STUDENT PROGRAMME HANDBOOKd3mcbia3evjswv.cloudfront.net/files/NASENCOProgramme... · 2014. 8....

STUDENT PROGRAMME HANDBOOK

Postgraduate Certificate in Professional Practice: National Award

for Special Educational Needs Coordination

2011- 2012

FINAL VERSION

Validated March 2010

This Student Handbook has been prepared for approval by the University of Chichester for the intended delivery of the National Award for Special Educational Needs Coordination. It is funded by the TDA and the University of Chichester has been recognised by the TDA as a provider of the Award. The Student Handbook

represents the outcome of a formal University of Chichester Approval procedure. It therefore has the status previously accorded to a 'Definitive Document'. It cannot be

changed except by the University of Chichester procedure.

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INTRODUCTION A warm welcome to the Postgraduate Certificate in Professional Practice (PGCiPP): National Award

for Special Educational Needs Coordination.

This edition of the handbook contains comprehensive information for students embarking on the

PGCiPP: National Award for Special Educational Needs Coordination. The Award is a nationally

recognised accredited training programme available for SENCOs who have Qualified Teacher Status

(QTS) and is a statutory requirement for all SENCOs who are new to their role. The University of

Chichester has been approved by the Training and Development Agency (TDA) to run this training

programme in partnership with local authorities. The training programme will be offered on the

University campus or in a location as negotiated by the partnership local authority. The

administration for the PGCiPP is located at University of Chichester, Bognor Regis Campus, details of

which can be found in this handbook.

This Award is at Masters level and sits within the MA Education Programme at the University of

Chichester. It is strongly rooted in evidence-based SEN practice in the work place; equipping SENCOs

to evaluate and develop effective leadership and management of SEN provision and make links

between theory and practice. The training programme has been designed to be delivered over one

academic year and consists of 10 study days, work-based research, mentoring support and the

completion of assignments. The tutors working on the training programme have been selected for

their expertise in the chosen subject areas of inclusion and SEN, leadership and management and

research. Where possible the sessions will be taught by one academic member of University staff

and a practitioner (eg., inclusion manager or a member of a multi- professional team.)

This handbook has been designed to cover the aspects of the SENCO training programme that relate

to the TDA specification, including information about the staff team, programme dates, learning and

teaching, assessment procedures, student guidance and the management of the accredited

programme. More detailed information about the programme content and materials can been

found in the module handbooks available to all participants.

Achievement of the National Award for Special Educational Needs Coordination will be awarded to

those participants who present a Personal Development Portfolio with evidence and examples of

learning on the programme matched against the learning outcomes of the TDA specification, a

written report by a mentor showing evidence of increased knowledge, understanding and skills of

the SENCO role, a written report by the Headteacher, including evidence from pupils, parents/carers

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and colleagues of the impact of the training and successful completion of 2 Masters level

assignments.

On successful completion of the PGCiPP participants will be offered the opportunity to continue

their studies with University of Chichester. Details of our MA(Ed) programme can be found towards

the end of this handbook. Alternatively, the credits can be transferred to any other UK University

offering a related programme.

At the beginning of this handbook is a Programme Specification, designed to provide succinct and

informative guidance on all aspects of the programme. This demonstrates how the PGCiPP meets

both the University’s level descriptors for its Postgraduate Awards Scheme and the Quality

Assurance Agency’s Benchmarking statement in its 2008 Framework for Higher Education. The

Programme Descriptor can be found in Annexe 1.

For further details please contact the Programme Coordinator for the National Award for Special

Educational Needs Coordination, Diana Seach, email: [email protected] or telephone 01243

812178. Alternatively you can contact the SSENCOT administrator, e-mail: [email protected], or

telephone 01243 812011

While we hope that you will find much useful information in these and the other pages that follow,

the handbook may not answer all your questions, so do please contact us for help with any further

queries that may arise. Enjoy your studies with us and we wish you every success in your work at

the University of Chichester.

Diana Seach Programme Coordinator PGCiPP: National Award for Special Educational Needs Coordination.

mailto:[email protected]

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CONTENTS Page No.

Introduction 2

Contents 4

Section 1: Programme Specification 6

Introduction 6

Programme rationale 6

Programme aims 7

Intended learning outcomes 7

Teaching and learning strategies 7

Assessment 8

Learning Outcomes 9

General Assessment criteria 12

Specific Assessment criteria 12

Formative Assessment 12

Summative Assessment 12

MA Ed Marking criteria 13

Intellectual / practical skills 14

Teaching and learning strategies 14

Transferable skills 14

Quality indicators 14

Responsibilities of organisations 15

Staffing of the PGCiPP 15

Quality of venues 16

Health and safety issues 16

Requirements 16

MA Ed Programme requirements 17

Programme Specification: overview 18

Programme outline 19

Section 2: Staff Team 20

Section 3: Key Dates 22

Locations 23

Section 4: Learning and Teaching 24

Attendance 25

Role of the PGCiPP Programme Coordinator 25

Role of the Tutor 26

Role of the Mentor 26

Role of the PGCiPP Administrator 26

Section 5: Assessment 27

Formative Assessment 27

Summative Assessment 27

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General Assessment criteria 28

