject to confirmation of DfE funding, we usually run Subject Knowledge Enhancement courses as part of the PGCE. These will be identified at interview for applicants who need support learning a second language and confirmed with a PGCE place offer.

Trainees take a course of supporting study, including English as an additional language (EAL) and special educational needs (SEN).
A minimum of 120 days school based practice training is combined with university based training and periods of independent study. Trainees are supported throughout by university and placement mentors.

These courses are available via University led and School Direct routes.

We also offer an Assessment-Only route to Qualified Teacher Status (QTS) aimed at experienced, but unqualified graduate teachers, wishing to complete a formal qualification.

Features and benefits of the course

-State-of-the-art teaching facilities at our Brooks Building in Manchester
-Experience in a diverse range of schools and colleges
-Choice of University led, School Direct or Assessment Only routes to Qualified Teacher Status
-Subject Knowledge Enhancement courses available (subject to DfE funding and eligibility)
-Opportunity to undertake course enrichment overseas
-Course includes 60 Masters Level CATS points, or one third of a Masters degree
-Access to NQT alumni support in your first year of teaching
-Close links with our Educational and Social Research Institute

Placement options

School placements are central to the course. Trainees on the University-led ('Core') route typically spend at least 120 days on school-based training. As an intending teacher you will begin by developing professional awareness, understanding and skills common to learning and teaching in a variety of settings. You will begin to understand the inter-relationship between the school and its community.

Placements are organised by Manchester Met and will be in at least two different schools or colleges and ranging from inner city to rural settings, mixed and single gender schools, City Academies, Comprehensives and Selective Schools, 11-16, 11-18, sixth form and further education colleges.

School Direct trainees are attached to a specified ('lead') school within an alliance of schools and will typically spend at least 135 days on school-based training, depending on the term-times of the school(s) involved. The lead school organises placements.

In addition we have exchanges with France, German and Spain to offer placements abroad during the Enrichment phase of the course. We are also working closely with the Confucius Institute to develop links with China.

About the Course

The duration of this one year full time programme is 36 weeks (September to June). 24 weeks will be spent in school and 12 weeks in university.

In addition to your main language, you will take one of the other three languages as your second language. You will be prepared to teach your main language throughout the 11-18 age range. In your second language, you will be prepared to teach up to either key stage 3 or key stage 4/GCSE, according to qualifications and linguistic competence. Where possible, we take into consideration other languages you may have. We offer SKE (Subject Knowledge Enhancement) in French, German, Spanish and Mandarin to support trainees learning a language from scratch. In addition we have exchanges with France, German and Spain to offer placements abroad during Enrichment phase of the course. We are also working closely with the Confucius Institute to develop links with China.

This course enables you to acquire and develop language teaching skills. You will become aware of the needs of pupils of different abilities and of the goals and methods appropriate to them. You will be prepared for a wide variety of teaching situations by observing good practice in schools and modelling in university sessions, through discussions, peer teaching and practical workshops and through intensive practical teaching to a range of abilities. Feedback from experienced teachers and tutors facilitates your professional development.

Classroom management skills are given high priority both at the University and during school placements. Equally, an emphasis is placed upon careful planning, and you will develop the skills of linguistic analysis and sequencing.

You will learn how to teach both the spoken and written language, how to approach teaching grammar and how to plan for using the target language in the classroom. The course aims to develop a thoughtful and critical approach to the relationship between teaching strategies and the pupils' language learning in the classroom. You will learn how to assess and evaluate pupils' learning and how to use this in future planning. Other issues that form part of the course include language acquisition, cultural background, global citizenship and equal opportunities.

In addition to preparation for Key Stages 3-5, we also include provision for Key Stage 2 and you will compile a Primary Languages Portfolio. Methodology sessions in the university are conducted in your main foreign language where appropriate foreign language tutors will help you develop or maintain your language skills in your second foreign language.

We aim to develop analytical, successful and enthusiastic beginning teachers who are fully aware of the excitement and challenges which lie ahead and who can work effectively in a variety of educational settings.

Trainees will engage with current educational issues and recent and relevant research in order to further develop their understanding and to generate challenging and lively debate. There will be a focus on:
-Promoting an inclusive learning and teaching environment
-Working in multi-professional teams
-Creating a climate for learning in the classroom
-Learning and teaching strategies
-Managing students' behaviour
-Planning and evaluating students' learning
-Developing knowledge and understanding of teachers' professional responsibilities

Assessment details

Our PGCE Secondary programme combines practical teaching experience with written assignments. Trainees will complete a portfolio detailing their Record of Professional Development and a Career Entry Profile. Satisfactory attendance and professional engagement with the programme are also necessary factors in the successful completion of your chosen route.

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In a world of fast-paced medical advances and with survival rates on the increase, special educational needs and disabilities(SEND)are becoming increasingly complex to address. Read more
In a world of fast-paced medical advances and with survival rates on the increase, special educational needs and disabilities(SEND)are becoming increasingly complex to address. Our course will equip you with the knowledge, skills and understanding for improving provision and engaging constructively and confidently with professionals and families of children and young people with SEND, 0-25 years.

