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MA Education Special Educational Needs and Disability (SEND) is a professional and academic degree that provides an in-depth understanding of inclusive practice in education across the age range (in keeping with the 0-25 framework in the Children and Families Act 2014). Read more
MA Education Special Educational Needs and Disability (SEND) is a professional and academic degree that provides an in-depth understanding of inclusive practice in education across the age range (in keeping with the 0-25 framework in the Children and Families Act 2014). The degree is relevant from early years to post-compulsory education in a wide variety of settings. The diverse requirements of learners identified with SEND and best practice to support inclusive learning and achievement will be explored. You'll be encouraged to critically engage with relevant theory and legislation contextualised and applied in practice. The course is informed by the experiences of disabled people and based on the principles on 'nothing about us without us'.

The theoretical aspects of the programme will deepen your understanding of the application of theory to practice, the legislative context and inclusive learning.

You'll develop a particular strand of interest into the dissertation and have opportunities to disseminate your findings to the work place and throughout the course. The Centre for Educational Research has a number of ongoing disability focused research projects and hosts the Disability Equality Research Network (DERN). This provides a vibrant supportive environment for your research and ensures that course content is always research-informed.

The programme will take place at LSBU (K2 Building) or in Special Educational Needs partners' schools and be delivered by academics and experts from the Special Educational Needs sector.

See the website http://www.lsbu.ac.uk/courses/course-finder/ma-education-special-educational-needs-and-disability

National Award for SEN Co-ordinator

You can also choose to take the recognised award of 'National Award for SEN Co-ordination' or options that will further deepen your understanding of SEND.

Modules

- Leadership and management for SENCOs and Disability Services Managers(NCTL National SENCO qualification)
- Teaching and learning (SEND /Autism)
- Researching special education
- Dissertation

Plus two options from the following optional modules:
- Equality and achievement
- Equality, inclusion and citizenship
- Special Educational Needs and Disability (SEND)
- Leadership and Management for SENCOs

All modules are assessed by a mix of assignments, presentations, research projects and portfolio development.

Employability

This programme will contribute to your employability and the National SENco award may be a requirement of your workplace.

Students wishing to achieve promotion or develop a career in education benefit from having a higher degree. Progression from the MA to the EdD further enhances employability and promotion prospects, particularly in academia and research. CVs are improved by having publications in refereed journals and this is encouraged and supported on the MA as well as the Doctorate in Education.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search. Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or an internship, and will help you assess what you need to do to get the job you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

- direct engagement from employers who come in to interview and talk to students
- Job Shop and on-campus recruitment agencies to help your job search
- mentoring and work shadowing schemes.

Professional links

The department has wide professional links within and beyond the university and the UK. Examples include:
- The Equality Challenge Unit
- The Alliance for Inclusive Education
- Equality and Diversity Forum Research Network
- The Leadership Foundation
- Research Autism
- Theorising Autism Project
- Teacher Education for Equality and Sustainability Network (TEESNet)
- National Association of Disability Practitioners
- Commonworks (for a just and sustainable world)

Recent guest lectures have been given by disabled academics and parents of pupils who have experienced special education.

Placements

Access to the workplace (including voluntary work) is essential for most of the modules within the MA.

Teaching and learning

You'll be taught by Dr Nicola Martin who has substantial experience in the field of autism including working with Professor Baron-Cohen on the Cambridge University Autism Project. She was also formerly director of the Autism Centre at Sheffield Hallam University. Dr Martin is currently a lecturer at LSBU and is a Principal Investigator for Research Autism.

You'll also be taught by Gianna Knowles who has considerable experience of working with school staff to develop their Special Educational Needs Departments. Gianna has published a range of academic textbooks that support staff development in this area.

You'll benefit from an up to date Virtual Learning Environment via Moodle and be actively encouraged to make use of the extensive range of support services across the university. You'll have access to a supervisor during the dissertation phase.

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The MA in Inclusive Special Education has been designed to encourage greater understanding and a critical appreciation of the trends and developments in special educational needs and disability (SEND) provision in our schools. Read more
The MA in Inclusive Special Education has been designed to encourage greater understanding and a critical appreciation of the trends and developments in special educational needs and disability (SEND) provision in our schools.

You will have the opportunity to engage in the conceptual, philosophical and ethical debates relating to the education of children and young people who have a special educational need and/or disability both nationally and globally.

There will be a strong emphasis on promoting equality of opportunity, valuing diversity and social justice.

The Programme will therefore be relevant for educators working in any educational phase and in mainstream, special and specialist setting and has been designed to achieve a close connection between your studies at Masters level and your workplace practice.

Indicative modules
There will be two modules in each academic year and you will be able to begin the dissertation in either Semester 1 which starts in September or in Semester 2 which starts in February. While the course content in each module will cover a range of topics you will be encouraged and supported to develop your research in your specific area of interest in SEND and inclusive practice.

Critical Disability Studies (30 credits)

In this module you will be critically evaluating the discourses and models of disability and inclusive practice through relevant literature and develop insights into the interrelationship between social policy, political frameworks and ideological perspectives on SEND. You will investigate disability rights; equality of opportunity and advocacy in a global and political context, cultural representations of disability; SEN and ethnicity; the impact on families; social exclusion; ethics and disability. You will be encouraged to engage professionally and academically with a review of relevant literature into educational practices for pupils with SEND with the aim of evincing change within your workplace practice.

Communication and Interaction (30 credits)

This module aims to enhance your knowledge and understanding of the range of speech, language and communication needs (SLCN) experienced by children and young people, including; dyslexia, autism; specific learning difficulties, selective mutism; sensory impairments; bilingualism, and pupils with English as an additional language (EAL) and a SEND. You will critically examine the latest research and legislation on the education of children and young people who have a speech, language, communication difficulties and evaluate the range of educational and therapeutic interventions that are currently being used in schools and settings. You will gain knowledge and understanding of the links between research and educational practice by undertaking a case study in your workplace.