Specific Assessment criteria 28

Submission of Assignments 29

Classification of Award 30

Resubmission and Progression 30

Role of External Examiner 30

Academic Malpractice 30

Appeals 31

Deadlines and Extensions 31

Mitigating Circumstances 31

Section 6: Student Guidance 33

Academic Guidance and Personal Support 33

Personal Development Planning 33

Writing Assignments 34

Presentation of Assignments 35

Tuition Fees 39

Counselling Service 39

Disability and Academic Skills Service 40

Careers Service 41

Learning and Other Resources 42

Library Opening times 42

Equal Opportunities 43

Procedures for Resolving Student Complaints 44

Student Representatives 46

MA Ed Exam Board 46

PGAS Board of Examiners 47

Evaluation 47

Staff Marking Guidelines Procedures 51

Section 7: Continuing your Masters Level Studies 53

Pathways and Specialist Awards 53

Rationale for Specialist Pathways 53

Compulsory Modules 54

Choice brings responsibility 54

Entry Acceptance Procedures and AP(E)L 54

Intermission 55

Classification of Final (MA(Ed) Award 56

Annexe 1 Programme Descriptor 57

Annexe 2 Student absence 64

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Section 1. PROGRAMME SPECIFICATION Postgraduate Certificate in Professional Practice: National Award for Special Educational Needs Coordination a) Introduction The training programme has been designed and prepared in accordance with the TDA specifications for a nationally approved Award for new SENCOs. It is a TDA requirement of the training that it will be at Masters level and is presented as a Postgraduate Certificate in Professional Practice within the University of Chichester’s MA(Ed) Programme. General information Award: Postgraduate Certificate in Professional Practice: National Award for

Special Educational Needs Coordination Route: Education Awarding Institution/Body: University of Chichester Teaching Institutions: University of Chichester PGCiPP Accredited by: University of Chichester National Award for Special Educational Needs Coordination Accredited by: TDA UCAS code: n/a QAA benchmarking group: Education Validation History: Spring 2010 b) Programme Rationale The essence of the National Award for Special Educational Needs Coordination is to encourage the development of reflective practitioners who engage in critical analysis of their own professional work, thereby equipping them with the necessary conceptual tools for developing theoretical knowledge, understanding and professional practice in SEN. Thus the prime purposes of the training programme are to enable teachers to:

effect a confluence between critical reasoning, reflection-in-action and a deep understanding of the leadership and management of SEN provision at classroom, institutional and national levels;

gain substantial and sustained opportunity to evaluate the research of others, as well as identify and design work-based research to improve practice within their own schools;

reflect the principles of Every Child Matters and make opportunities open to pupils with SEN/disabilities by ensuring that they receive high quality educational provision to improve their life chances and fulfil their potential

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c) Programme Aims The following aims of the training programme have been approved by the TDA. These are;

to raise achievement of pupils with SEN and/or disability; including academic attainment and achievement in accordance with the five outcomes of Every Child Matters;

lead and develop effective teaching and learning throughout their school or setting for pupils with SEN and/or disability;

lead and effectively co-ordinate the provision for pupils with SEN and/or disabilities to enable full access to the broad, balanced and rich curriculum;

improve their own and colleagues practice with regard to SEN and/or disabilities, and work effectively with parents/carers and other professionals, and

lead and promote a whole school approach to inclusive practice

d) Intended learning outcomes: Subject Knowledge In line with the DCSF initiative to ensure that all SENCOs who have QTS will undertake the nationally accredited programme the award has been approved to offer flexible, bespoke provision to develop the professional attributes of their SENCO leadership role. The programme provides opportunities for students to develop and demonstrate the achievement of the following:

demonstrate knowledge, understanding and interpretation of local and national policies and strategies in SEN provision

develop a critical appreciation and understanding of the impact of SEN/disability on pupil’s learning potential and the implications for provision in their workplace

develop a critical understanding of leading and managing colleagues and working with parents and multi-professional agencies

ability to undertake a small-scale practitioner research project on an aspect of their role or SEN provision within the workplace

In keeping with the Quality Assurance Agency’s 2008 Framework for Higher Education (FHEQ) students will be expected to:

demonstrate an increase in the breadth and depth of knowledge and understanding of their selected areas of educational study;

demonstrate a systematic understanding of current and a critical awareness of current problems and / or new insights, much of which is informed by their own academic disciplines, field of study or areas of professional practice;

continue to advance awareness of the nature of education, its changing dynamics and processes and how these may be applied effectively.