See the website http://www.anglia.ac.uk/study/postgraduate/special-educational-needs

Studying with colleagues and experts from various professional disciplines, you’ll work closely with those who recognise the importance of ensuring quality of life and fulfilment of families’ aspirations for children and young people with SEND.

From exploring professionals’ duties and procedures within the wider societal and familial context, to the enhancement of intervention, communication and inter-personal skills, our course aims to strengthen and enrich your professional repertoire, and tackle the assumptions that it’s clear how to collaborate and maximise one another’s skills.

We believe that the full participation and empowerment of all stakeholders is key in shaping the direction of the lives of children and young people with SEND. Alongside gaining insights and a deeper understanding of perspectives and frameworks, you’ll work with verbal and non-verbal strategies to support collaboration and the intervention process for children and young people with SEND.

Specialist tutors from our respected professional training courses will bring knowledge and experiences from various disciplines. In addition to this, a week-long summer school will develop your inter-professional approaches and enhance your range of strategies while you enjoy the beautiful city of Cambridge.

Careers

Although our course is primarily aimed at those working with children and young people with SEN, it also addresses the urgent need to strengthen collaborative working. For newly-qualified professionals, our Masters degree will enhance your employability as a potential specialist for children with SEN and their families.

Where you go with our course is entirely up to you. SENCOs may wish to enhance their training and so gain a higher degree; likewise, other serving teachers and allied professionals could use it for personal and professional career advancement or perhaps a move to a related field. If you’re an international student, you may wish to use our approaches to strengthen and influence policy and provision within your home country, or possibly develop new structures and career opportunities.

Whatever your background and personal or professional agenda, and however far you wish to take your study, our course will prepare you with transferable knowledge, skills and understanding for engaging collaboratively to make a difference to the lives of our most vulnerable citizens and their families.

Modules & Assessment

Send and Disability in Context
Intervention for SEN and Disabilities
Exploring Boundaries and Practices for SEN and Disabilities
Investigating Education through Research
Postgraduate Major Project (double module)

Please note that you will need to complete all of the above core modules. This course does not have any optional modules. Modules are subject to change.

Assessment

Our course uses an imaginative range of approaches for you to demonstrate not only your developing knowledge and understanding of theoretical module content, but also your expanding skills from across disciplines for engaging and empowering professionals, families and children and young people with SEN themselves.

You’ll engage in collaborative assessments such as group presentations, alongside other methods like individual critical reflections and an extended evaluation of issues applied to your own unique context.

Our assignments have been designed to progress your learning, assessing your ability to communicate with clariyy both verbally and in written reports for a range of audiences. You’ll be expected to demonstrate an appropriate ability to meet academic conventions for Masters level study, with fluent and accurate Standard English and referencing.

Notes on modules for part-time students -

If you're studying our course part-time, you'll study the following modules in your first year:

• either The Interprofessional Context for SEN or Intervention for SEN
• Investigating Education through Research
• Exploring Boundaries and Practices for SEN.

In your second year you'll study:

• either Intervention for SEN or The Interprofessional Context for SEN
• Postgraduate Major Project.

Where you'll study

The Faculty of Health, Social Care & Education is the largest provider of health, social care and education courses in the East of England, with over 6,000 students from more than 20 countries.

With 95% of our students finding full-time employment within six months of graduating, you can be sure that our courses have been designed with your career in mind. We’ve been educating nurses, midwives and social workers for over 25 years.

At the cutting edge of research, we offer a range of internationally recognised undergraduate and postgraduate degree courses taught by friendly and experienced staff.

Designed to enhance your learning experience, our facilities include state-of-the-art simulated skills laboratories that mirror real-life clinical situations and UK hospital wards. Our students also benefit from our Early Childhood Research and Resource Centre; a space in which they can experiment with equipment and play activities.

You’ll study in an exciting, modern faculty which has strong links with regional, national and international organisations, including healthcare trusts, schools and academic institutions.

Your enthusiasm. Our passion. Your best foot forward.

Visit your faculty - http://www.anglia.ac.uk/health-social-care-and-education

Where can I study?

Cambridge - Our campus is close to the centre of Cambridge, often described as the perfect student city.
http://www.anglia.ac.uk/student-life/life-on-campus/cambridge-campus

Additional study information -

Throughout your time on our course, you’ll be encouraged to work in study groups from diverse backgrounds. This will not only aid opportunities for making informal professional visits but also will deepen your understanding of different perspectives.

The way our course is taught has been designed for you. If you need to study at a distance, you can make use of our Virtual Learning Environment (VLE).

At the end of your first year of study, we offer a week-long summer school. You’ll be expected to attend this, and should plan accordingly when applying. If you’re an international student, we may be able to help with some of your logistical arrangements. For further advice, please speak with our International Admissions team on .

Our teaching sessions use specialist facilities and tutors from across a range of disciplines.

If you’re not in a regular work setting with access to children with SEN, you’ll be supported to find a voluntary placement, for example in a special school. This will require enhanced DBS clearance, which all students have to secure before starting this course.

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