Exploring Inclusive Pedagogy (30 credits)

The aim of this module is to critically examine the concepts of inclusion in education and how special educational needs and disability is positioned within different establishments and phases of education. You will debate the social and educational implications for different types of inclusive provision and critically examine policies and practices that promote partnership with families and multiagency collaboration. Other topics will include teachers and TA/LSAs working together; partnership with parents; evaluating educational and therapeutic interventions; personalising learning; equality and diversity; the role of the SENCO; transitions from Early Years through to FE; SEND legislation and the political agenda and inclusive leadership. You will undertake an action research project to inform and change inclusive practices and promote school improvement.

Engaging Learners with Complex Needs (30 credits)

In this module you will develop your knowledge of a range of complex medical, developmental and psychological difficulties and how they affect learning and development. You will critically examine motivational and psychological theories; neuroscience and learning; complex medical needs; multisensory teaching for pupils with complex needs; mental health in children and young people; foetal alcohol spectrum disorder; attachment needs in children and young people; the legal and ethical frameworks for safeguarding children; the role of specialist and alternative provision, and multi-agency collaboration. For the assessment in this module you will critically evaluate teaching and learning strategies and alternative provision that supports pupils’ access to the curriculum through an observational study.

Dissertation (60 credits):

The dissertation represents the culmination of your study for the MA in Inclusive Special Education degree. It is divided into two 30 credit modules (Part 1 and Part 2) that focus on research methods for practitioner inquiry and developing an article for publication.

Part 1 (30 credits): You will design a medium scale enquiry with the intention of understanding and / or intervening to improve inclusive practice for children and young people with a SEND in the workplace on a topic of your choice. You will need to demonstrate a critical awareness of the ethical issues underpinning educational research and clearly justify choices in the research design, methodology and methods to address these issues. You will design, apply and critically evaluate data gathering and analysis methods to investigate a chosen aspect of SEND and/or inclusive practice and interpret your findings to inform the development of practice and the achievement of children and young people with a SEND.

Part 2 (30 credits): You will need to successful complete Part 1 before continuing with Part 2. Part 2 will give you the opportunity to problematise practitioner research within the wider context of educational concerns in the education of children and young people with a SEND, and the application of ideas from literature to school-based inquiry. You will achieve this through a critical review of the research including international research and professional literature around a chosen area of practitioner inquiry to inform your understanding of how to select relevant data and provide justification for the methods used and the implications future action. This will culminate in a greater understanding of the approaches and techniques for writing and disseminating work of publishable quality.

Teaching assessment
The MA in Inclusive Special Education can normally be completed in 3 years on a part-time basis, as follows:Two years (four semesters) with one module per semester, plus a further year (two semesters) for the dissertation.

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This is a Postgraduate Certificate of Education (PGCE) course, also known as Postgraduate Certificate (PG Cert). Read more

About the Course

This is a Postgraduate Certificate of Education (PGCE) course, also known as Postgraduate Certificate (PG Cert).

The PGCE Primary programme at Brunel University London offers you the opportunity to qualify as a teacher across the whole primary age range of 5-11 years with an emphasis in either the 5-8 or the 7-11 age range.

Aims

This one-year full-time course equips graduates to teach in primary schools.

Brunel University London works in partnership with local schools for initial teacher education through an associate tutor system (teachers in school who act as mentors during school placements). This approach not only helps to ensure that courses are meeting the needs of schools but also gives students a sound appreciation of the profession.

The intensive programme combines courses in principles and methods of teaching with practical school-based teaching placements and students are assessed on both elements.

Funding

Please follow this link https://www.getintoteaching.education.gov.uk/bursaries-and-funding

Course Content

Students take all the primary National Curriculum subjects, with a combination of centre-based and school-based training.

Personal, social and health education, together with citizenship, are also featured on the course, with complementary work undertaken in schools.

Trainees will study the equivalent of four modules at Masters level giving 60 M-Level credits which can be counted towards appropriate Master's Degrees at Brunel University London and at many other universities.

The modules focus on the compulsory National Curriculum subjects and ICT, with Special Educational Needs, Specialism Pathway and Professional Practice.

-Modules (all compulsory)
-Investigating Professional Practice
-Lesson planning for teaching and learning, including differentiation
-Evaluating teaching and learning in relation to precise objectives
-Researching learning and teaching
-Establishing and maintaining order in the classroom
-Key teaching skills
-Working with other adults (including support staff and parents) and developing key interpersonal skills
-Government guidelines and statutory and legal frameworks, including the ‘Code of Practice for Pupils with Special Educational Needs’ and ‘Every Child Matters’
-Meeting the needs of children with EAL
-Meeting the needs of the most able pupils
-Learning, Teaching and Assessing the Primary Curriculum
-The National Curriculum for English for Key Stages 1 and 2, and insights into the relevant aspects of the curriculum for the Foundation Stage and KS3
-The Primary National Strategies
-Subject knowledge for teaching English, including phonics, handwriting, spelling, grammar, children’s literature, poetry and drama
-SEND specific to English/Literacy (eg dyslexia)
-Assessment specific to reading, writing, speaking and listening (eg Miscue Analysis)
-The National Curriculum for Mathematics for Key Stages 1 and 2 and relevant aspects of the curriculum for the Foundation stage and KS3
-Subject knowledge for teaching mathematics, including written and mental calculation strategies, the nature of the four operations, problem solving and investigative work, shape, space and measurement, data handling and the effective use of ICT in mathematics teaching
-SEND specific to mathematics (eg dyscalculia) and the effects of other types of SEND (eg autism) on mathematical achievement
-The National Curriculum for Science for Key Stages 1 and 2
-The QCA guidelines for the teaching of science
-Subject knowledge for teaching science, including the main aspects of life processes and living things, materials and their properties and physical processes
-Developing knowledge and understanding of approaches and strategies to promote the development of children’s science process skills
-SEND specific to science
-Theories of learning, teaching and assessment
-Nature and interpretation of assessment
-Assessment systems, instruments and techniques, including assessment for learning
-Public policy and SEND
-The Code of Practice for pupils with SEND
-Inclusive practice in mainstream schools
-Specialism Pathways
-Implications for curriculum development
-Exploration of underlying values, ideologies and issues related to learning and teaching within and across the relevant subjects
-Critical evaluation of research- based and policy-based literature relating to curriculum development
-Opportunity to utilise a chosen ‘specialised’ range of resources
-Develop inter-personal and presentation skills
-Effective application of cross curricular principles in a chosen area.
-School Experience
-The student teachers will spend a minimum of 24 weeks undertaking school-based training. Through school-based learning the course also focuses on a range of professional issues relevant to teaching in a primary school. For example, the legal responsibilities of teachers, personal tutoring, working with parents.