In addition students are encouraged to be involved in:

understanding the nature of Masters Level study in education, learning and development;

expressing a critical understanding of the relationship between the practical and professional, academic and theoretical within aspects of professional practice;

understanding the role of research in education, learning and development and the application of different research evidence in professional practice;

demonstrating autonomy in planning and / or identifying a rationale for their own professional development and learning.

e) Teaching and learning strategies and methods

Tutors will promote a learner-centred environment that develops students’ independent and informed sense of enquiry, through a blended learning approach comprising all or some of the following, as appropriate to a particular module or to dissertation work:

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lectures and student-led seminar work;

discussion and debate;

use of ICT via the university Intranet for asynchronous and synchronous class discussion, files’ usage, directed study tasks and electronic information resources;

use of videos, role plays, guest speakers, video-conferencing;

opportunities for students to work collaboratively in groups/pairs and present short oral/written contributions on specific work-based tasks;

critical review of others’ work;

prescribed reading and work-based observation;

mentoring

arranged visits to other settings

distance learning tutor support via e-mail and telephone, including constructive feedback on draft assignment work;

action learning sets;

individual tutorials for a variety of purposes from initial assignment guidance to comments on assignment drafts.

f) Assessment

Assessment for the PGCiPP: National Award for Special Educational Needs Coordination will be both formative and summative. To achieve accreditation of the Award you will be required to meet all the learning outcomes of the TDA specification (see below). As part of M level study you will be required to complete 2 assignments that show evidence that you have met the learning outcomes. There will be two assignments in Term 1 and 2 and one in Term 3 .Each of these will be an opportunity to critically reflect upon aspects of your leadership role and make effective links with theory and practice. (see Learning Outcomes in box following)

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LEARNING OUTCOMES 1. PROFESSIONAL CONTEXT 1.1 Statutory and regulatory frameworks and relevant developments at national and local level 1.1.1 laws and associated guidance on SEN, including the policies and procedures set out in the SEN Code of Practice; their implications for the school, the SENCO and others; and how to put them into practice 1.1.2 laws and associated guidance on disability equality, the actions they require in respect of pupils with disabilities; and how they might best be carried out. 1.1.3 local interpretations of national guidance 1.1.4 relevant guidance on data protection and confidentiality, health and safety 1.1.5 the principles and outcomes of Every Child Matters and how the school can help pupils with SEN and/or disabilities to achieve those outcomes, and 1.1.6 the contribution of extended services to improving outcomes for pupils with SEN and/or disabilities 1.2 High incidence SEN and disabilities and how they can affect pupils’ participation and learning 1.2.1 how children’s development can be affected by SEN and/or disabilities and a range of other factors including the physical and social environment in which they are taught 1.2.2 causes of under achievement, including those related to SEN and/or disabilities. 1.2.3 the four areas of need set out in the SEN Code of Practice and the educational implications of these, and 1.2.4 the high incidence disabilities and the implications of these for teaching and learning and inclusive practice

1.3 Using evidence about learning, teaching and assessment in relation to pupils with SEN to inform practice 1.3.1 analyse, interpret and evaluate critically, relevant research and inspection evidence about teaching and learning in relation to pupils with SEN and/or disabilities and understand how such evidence can be used to inform personal practice and others’ practice, and 1.3.2 identify and develop effective practice in teaching pupils with SEN and/or disabilities, e.g. through small-scale action research based on evaluating methodologies, developing critiques and, where appropriate, developing new hypotheses. 1.3.3 have a critical understanding of teaching, learning and behaviour management strategies and how to select, use and adapt approaches to remove barriers to learning for pupils with SEN and/or disabilities, and 1.3.4 have a critical understanding of approaches, strategies and resources for assessment (including national tests and examinations) and how to select, use and adapt them to personalise provision and remove barriers to assessment for pupils with SEN and/or disabilities

2. STRATEGIC DEVELOPMENT OF SEN POLICY AND PROCEDURES 2.1 Working strategically with senior colleagues and governors 2.1.1 work with senior colleagues and governors to advise on and influence the strategic development of an inclusive ethos, policies, priorities and practices 2.1.2 work with senior colleagues and governors to ensure the objectives of the school’s SEN policy are/can be reflected in the school improvement plan and school self-evaluation form (SEF) 2.1.3 work with senior colleagues and the governing body to establish appropriate resources to support the teaching of pupils with SEN and/or disabilities, and the means of monitoring their use in terms of value for money, efficiency and effectiveness, and 2.1.4 develop and provide regular information to the head teacher and governing body on the effectiveness of provision for pupils with SEN and/or disabilities to inform decision making and policy review. 2.2 Strategic financial planning, budget management and use of resources in line with best value principles

2.2.1 the ways in which funding for pupils with SEN and/or disabilities is provided to schools, including local funding arrangements and, where appropriate, how to seek additional resources to support students with SEN and/or disabilities,

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2.2.2 how funding for pupils with SEN and/or disabilities is used in their school, and 2.2.3 how to manage and make best use of available financial, human and physical resources, including how to use tools such as provision mapping to plan, evaluate and improve provision for pupils with SEN and/or disabilities, including identifying ineffective or missing provision 2.3 Strategies for improving outcomes for pupils with SEN and/or disabilities 2.3.1 have a sound understanding of strategies for removing barriers to participation and learning for pupils with SEN and/or disabilities, 2.3.2 know strategies for addressing stereotyping and bullying related to SEN and disability 2.3.3 understand the potential of new technologies to support communication, teaching and learning for pupils with SEN and/or disabilities, and 2.3.4 draw critically on relevant research and inspection evidence about effective practice in including pupils with SEN and/or disabilities to inform practice in their school

3. COORDINATING PROVISION

3.1 Developing, using, monitoring and evaluating systems

3.1.1 identifying pupils who may have SEN and/or disabilities (using classroom observation, data, assessment and other forms of monitoring) 3.1.2 informing all staff about the learning needs, behaviour and achievement of pupils with SEN and/or disabilities 3.1.3 helping colleagues to have realistic expectations of behaviour for pupils with SEN and/or disabilities and set appropriately challenging targets for them 3.1.4 planning approaches and interventions to meet the needs of pupils with SEN and/or disabilities, geared to removing or minimising barriers to participation and learning 3.1.5 recording and reviewing the progress of pupil with SEN and /or disabilities towards learning targets 3.1.6 assessing the effectiveness of provision for pupils with SEN and/or disabilities 3.1.7 ensuring appropriate arrangements are put in place (in classroom practice and for the examinations/tests themselves) for pupils sitting national tests and examinations, and 3.1.8 liaising with other schools to promote continuity of support and progression in learning when pupils with SEN and/or disabilities transfer. 3.2 Using tools for collecting, analysing and using data 3.2.1 know how school, local authority and national data systems work, including RAISEonline, and 3.2.2 analyse and interpret relevant, local, national and school data to inform policy and practices, expectations, targets for improving the learning of pupils with SEN and/or disabilities. 3.3 Deploying staff and managing resources 3.3.1 delegate tasks appropriately, deploy and manage staff effectively to ensure the most efficient use of teaching and other expertise to support pupils with SEN and/or disabilities, and 3.3.2 make flexible and innovative use of the available workforce, recognising and utilising particular strengths and expertise 4. LEADING, DEVELOPING AND SUPPORTING COLLEAGUES 4.1 Providing professional direction to the work of others 4.1.1 lead on developing workplace policies and practices concerning pupils with SEN and/or disabilities and promoting collective responsibility for their implementation 4.1.2 take a leadership role in promoting a whole school culture of best practice in teaching and learning in relation to pupils with SEN and/or disabilities 4.1.3 promote improvements in teaching and learning, offering examples of good practice for other teachers and support staff in identifying, assessing and meeting the needs of pupils with SEN and/or disabilities 4.1.4 encourage all members of staff to recognise and fulfill their statutory responsibilities towards pupils with SEN and/or disabilities, and

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4.1.5 help staff to achieve constructive working relationships with pupils with SEN and their parents/carers 4.2 Leadership and development of staff 4.2.1 know the range of professional development opportunities available for staff (including support staff and beginner teachers) to improve their practice in working with pupils with SEN and/or disabilities 4.2.2 give feedback and provide support to teaching and non-teaching colleagues on effective teaching, learning and assessment for pupils with SEN and/or disabilities 4.2.3 model effective practice and coach and mentor colleagues 4.2.4 advise on, contribute to, and where appropriate coordinate the professional development of staff so that they improve their practice in relation to pupils with SEN and/or disabilities, and 4.2.5 support and train trainee and beginner teachers and higher level teaching assistants, where appropriate, in relation to relevant professional standards. 5. WORKING IN PARTNERSHIP WITH PUPILS, FAMILIES AND OTHER PROFESSIONALS 5.1 Drawing on external sources of support and expertise 5.1.1 know the role and value of families and carers of pupils with SEN and/or disabilities 5.1.2 know the range of organisations and individuals working with pupils with SEN and/or disabilities and their role in providing information, advice and support 5.1.3 know the principles of multi-agency working, building a ‘team around a child’, and the Common Assessment Framework and how to use it, where appropriate, for pupils with SEN and/or disabilities 5.1.4 know how to draw on specialist support and resources for pupils with SEN and/or disabilities, including from special schools and other specialist services or provision 5.1.5 can develop effective working partnerships with professionals in other services and agencies, including voluntary organisations, to support a coherent, coordinated and effective approach to supporting pupils with SEN and/or disabilities, including in relation to transition planning for pupils post-16, and 5.1.6 know how to interpret specialist information from other professionals and agencies to support appropriate teaching and learning for pupils with SEN and/or disabilities and support colleagues in making use of such information 5.2 Consulting, engaging and communicating with colleagues, parents and carers and pupils to enhance pupils’ learning and achievement 5.2.1 ensure that pupils with SEN and/or disabilities are involved, whenever appropriate, in planning, agreeing, reviewing and evaluating the provision made for them, and 5.2.2 communicate effectively with parents and carers of pupils with SEN and /or disabilities, taking account of their views and providing them with timely and relevant information about the achievement, targets, progress and well-being of their children.