School experience includes visits to a link school, serial school experience and two blocks of full-time school experience. The schools where this takes place are all in partnership with Brunel University London which gives trainees many added benefits. There are two formal teaching placements.

At the beginning of the University-based part of the course, you are required to arrange two weeks of structured observation in a primary school. Successful candidates will receive detailed information regarding this during the summer term.

Disclosure and Barring Service (DBS) requirement

This course involves regular access to children and/or vulnerable adults. Where this is the case, students will be required to complete a Disclosure and Barring Service (DBS) application, previously known as a Criminal Records Bureau (CRB) check. The application will cost £51.86 (this amount may be subject to change) and the University will send further instructions as part of the admissions process. For further guidance please email .

Read more about the structure of postgraduate degrees at Brunel and what you will learn on the course. -
http://www.brunel.ac.uk/courses/pg/postgraduate-taught-course-information/taught-programme-structure
http://www.brunel.ac.uk/__data/assets/pdf_file/0018/423900/PGCert-Primary-Education-with-QTS.pdf

For more information on Special Features of the course and Teaching and Assesment, please visit this link http://www.brunel.ac.uk/courses/postgraduate/pgce-primary-education-with-qts

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This Special Educational Needs and Disabilities (SEND) fulltime, campus- based programme is designed for educational and health practitioners that work with, or have an interest in working with, children identified as having special educational needs and disabilities. Read more
This Special Educational Needs and Disabilities (SEND) fulltime, campus- based programme is designed for educational and health practitioners that work with, or have an interest in working with, children identified as having special educational needs and disabilities. It provides opportunities for participants to reflect on their practice, to critique the conceptualisation of disability within culture and society, and to be analytical as to SEND practices and policies.

This course is internationally focused, and examines SEND practices around the world. Students will, however, be given opportunities to experience UK schools and to engage in research at both the UK and international level.

Awards available on the SEND programme
PG Cert – 3 modules (60 credits at M Level)
PGDip – 6 modules (120 credits at M Level)
MA – 6 modules plus a 15,000 word dissertation (180 credits at M Level)

The Special Educational Needs and Disabilities (SEND) programme will enable you to deepen and extend your knowledge and understanding of educational and social theories which are related to working with children and young people with a range of special educational and individual learning needs.

The programme utilises lectures, seminars, tutorials, school visits, practical tasks, and discussions. Lectures and seminars are facilitatedby academics who are leaders in research in the field of SEND.

The programme has been designed to allow opportunities for individualisation of content to ensure that it is relevant to your professional and personal needs. As a student on the programme, you will be expected to be self-directed in your learning, and propose projects that can be practical, theoretical, or both. If you choose to pursue the MA award, you will have the opportunity to design and implement research that will allow you to gain skills in research design and methodology.

This programme is designed to supplement professionals already working in the field, or those seeking a general introduction to topics within special educational needs and disabilities. In general, this includes educators already working with students with special educational needs and disabilities, support workers in places such as a university or workplace disability service unit, a social worker or nurse providing care for persons with disabilities, someone working for a non-governmental organization dealing with disabilities issues, or a staff member of a Ministry of Education or Ministry of Health, amongst other things. This programme is not intended to be a training programme for Special Educational Needs Coordinators (SENCOs), nor will it provide specific teacher training to directly work with students with disabilities in education or health settings.

About the School of Education

The School of Education has a long-standing reputation as a centre of excellence for teaching and research in a wide range of areas of educational practice and policy. It is an international leader in education with a history of top rated research. In the 2016 QS World Rankings, it was ranked 28th in the World and joint 7th in Europe/UK.
The School employs over 100 academic staff who teach more than 2,500 students. It is home to a number of departments and research centres with a history of top rated research and is an international leader in education.
School of Education ranking:
- Ranked 6th in the Guardian University League Tables 2017
- Ranked 10th in the 2017 Complete University Guide
- In Top 3 for HEI provision in the Good Teacher Training Guide
- Ranked 28th in the World in the 2016 QS World Rankings
- Ranked 9th overall for Research in the 2014 REF (with more than 82% of research rated as ‘internationally excellent’ (3*) or ‘world leading’ (4*).
- Rated 'outstanding' in latest Ofsted inspection (2013) for its Teacher Training programmes
- Ranked third for Education in The Times Good University Guide 2017

Funding and Scholarships

There are many ways to finance your postgraduate study at the University of Birmingham. To see what funding and scholarships are available, please visit: http://www.birmingham.ac.uk/pgfunding

Open Days

Explore postgraduate study at Birmingham at our on-campus open days.
Register to attend at: http://www.birmingham.ac.uk/pgopendays

Virtual Open Days

If you can’t make it to one of our on-campus open days, our virtual open days run regularly throughout the year. For more information, please visit: http://www.pg.bham.ac.uk

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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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Looking for a qualification to teach in FE colleges, sixth forms, prisons, adult education or work-based settings?. Read more

About the PGDE

Looking for a qualification to teach in FE colleges, sixth forms, prisons, adult education or work-based settings?
The Postgraduate Diploma in Education - Teaching and Learning (FE and Skills) is a qualification similar to the PGCE but which offers you the chance to study entirely at Level 7 with the additional benefit of studying a specialist module in English, maths, SEND or Learning Technologies.

Who is the course for?

The Postgraduate Diploma in Education - Teaching and Learning is for anyone teaching or interested in teaching in a lifelong learning setting and in all subject areas including engineering, science, construction, sport science, maths, English, social sciences, languages, SEND, retail, hospitality and catering, leisure and tourism, business, IT, learning technologies, childcare, healthcare and art and design.

Key features of the course (2016/17)

Nationally recognised Initial Teacher Training course at a top university
Excellent value - same price as PGCE but all at Level 7 and an additional 30 credits
Bursaries may be available for teachers of maths, English and SEND (Special Educational Needs and Disabilities)
Specialist modules available for those wishing to teach: Maths, English and SEND
Support with changing careers
Teacher Training placements across the midlands
Awarded outstanding by Ofsted in Leadership and Management in November 2015
2 days in University, 2 days in placement and 1 study day per week

Funding Information

Funding information about be found on the government funding guidance page: https://www.gov.uk/guidance/funding-initial-teacher-training-itt-academic-year-2016-to-17

How to apply

http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/howtoapply/

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The National Award for Special Educational Needs Co-ordination (NASENCO) is a legally required qualification for all new Special Educational Needs Co-ordinators (SENCOs). Read more
The National Award for Special Educational Needs Co-ordination (NASENCO) is a legally required qualification for all new Special Educational Needs Co-ordinators (SENCOs).

This course will support you to improve your knowledge of current legislation, theory and practice in Special Educational Needs and Disability (SEND) provision in schools/colleges and your skills in meeting those needs.

This course will assist you to fulfil your leadership role as outlined in the Special Educational Needs Code of Practice for 0 to 25 years (DfE, 2014):

• Overseeing the operation of the institution’s SEN policy
• Coordinating provision for SEND
• Liaising with the relevant designated teacher where a looked after pupil has SEN
• Advising on a graduated approach to providing SEN Support and effective deployment of the institution’s delegated budget and other resources
• Liaising with families of children with SEN, other schools and relevant external professionals/ agencies
• Liaising with potential next providers of education and consulting young people and families to ensure a smooth transition is planned
• Working with the head teacher and school governors to ensure that the school conforms to the Equality Act (2010)
• Ensuring that the institution keeps records of young people with SEN up to date.

You will be able to tailor the three assignments to fit your, and your institution’s, needs.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/education-national-award-for-special-educational-needs-co-ordinators

Course detail

• Study on a course designed for to develop SENCOs’ professional attributes and knowledge, understanding and skills, to enable you to fulfil the leadership role set out in the Special Educational Needs Code of Practice for 0 to 25 years (DfE, 2014).
• Explore course content highly relevant to mainstream and special school practitioners alike, focusing on issues related to literacy difficulties and dyslexia in schools, and how potential barriers to learning can be removed
• Develop your understanding of concepts, theories and approaches to literacy difficulties, including dyslexia, and inclusion in schools, and on your potential for influencing change
• Gain insight into the learning of dyslexic and other pupils/students who experience difficulties in literacy development/specific learning difficulties, and ways in which learning might be more effectively supported
• Benefit from a qualification that could be used as the basis for a Recognition of Prior Learning (RPL) claim into an MA Education course (Level 7).

Modules

• Introduction to special educational needs co-ordination in schools
• Further development of special educational needs co-ordination in schools

Assessment

Your individual development is assessed via six diagnostic, formative and summative assessments.

The first assessment in Unit 1 requires application of personal understanding of current legislation to individual contexts and critical reflection on the extent to which current school/institutional practice is inclusive and compliant with the law.

Assessments then focus on critical application of assessment theory to individual learning and behaviour needs, the design, development, and implementation of an individual plan linked to needs, and critical analysis of the effectiveness of this, with implications for future plans.

Assessments in Unit 2 relate to institutional level: analysis and reflection on current school/college policy in SEND and inclusive practices; analysis of areas for improvement in institutional SEND provision; the design, development, implementation, critical evaluation, and reporting on a small-scale practitioner research project focused on achieving the desired improvement.

Careers

The course is specifically designed to enable you to meet the learning outcomes for the qualification (NASENCO) that is legally required for all new SENCOs in schools. It enables you to fulfil the leadership role of SENCO in a school with greater confidence, competence and from a much better-informed position.

After graduating you will be in a good position to apply for positions of greater responsibility in schools/colleges.

The units on this course can be used as a short route to an MA Education (Special Educational Needs), providing 60 credits of recognised prior learning.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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Special Education Needs Coordinators (SENCOs) play a very important role in leading the coordination of provision for children and young people with special educational needs and disabilities (SEND) in schools. Read more
Special Education Needs Coordinators (SENCOs) play a very important role in leading the coordination of provision for children and young people with special educational needs and disabilities (SEND) in schools.

Course overview

It is a legal requirement for new SENCOs in mainstream schools to gain a National Award for Special Educational Needs Coordination (NASENCO) within three years of taking up their post.

Our course directly addresses the learning outcomes for NASENCO that have been specified by the National College for Teaching and Leadership (NCTL). These learning outcomes include:
-The professional context of relevant frameworks and methodologies, and types of disabilities
-The strategic development of SEND policy and procedures
-How to coordinate provision
-Leading, developing and supporting colleagues
-Working in partnership with children, families and other professionals

A full list of the NASENCO learning outcomes is available on the gov.uk website: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/354172/nasc-learning-outcomes-final.pdf

While the National Award is a statutory requirement for teachers who have become SENCOs, the course is at the level of a Masters degree (Level 7). There are two 30 credit modules:
-The SENCO as Professional Guide deepens your understanding of SEN and disabilities
-The SENCO as Leader equips you to strategically develop policies and practices

The course will develop your knowledge, leadership skills and understanding of the challenges children and young people with Special Education Needs Disabilities (SEND) may encounter in their day-to-day lives.