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General Assessment Criteria In accordance with the requirements for the M-level Post Graduate Certificate, students will also be required to successfully complete five assignments (12,000 words or equivalent) For the general assessment criteria (PGAS 2007) students must demonstrate the following:

knowledge of the major concepts of the area of study without significant omissions, errors or irrelevancies;

evidence that the relationship of these concepts to workplace practice is understood;

the ability to write coherently and concisely presenting a position or argument based on the outcomes of reading and/or enquiry;

the ability to analyse critically and reflect on professional practice using an identified framework and/or general theory;

the ability to evaluate critically the findings of published research and other literature;

the ability to synthesise and draw upon a range of appropriate material.

Specific Assessment Criteria

a critical appreciation of current debates, theory and research relating to SEN and inclusion

an ability to analyse and evaluate the SEN provision in their own workplace in the light of contemporary inclusive developments

an awareness of how their SENCO role leads and coordinates effective SEN provision for pupils, colleagues and families in their workplace

an ability to analyse and evaluate their own leadership and management performance and the processes involved

professional insights as an agent of change in the context of action research

critical engagement with and use of appropriate work-based research evidence

Formative Assessment Students will complete a self-review questionnaire at the beginning of the training programme and if necessary will receive informal feedback. Students’ needs will continue to be ascertained and discussed by tutors throughout the training programme via formal and informal contact. A variety of sessional and inter-sessional tasks and activities will also inform tutors of students’ needs and progress. Students will also be encouraged to keep a reflective log of any issues, experiences, changes and developments in their SENCO role for the duration of the training programme.

Summative Assessment The PGCiPP: National Award for Special Educational Needs Coordination will be assessed on the five point scale of MA (Education) Programme - (A) Distinction, (B) Good Pass, (C) Pass, (D) Minimal Pass, (E) Fail, as detailed in the general descriptors below: (see the box following)

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MA Ed. MARKING CRITERIA (A) DISTINCTION - Displays evidence of meeting each criterion listed for a Good Pass and in addition demonstrates ability to:

gain insight into complex issues;

evince individual flair in producing original approaches and solutions;

abstract and synthesise hypotheses from areas of research studied;

communicate methodology and arguments fluently and effectively to others (B) GOOD PASS - Displays evidence of ability to:

organise and interpret material well;

reflect on and critically analyse material with no omissions, errors or irrelevancies;

use an extensive range of literature and published research to support study;

make strong links between content and practice;

communicate understanding cogently;

study aspects of the module thoroughly and pursue enquiries in depth. (C) PASS - Displays evidence of ability to:

organise and interpret material satisfactorily;

reflect on and critically analyse material with few omissions, errors or irrelevancies;

use a wide range of literature and published research to support study;

make a number of effective links between content and practice;

communicate understanding effectively;

study aspects of the module satisfactorily and pursue enquiries effectively.

others. (D) MINIMAL PASS - Displays evidence of ability to:

organise and interpret material adequately;

reflect on and critically analyse material, despite some omissions, errors or irrelevancies;

use an adequate, though reduced, range of literature and published research to support study;

make some satisfactory links between content and practice;

communicate understanding sufficiently;

study aspects of the module and pursue enquiries with some degree of success. (E) FAIL - Displays a lack or weak evidence of many of the PASS qualities listed above

treat descriptive work reflectively;

organise material coherently;

make links between content and practice;

produce a balanced study that pays due regard to requirements;

submit work on time unless a prior request has been made for an extension or consideration of mitigating circumstances;

submit the work at all;

comply with regulations concerning plagiarism or other forms of academic malpractice.

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g) Intellectual/Practical Skills Students will be expected to:

communicate coherently and concisely in speech or writing to specialist and non-specialist audiences, presenting positions or arguments based on the outcomes of reading and/or enquiry;

synthesise and draw upon a range of appropriate material, deal with complex issues both systematically and creatively, and make sound judgements in the absence of complete data;

evaluate critically current research and advanced scholarship in the discipline, evaluate methodologies and develop critiques of them and, where appropriate, propose new hypotheses;

demonstrate moral and ethical behaviour in their originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline and may enhance ethical workplace practice.

h) Teaching and Learning Strategies and Methods

seminars by tutors, invited lecturers, and members of staff to provide a variety of relevant and current expertise in SEN, leadership and management and research methodologies and techniques used by researchers in education;

small group discussion and seminar work;

input by fellow students presenting material for discussion;

online learning and video conferencing;

mentoring

distance learning support via e-mail and telephone;

individual tutorials, which take account of constructive criticism in previously assessed work;

supportive self study.