Classes take place over five Saturdays and one additional school-led day and there is additional input through tutorials. We understand that you will already have a role in teaching and we work hard to ensure the course compliments your existing commitments.

Course content

The course consists of two 30 credit Masters level modules.
-The SENCO as Professional Guide (30 Credits)
-The SENCO as Leader (30 Credits)

Teaching and assessment

Input will come from tutors at the University as well as from SENCOs who are currently working within schools. Assessment is via a portfolio of practice evidence to demonstrate your achievement of the National Award for SEN Co-ordination learning outcomes. There are a range of assessments including a small scale practitioner enquiry and a critical incident analysis.

Facilities & location

The Saturday sessions are based at the University of Sunderland. The online elements are powered by the University’s Virtual Learning Environment, which makes the most of today’s communication technologies.

Employment & careers

This course is aimed directly at teachers who have become Special Education Needs Coordinators, with the course being at the level of a Masters degree. The course will develop your leadership skills to support you within your role as an SENCO.

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This course has been developed for those who are currently working as special educational needs coordinators (SENCOs). You learn to lead, develop and evaluate inclusive cultures, systems and approaches to education. Read more
This course has been developed for those who are currently working as special educational needs coordinators (SENCOs).
You learn to lead, develop and evaluate inclusive cultures, systems and approaches to education. These new skills help you to make a difference in your school and to the wellbeing, participation and achievement of children and young people who have special educational needs and disabilities.

You reflect on, analyse and respond to current issues of practice through professional learning in the workplace and you are supported by experienced local special educational needs and disability (SEND) professionals. You develop:
-A critical understanding of the values, principles and dilemmas of inclusive practices and policies.
-A specialist knowledge base enabling you to obtain, evaluate and communicate current information regarding special educational needs and disabilities.
-An active community of practice with SENCOs and experienced SEN professionals supporting your leadership of change.
-The skills and practices of reflective practice to develop effective partnership working with pupils, families and colleagues.
-The skills and practices of professional enquiry to enable you to evaluate the impact of practice.

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/pgcert-special-educational-needs-coordination

You have access to current SEND practitioners who share up-to-date practice. Your university tutors specialise in SEND and have complementary experience across age phases and special and mainstream schools. Their expertise supports your understanding of inclusive principles and practice, using research and theory to support your reflections, enquiries and study skills.

You complete a number of assessments that are focused on the development of effective practice in your school. Assessments consist of two practice-based portfolios:

Portfolio 1 – SENCO as manager
This consists of:
-An evaluation of school policy relating to special educational needs and disability in relation to current national policy and guidance. This involves engaging with parent voice.
-An evaluation of the school’s additional provision for children and young people with special educational needs. This includes an analysis of school data and lesson study to inform effective provision mapping.

Portfolio 2 – SENCO as leader
This consists of:
-Developing the role of SENCO as leader through evaluating and developing effective partnerships with other stakeholders.
-Designing professional guidance materials to support colleagues in making effective provision for children with particular SEN or disability.

Course structure

12 months part time. You attend up to ten teaching/tutorial/study days which are spread over the course duration. Starts September

Core modules
-SENCO as manager: evaluation and developing policy and provision
-SENCO as leader: people, principles and partnerships

Modules
Modules cover:
-Inclusive principles and values
-Social and medical modules of disability
-The role of the SENCO in analysing organisational needs and managing change
-The national policy context for SEN and disability including the SEN Code of Practice
-Equality and data protection requirements
-Formulating and reviewing policy
-Accessing and interpreting school data - tracking progression and participation
-Provision mapping
-Designing, evaluating and reporting on systems and provision
-Lesson study and action research methods
-Rights and duties under equality legislation
-Person centred planning and partnership working
-The local context for the implementation of Child Assessment Framework (CAF), school support and Education Health Care Plans (EHCPs)
-Leadership
-Role of the SENCO in leading professional learning
-Holistic assessment
-Researching and evaluatiing current knowledge and debates regarding high incidence special educational needs and disabilities
-Theories of learning and development
-Identifying needs and barriers to learning and participation
-Systematic evaluation in professional contexts

Assessment:
-Portfolio 1: evaluation and review of policy, and analysis of additional provision for children and young people with SEN.
-Portfolio 2: evaluation of partnership with stakeholders, and design of professional guidance materials.

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Continued Professional Development (CPD) education modules are aimed at qualified teachers currently working in primary schools,early years settings or special schools. Read more
Continued Professional Development (CPD) education modules are aimed at qualified teachers currently working in primary schools,early years settings or special schools.

The CPD modules will enable you to develop advanced knowledge, understanding and skills within the module subject area.You'll be prepared for future career development, for example subject management roles in school; enabling you to manage the work of others and the strategic planning of your chosen subject across the whole school or specific age phase.

The option to gain 30 Masters Level credits per module through assessment is highly recommended as a route towards achieving higher degree qualifications.

CPD Modules:
- English: language, learning and culture
- Exploring mathematics
- Raising achievement in mathematics (RAiM)
- Inquiry based science
- Connect, consume, create: ICT in the primary school
- Performing arts
- Working inclusively with special educational needs and disability (SEND)

Routes:
- Study a CPD course purely for your own professional development, with no assessment element.
- Study a CPD with masters level assessment allowing you to gain 30 masters level credits per module.

Masters level credits gained through the CPD modules can be used to count towards the award of full Masters qualifications such as the LSBU MA in Education.

See the website http://www.lsbu.ac.uk/courses/course-finder/continuing-professional-development-education

Modules

Each module outline below will give you an idea of the content and any prior experience and/or qualifications required in order to take the module.