i) Transferable Skills Students will be expected to develop the qualities and transferable skills necessary for professional development requiring:

the exercise of initiative and personal responsibility;

decision making in complex and unpredictable situations;

the independent learning ability required for continuing professional development;

developing self-direction and originality in tackling and solving problems;

the ability to act autonomously in planning and implementing tasks at a professional or equivalent level.

j) Quality Indicators The quality of this training programme is monitored by the following methods incompliance with the University of Chichester’s quality assurance procedures as specified in the Quality Handbook (January 2007);

internal marking, second marking and moderation;

External Examiners’ Reports and a supportive developmental working relationship with External Examiners who act as ‘critical friends’, to ensure parity of academic standards and quality alongside other Higher Education Institutions (HEIs);

student representative(s) meeting with Programme Co-ordinator;

informal student feedback to Programme Co-ordinator;

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peer observation of teaching sessions;

MA (Ed) Management Group and Programme Route Board meetings and Internal Committees of Examiners, both of which also reflect Postgraduate Awards Scheme (PGAS) directives and recommendations and produce minuted records;

Continuing Professional Development (CPD) meetings which produce minuted records;

formal, written interim evaluations during the running of the training programme

formal, written, summative module evaluations with statistical composites drawn up of this data, scrutinised by Programme Coordinator with relevant feedback to tutors;

individual summaries written by tutors of the formal, summative evaluations describe above, incorporating points for action, which are published in subsequent student handbooks. These are also scrutinised by the Programme Coordinator and inform any necessary discussion with tutors;

Annual Monitoring Report incorporating internal and external review and data;

Accreditation of Prior Experiential Learning (APEL) decisions based on dual tutor judgement and liaison with the Deputy Dean.

evaluation and monitoring by LA partnership Consultation Groups

QA and monitoring by TDA

k) Responsibilities of the organisations involved The organisation/ local authority requesting the PGCiPP has responsibility for:

Pre-programme administration including advertising and promoting the programme;

Providing the venue for the delivery (this is subject to negotiation and may include some delivery on the University campus to enable students to use the Learning Resources Centre);

Contributing to the delivery of the programme as negotiated with the University of Chichester;

The appointment and allocation of mentors The University of Chichester has responsibility for:

Delivery of the programme (which will include sessions by the organisation/local authority);

Appointment of tutors;

Administration of the programme;

QA of the programme;

Accreditation procedures at Masters level (60 credits).

l) Staffing of the PGCiPP: National Award for Special Educational Needs Coordination

The PGCiPP will be delivered by staff from the University of Chichester, in partnership with staff from the local authority or organisation requesting the PGCiPP. Staff who are considered suitably qualified and who have specific expertise will be nominated by the Programme Coordinator and then invited by the University to assist in the delivery of the training programme. Usual quality assurance procedures will be instigated such as the submission of CVs to the Programme Coordinator and Head of Continuing Professional Development (CPD). The usual evaluation procedures will be carried out. m) Quality of Venues

All venues where delivery of the PGCiPP will take place will be visited by the Programme Coordinator for the PGCiPP and/or the Head of CPD to ensure suitability for learning and teaching.

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n) Health and Safety issues

All staff are required to work within the Health and Safety policy of their own organisation. All PGCiPP and University of Chichester facilities, equipment and activities within this Certificate are covered by comprehensive insurance o) Requirements Admission Requirements The PGCiPP: National Award for Special Educational Needs Coordination follows the regulations on admissions as set out in Section 5 of the Postgraduate Awards Scheme Document (2007). This covers standard entry requirements, non-standard entry, accreditation of prior learning and accreditation of prior experiential learning. The basic principle for admission is to seek evidence of personal, professional and educational experiences and to tailor the training programme to meet those needs. Requirements of candidates are:

a good honours degree or equivalent;

QTS and employment in an education related sector;

A SENCO new to the role in the previous 2 years

a command of written English equivalent to International English Language Testing System (IELTS) level 6.5

Non-standard Entry It is recognised that some experienced SENCOs may also wish to gain the national award whilst already having the appropriate skills and knowledge of the SENCO role. In such cases the applicant may be invited to apply for Accreditation of Prior Learning (APL) or Accreditation of Prior Experiential Learning (APEL). They will be required to complete a workplace development project within their own setting and show evidence within the Professional Portfolio that they have met the learning outcomes of the TDA specification. Under the Credit Accumulation Transfer (CAT) Scheme advanced standing can also be awarded to students, who have gained either relevant qualifications or experience in the preceding five years, which may result in the granting of credit towards an MA (Ed).