- English: Language, Learning and Culture
This module focuses on spoken language as a key area of the English curriculum in order to explore culture and deepen learning in the classroom. You'll explore related areas of the oral traditions of storytelling; drama; play and popular culture as well as an in-depth analysis of effective talk for learning.

- Exploring Mathematics
Exploring Mathematics will challenge and engage your interest in mathematics, as well as develop knowledge which underpins confident mathematics teaching. Leave behind misconceptions and anxieties about mathematics and enter into an historical, investigative and creative journey.

- Raising Achievement in Mathematics (RAiM)
The RAiM module will help you gain knowledge and understanding to successfully teach mathematics with competence and confidence, and begin to develop as a specialist in this area. You'll explore progression and application across different strands of primary mathematics and at Key Stage 3.

- Inquiry Based Science
This module draws from current research dealing with inquiry based learning in an international context. Sessions include practical workshops where you'll actively cooperate in groups to design and carry out scientific investigations.

- Connect, Consume, Create: ICT in the Primary School
This module provides you with the opportunity to explore the most up to date research, knowledge and understanding that underpins ICT and the computing curriculum in primary schools. It enables you to consider the creative and innovative way ICT can be used to support children's learning.

- Performing Arts
This module prepares you to teach the performing arts subjects in a culturally diverse society. It addresses the design and content of the performing arts curriculum in addition to related issues such as creativity and exploration. The style of the module is highly interactive with an emphasis on practical engagement.

- Working inclusively with Special Educational Needs and Disability (SEND)
This module explores theory and practice to enable children with Special Educational Needs and/or Disability (SEND) to achieve in their learning, what constitutes appropriate support and intervention strategies in the Early Years and beyond; and developing inclusive practice.

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The MA in Theology and Religion serves both the specific needs of students focussed on progressing towards doctoral research and those of students looking to continue relatively broad-based studies in Theology and Religion to Level four, perhaps in support of a career in teaching. Read more
The MA in Theology and Religion serves both the specific needs of students focussed on progressing towards doctoral research and those of students looking to continue relatively broad-based studies in Theology and Religion to Level four, perhaps in support of a career in teaching.

Course Structure

Choice of one of the three core modules, Three option modules, Dissertation.

Core Modules

One of the following:
-The Bible and Hermeneutics
-Classic Texts in Christian Theology
-Social Scientific Methods in the Study of Religion
AND
-Dissertation

Optional Modules

Optional Modules in previous years have included (2-3 choices from):
-Advanced Hebrew Texts
-Advanced Aramaic
-Middle Egyptian
-The Old Testament Pseudepigrapha and the New Testament
-The Bible and Hermeneutics
-Paul and his Interpreters
-Gospels and Canon
-Patristic Exegesis
-Patristic Ecclesiology
-Christian Northumbria 600-750
-Classic Texts in Christian Theology
-The Anglican Theological Vision
-Liturgy and Sacramentality
-Conceiving Change in Contemporary Catholicism
-Twentieth-Century Catholic Theology
-Christian Gender
-Principles of Theological Ethics
-Theology, Ethics and Medicine
-Social Scientific Methods in the Study of Religion
-Ritual, Symbolism and Belief in the Anthropology of Religion
-Literature and Religion
-Catholic Social Thought
-Ecclesiology and Ethnography
-Doctrine of Creation

Plus up to 1 choice from:
-Selected modules from the MA in Theology and Ministry programme
-Level 3 undergraduate module, or any Level 1 – 2 language module offered by the Department of Theology and Religion, taken in conjunction with the Extended Study in Theology & Religion module
-30 credits from another Board of Studies (including appropriate credit-bearing language modules offered by the University’s Centre for Foreign Language Study)

Learning and Teaching

Most MA teaching is delivered through small group seminars and tutorials. These exemplify and encourage the various skills and practices required for independent scholarly engagement with texts and issues. Teaching in the Department of Theology & Religion is ‘research led’ at both BA and MA levels, but particularly at MA level. Research led teaching is informed by staff research, but more importantly it aims to develop students as independent researchers themselves, able to pursue and explore their own research interests and questions. This is why the independently researched MA dissertation is the culmination of the MA programme. Such engagement with texts and issues is not only an excellent preparation for doctoral research, it also develops those skills of critical analysis, synthesis and presentation sought and required by employers.

Many MA classes will contain a ‘lecture’ element, conveying information and exemplifying an approach to the subject-matter that will enable students to develop a clear understanding of the subject and improve their own ability to analyse and evaluate information and arguments. Seminars enhance knowledge and understanding through preparation and interaction with other students and staff, promoting awareness of and respect for different viewpoints and approaches, and developing skills of articulacy, advocacy and interrogation. Through small group discussions and tutorials, feedback is provided on student work, with the opportunity to discuss specific issues in detail, enhancing student knowledge and writing skills.

The Dissertation module includes training in generic research skills, from the use of the Library to issues in referencing and bibliography. The subject specific core module introduces students to questions of interpretation and argument in the disciplines encompassed by theology and religion, and helps them to develop their own interests and questions that will issue in the MA dissertation. The latter is a piece of independent research, but it is fostered and guided through individual tutorials with a supervisor, with whom students meet throughout the academic year.

Other admission requirements

*The two principal exceptions to this rule are as follows: graduates of other disciplines who have studied at undergraduate or equivalent level in one or more of the areas in which they hope to work, through their first degrees, through training for the ministry of the churches, and so on; students from overseas universities who have successfully reached a point in their theological studies comparable with completion of a British BA at the standard noted above - for example, on the German model, passing the Zwischenprüfung or Kolloquium and two semesters at the Hauptseminar level.

When applying, please ensure that your two chosen referees send their confidential academic references (using the reference form [Word]) to us in a timely manner. Please note that we are unable to accept ‘open’ references submitted by yourself. The referees may send the references by email directly from their institutional email addresses to provided they are signed, or by post to the address provided on the reference form.