Award requirements (including interim awards) Successful completion of the PGCiPP: National Award for Special Educational Needs Coordination programme will enable you to obtain 60 M level credits. Students may opt to terminate their studies at this point or continue to study for a Postgraduate Diploma and the MA in Education. To obtain an MA(Ed) students must complete the equivalence of 120 credits and a 60 credit dissertation. For the MA Education Programme (generic award), at least the final four modules and the dissertation must be in Education. Continuation beyond the Postgraduate Certificate stage will require the study of either two content modules from the list of modules for the MA(Ed) programme and Research Seminars or one content module and two research modules, the last of which should be Research Seminars, the final module in preparation for the Dissertation (see diagram below).

Specialisation Students completing the PGCiPP: National Award for Special Educational Needs Coordination may indicate their wish to register subsequently for a specialist named award in Leadership and Management or Inclusion. The validity of the named award will depend upon the pathway designation(s) of at least one of their two subsequent content modules and on the focus of their dissertation. MA Education programme requirements

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Further information on this programme can be found in the University of Chichester’s Professional and Postgraduate Courses and Research Opportunities Prospectus, the MA (Education) Student Programme Handbook or by contacting a member of the MA(Education) team, Bognor Regis Campus, Upper Bognor Road, Bognor Regis, PO21 1HR, telephone 01243 812141 or, e-mail [email protected].

National Award for Special Educational Needs Coordination The Award will be determined by successful achievement of all the learning outcomes of the TDA specification for the Award. The intention is that the programme will contain elements relating to study at Masters level and prepare SENCOs to lead teaching and learning and the coordination of provision of pupils with SEN/disabilities in their workplace.

Award

The Postgraduate Certificate in Professional Practice: National Award for Special Educational Needs Coordination The award of the Postgraduate Certificate (60 CATS credits) will be made on satisfactory completion of the PGCiPP .

Award

The Postgraduate Diploma in Professional Practice: Leadership and Management or Inclusion The award of the Postgraduate Diploma (120 CATS credits) will be made on satisfactory completion of the PG cert and three further modules. Either, two content modules from the list of modules for the MA(Ed) programme and Research Seminars or, one content module and two research modules, the last of which should be Research Seminars in preparation for the dissertation.

The MA in Education or The MA in Education: Leadership and Management or Inclusion

The award of a Masters Degree (180 CATS credits) will be made on satisfactory completion of the PG Cert, three further modules and a dissertation. The dissertation is the culminating stage of the Masters degree and is normally completed over two terms.


Programme Specification: Overview Introduction

Self-review questionnaire

Term 1 4 facilitated sessions

independent/ work-based study


independent/work-based study


independent/work-based study

Assessment Brief Report (1000 word or equivalent) A critical understanding of your current role as SENCO Essay (3000 words or equivalent). A critical evaluation of your leadership and management effectiveness in your SENCO role and SEN provision in your workplace

Assessment

Presentation (10 minutes, 2000 word equivalent) outlining the small scale research being undertaken in the workplace Research Project (4000 word, or equivalent) on an aspect of SEN provision that promotes inclusive practice in the workplace

Assessment

Portfolio (2000 word, or equivalent) A critical commentary on the development of your leadership and management of SEN provision with supportive evidence from key stakeholders on the impact of the training programme on workplace policies and practices in SEN provision

PGCiPP: National Award for Special Educational Needs Coordination

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Programme Outline

Facilitated Session Independent/ Work-based Study Term 1

Session 1 Introduction to the programme; the SENCO role; statutory and regulatory frameworks for SEN; analysing and interpreting data

Research school policies and procedures, examine school data and assess effectiveness. Reflexive log

Session 2 Promoting inclusive practice and removing barriers to learning; inclusive pedagogy; using the Code of Practice; provision management

Identify and begin to evaluate an aspect of SEN/ disability provision currently under review in your setting. Reflexive log

Session 3 Researching special educational needs; evaluating methodologies, developing a critical analysis of the SENCO role, SEN provision and inclusive practice; how research informs change

Begin to investigate and prepare a topic for school-based research. Reflexive log

Session 4 Leading, developing and supporting colleagues; professional development; induction and training programmes for staff; classroom observations and monitoring; Ofsted framework

Examine examples of training programmes, knowledge and information sharing. Prepare or revise current school training programme. Reflexive log

Term 2

Session 5 SENCOs as emotionally intelligent leaders and managers; styles of leadership, leading the supporting team; working strategically with colleagues and SMT; managing conflict and restorative practice

Identify and record 1. a critical incident and 2. a positive management strategy to bring to the session. Reflexive log

Session 6 Working with vulnerable children and families; mental health issues, behaviour and LAC; working with families and children; parent partnership; effective multi-agency working; safeguarding children

Investigate and evaluate EI support in the school; attend a TAC meeting or visit a different educational setting. Write a follow up report. Reflexive log

Session 7 Research into practice; ethical considerations; data collection; analysing data; presentations

Prepare a 10 minute presentation on how you are working in an emotionally intelligent way with colleagues, pupils and families. Reflexive log