Read less
This course involves the study of historical and systematic theology across a range of Christian perspectives. Durham has long-established strengths in both Greek and Latin patristics, the medieval Church and Reformation, contemporary Catholic and Anglican theology, theological ethics, and philosophical theology. Read more
This course involves the study of historical and systematic theology across a range of Christian perspectives. Durham has long-established strengths in both Greek and Latin patristics, the medieval Church and Reformation, contemporary Catholic and Anglican theology, theological ethics, and philosophical theology.

Course Structure

Classic Texts in Christian Theology core module, Three option modules, Dissertation.
Core Modules:
-Classic Texts in Christian Theology
-Dissertation

Optional Modules in previous years have included:
2-3 choices from:
-Paul and his Interpreters
-Gospels and Canon
-The Bible and Hermeneutics
-Patristic Exegesis
-Patristic Ecclesiology
-Christian Northumbria 600-750
-The Anglican Theological Vision
-Liturgy and Sacramentality
-Conceiving Change in Contemporary Catholicism
-Twentieth-Century Catholic Theology
-Christian Gender
-Principles of Theological Ethics
-Theology, Ethics and Medicine
-Social Scientific Methods in the Study of Religion
-Ritual, Symbolism and Belief in the Anthropology of Religion
-Literature and Religion
-Catholic Social Thought
-Ecclesiology and Ethnography
-Doctrine of Creation

Plus up to 1 choice from:
-Advanced Hebrew Texts
-Advanced Aramaic
-Middle Egyptian
-Old Testament Pseudepigrapha and the New Testament
-Selected modules from the MA in Theology and Ministry programme
-Level 3 undergraduate module, or any Level 1 – 2 language module offered by the Department of Theology and Religion, taken in conjunction with the Extended Study in Theology & Religion module
-30 credits from another Board of Studies (including appropriate credit-bearing language modules offered by the University’s Centre for Foreign Language Study)

Learning and Teaching

Most MA teaching is delivered through small group seminars and tutorials. These exemplify and encourage the various skills and practices required for independent scholarly engagement with texts and issues. Teaching in the Department of Theology & Religion is ‘research led’ at both BA and MA levels, but particularly at MA level. Research led teaching is informed by staff research, but more importantly it aims to develop students as independent researchers themselves, able to pursue and explore their own research interests and questions. This is why the independently researched MA dissertation is the culmination of the MA programme. Such engagement with texts and issues is not only an excellent preparation for doctoral research, it also develops those skills of critical analysis, synthesis and presentation sought and required by employers.

Many MA classes will contain a ‘lecture’ element, conveying information and exemplifying an approach to the subject-matter that will enable students to develop a clear understanding of the subject and improve their own ability to analyse and evaluate information and arguments. Seminars enhance knowledge and understanding through preparation and interaction with other students and staff, promoting awareness of and respect for different viewpoints and approaches, and developing skills of articulacy, advocacy and interrogation. Through small group discussions and tutorials, feedback is provided on student work, with the opportunity to discuss specific issues in detail, enhancing student knowledge and writing skills.

The Dissertation module includes training in generic research skills, from the use of the Library to issues in referencing and bibliography. The subject specific core module introduces students to questions of interpretation and argument in the disciplines encompassed by theology and religion, and helps them to develop their own interests and questions that will issue in the MA dissertation. The latter is a piece of independent research, but it is fostered and guided through individual tutorials with a supervisor, with whom students meet throughout the academic year.

Other admission requirements

*The two principal exceptions to this rule are as follows: graduates of other disciplines who have studied at undergraduate or equivalent level in one or more of the areas in which they hope to work, through their first degrees, through training for the ministry of the churches, and so on; students from overseas universities who have successfully reached a point in their theological studies comparable with completion of a British BA at the standard noted above - for example, on the German model, passing the Zwischenprüfung or Kolloquium and two semesters at the Hauptseminar level. When applying, please ensure that your two chosen referees send their confidential academic references (using the reference form [Word]) to us in a timely manner. Please note that we are unable to accept ‘open’ references submitted by yourself. The referees may send the references by email directly from their institutional email addresses to provided they are signed, or by post to the address provided on the reference form.

Read less
In this course, the focus is on religion in its anthropological and sociological perspectives. Read more
In this course, the focus is on religion in its anthropological and sociological perspectives. Durham has particular strengths in the study of Mormonism; death, dying and disposal; shamanism; religion and emotion; religion/faith and globalisation; religion and politics; contemporary evangelicalism and post-evangelicalism; and religion and generational change. It also boasts the Centre for Death and Life Studies and the Project for Spirituality, Theology and Health.

Course Structure

Social Scientific Methods in the Study of Religion core module, Three option modules, Dissertation.

Core Modules

-Social Scientific Methods in the Study of Religion
-Dissertation

Optional Modules

Optional Modules in previous years have included:
2-3 choices from:
-Ritual, Symbolism and Belief in the Anthropology of Religion
-Theology, Ethics and Medicine
-Literature and Religion
-Christian Northumbria 600-750
-Ecclesiology and Ethnography

Plus up to 1 choice from:
-Advanced Hebrew Texts
-Advanced Aramaic
-Middle Egyptian
-The Bible and Hermeneutics
-The Old Testament Pseudepigrapha and the New Testament
-Paul and his Interpreters
-Gospels and Canon
-Patristic Exegesis
-Patristic Ecclesiology
-The Anglican Theological Vision
-Liturgy and Sacramentality
-Classic Texts in Christian Theology
-Conceiving Change in Contemporary Catholicism
-Christian Gender
-Principles of Theological Ethics
-Catholic Social Thought
-Doctrine of Creation
-Selected modules from the MA in Theology and Ministry programme
-Level 3 undergraduate module, or any Level 1 – 2 language module offered by the Department of Theology and Religion, taken in conjunction with the Extended Study in Theology & Religion module
-30 credits from another Board of Studies (including appropriate credit-bearing language modules offered by the University’s Centre for Foreign Language Study)

Learning and Teaching

Most MA teaching is delivered through small group seminars and tutorials. These exemplify and encourage the various skills and practices required for independent scholarly engagement with texts and issues. Teaching in the Department of Theology & Religion is ‘research led’ at both BA and MA levels, but particularly at MA level. Research led teaching is informed by staff research, but more importantly it aims to develop students as independent researchers themselves, able to pursue and explore their own research interests and questions. This is why the independently researched MA dissertation is the culmination of the MA programme. Such engagement with texts and issues is not only an excellent preparation for doctoral research, it also develops those skills of critical analysis, synthesis and presentation sought and required by employers.

Many MA classes will contain a ‘lecture’ element, conveying information and exemplifying an approach to the subject-matter that will enable students to develop a clear understanding of the subject and improve their own ability to analyse and evaluate information and arguments. Seminars enhance knowledge and understanding through preparation and interaction with other students and staff, promoting awareness of and respect for different viewpoints and approaches, and developing skills of articulacy, advocacy and interrogation. Through small group discussions and tutorials, feedback is provided on student work, with the opportunity to discuss specific issues in detail, enhancing student knowledge and writing skills.

The Dissertation module includes training in generic research skills, from the use of the Library to issues in referencing and bibliography. The subject specific core module introduces students to questions of interpretation and argument in the disciplines encompassed by theology and religion, and helps them to develop their own interests and questions that will issue in the MA dissertation. The latter is a piece of independent research, but it is fostered and guided through individual tutorials with a supervisor, with whom students meet throughout the academic year.

Other admission requirements

When applying, please ensure that your two chosen referees send their confidential academic references (using the reference form [Word]) to us in a timely manner. Please note that we are unable to accept ‘open’ references submitted by yourself. The referees may send the references by email directly from their institutional email addresses to provided they are signed, or by post to the address provided on the reference form.

Read less
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 course focuses on the Anglican theological tradition in particular, within the more general context of Christian theology. Read more
This course focuses on the Anglican theological tradition in particular, within the more general context of Christian theology. Durham offers unparalleled resources for the theological study of Anglicanism, a strong basis for which is given by the Department's close historical links with Durham Cathedral, the seat of numerous theologian-bishops.

Course Structure

Classic Texts in Christian Theology core module, Three option modules, Dissertation.

Core Modules:
-Classic Texts in Christian Theology
-Dissertation

Optional Modules in previous years have included:
2-3 choices from:
-The Anglican Theological Vision
-Liturgy and Sacramentality
-Ritual, Symbolism and Belief in the Anthropology of Religion
-Ecclesiology and Ethnography
-Selected modules from the MA in Theology and Ministry programme

Plus up to 1 choice from:
-Paul and his Interpreters
-Gospels and Canon
-The Bible and Hermeneutics
-Patristic Exegesis
-Patristic Ecclesiology
-Christian Northumbria 600-750
-Conceiving Change in Contemporary Catholicism
-Twentieth-Century Catholic Theology
-Christian Gender
-Principles of Theological Ethics
-Theology, Ethics and Medicine
-Social Scientific Methods in the Study of Religion
-Literature and Religion
-Advanced Hebrew Texts
-Advanced Aramaic
-Middle Egyptian
-The Old Testament Pseudepigrapha and the New Testament
-Catholic Social Thought
-Doctrine of Creation
-Selected modules from the MA in Theology and Ministry programme
-Level 3 undergraduate module, or any Level 1 – 2 language module offered by the Department of Theology and Religion, taken in conjunction with the Extended Study in Theology & Religion module
-30 credits from another Board of Studies (including appropriate credit-bearing language modules offered by the University’s Centre for Foreign Language Study)

Learning and Teaching

Most MA teaching is delivered through small group seminars and tutorials. These exemplify and encourage the various skills and practices required for independent scholarly engagement with texts and issues. Teaching in the Department of Theology & Religion is ‘research led’ at both BA and MA levels, but particularly at MA level. Research led teaching is informed by staff research, but more importantly it aims to develop students as independent researchers themselves, able to pursue and explore their own research interests and questions. This is why the independently researched MA dissertation is the culmination of the MA programme. Such engagement with texts and issues is not only an excellent preparation for doctoral research, it also develops those skills of critical analysis, synthesis and presentation sought and required by employers.

Many MA classes will contain a ‘lecture’ element, conveying information and exemplifying an approach to the subject-matter that will enable students to develop a clear understanding of the subject and improve their own ability to analyse and evaluate information and arguments. Seminars enhance knowledge and understanding through preparation and interaction with other students and staff, promoting awareness of and respect for different viewpoints and approaches, and developing skills of articulacy, advocacy and interrogation. Through small group discussions and tutorials, feedback is provided on student work, with the opportunity to discuss specific issues in detail, enhancing student knowledge and writing skills.

The Dissertation module includes training in generic research skills, from the use of the Library to issues in referencing and bibliography. The subject specific core module introduces students to questions of interpretation and argument in the disciplines encompassed by theology and religion, and helps them to develop their own interests and questions that will issue in the MA dissertation. The latter is a piece of independent research, but it is fostered and guided through individual tutorials with a supervisor, with whom students meet throughout the academic year.

Other admission requirements

*The two principal exceptions to this rule are as follows: graduates of other disciplines who have studied at undergraduate or equivalent level in one or more of the areas in which they hope to work, through their first degrees, through training for the ministry of the churches, and so on; students from overseas universities who have successfully reached a point in their theological studies comparable with completion of a British BA at the standard noted above - for example, on the German model, passing the Zwischenprüfung or Kolloquium and two semesters at the Hauptseminar level.

When applying, please ensure that your two chosen referees send their confidential academic references (using the reference form [Word]) to us in a timely manner. Please note that we are unable to accept ‘open’ references submitted by yourself. The referees may send the references by email directly from their institutional email addresses to provided they are signed, or by post to the address provided on the reference form.

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