Term 3

Session 8 Resourcing, funding and organising SEN; provision mapping; coordinating and monitoring provision; interpreting and disseminating information from external reports

Prepare own provision map of SEN; access and evaluate external specialist report. Reflexive log

Session 9 Negotiating with others and managing meetings; empowering and delegating; attending different meetings; managing sensitive situations; the pupil voice

Keep a record of meetings attended and identify what went well, what didn’t; were outcomes clear and /or implemented?; Reflexive log

Session 10 Being a reflexive practitioner; review of knowledge and skills; recognising change and development in SEN provision; impact on schools, pupil progress and partnership with families

Complete evidence gathering for Professional Development Portfolio. Reflexive log

Section 2. STAFF TEAM The teaching team will be drawn from the University of Chichester and staff as agreed by the local authority/organisation wishing to take part in the training programme. Diana Seach: Cert Ed, BA (Hons) Psychology, MA Ed, PG Diploma in Applied

Systemic Theory Designation: Programme Coordinator, Senior Lecturer in Early Years and

Special Educational Needs. Research interests: Educational and therapeutic approaches to support learning;

autism and creativity; developing and evaluating culturally specific parent training programmes for parents of children with SEN/disabilities.

Email: [email protected] Location: S1, St Michael’ House, Bognor Regis Campus, University of

Chichester Hazel Beadle: PGCE, PGCert, PGDip, MSc (HR Management) Designation: Associate Lecturer; Educational Leadership and Management Email: [email protected] Location: Sue Bentham: Cert Ed, BSc, MSc. Designation: Senior Lecturer and Research Modules’ Coordinator Research interests: Liaison between teachers and teacher assistants to support

children’s learning; motivation and learning; behaviour management

Email: [email protected] Location: S1, St Michael’ House, Bognor Regis Campus, University of

Chichester Gianna Knowles: BEd, MA in Educational Studies.

Designation: Senior Lecturer and Programme Coordinator for HLTA Research interests: Inclusion, diversity and social justice Email: [email protected] Location: St Michael’ House, Bognor Regis Campus, University of Chichester Penny Nice: BA Ed (Hons) Designation: Learning Inclusive Service Consultant, East Sussex School

Improvement Email: [email protected] Location: St Mark’s House, Eastbourne Programme Administrator Designation: Programme Administrator Email: [email protected] Location: Bognor Regis Campus, University of Chichester







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Dr Barbara Thompson: Cert Ed, Cert Primary Science, BA, MA, Ph.D. Designation: Principal Lecturer and MA Education Programme Coordinator Research interests: Gender issues, inclusion and research methods. Email: [email protected] Location: Bognor Regis Campus, University of Chichester Chris Vinall: Cert ICT, Dip (Teaching Instrumental Enrichment/Adults with SLD)

Cert Ed, BEd, MA(Ed). Designation: Associate Lecturer Email: [email protected] Kate Williams: MA (Ed), BEd Designation: Associate Lecturer Email: [email protected]



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Section 3. KEY DATES This Award is designed specifically to offer a flexible mode of delivery to meet the diverse and bespoke needs of a range of client groups. Therefore the delivery dates will be negotiated between the University and the organisation requesting the delivery of the PGCiPP. The ‘taught’ element will normally be delivered over three terms and consists of ten, one-day sessions; four in Term 1, three in Term 2 and three in Term 3. (see exemplar in table below)

Cohort Introduction July

Session 1 September

Session 2 October

Session 3 November

Session 4 December

Session 5 January

Session 6 February

Session 7 March

Session 8 April

Session 9 May

Session 10 June

Assignment submission dates There is also a degree of flexibility related to the submission of assignments but timings have to be co-ordinated with the Programme’s assessment cycle and the schedule of Boards of Examiners. An exemplar of the timings of assessments is therefore provided below

Cohort Assignment 1 : Brief Report

November

Assignment 2: Essay January

Assignment 3: Presentation March

Assignment 4: Research Project May

Assignment 5: Portfolio July

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LOCATIONS It is expected that access to the training programme will normally be within their local authority.

There will be three venues, one in each of the partnership local authorities. Venues: East Sussex: St Mary’s House, Training and Development Centre, 52 St. Leonard's Road Eastbourne BN21 3UU West Sussex: University of Chichester, Bognor Regis Campus, Upper Bognor Road, Bognor Regis PO21 1HR Isle of Wight: Quay Arts Centre, Sea Street, Newport Harbour, Isle of Wight PO30 5BD Newport, Isle of Wight

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Section 4. LEARNING AND TEACHING a) Introduction The University’s Learning and Teaching Strategy (2009) is central to its mission and key function of promoting learning and enhancing teaching quality. It is founded on a sense of mutuality, whereby students and staff are engaged in the active process of enhancing the student learning experience. Chichester is committed to promoting life-long learning and enabling individuals to exceed their expectations, and thus considers both students and staff to be learners. To these ends the training programme will support students in a number of ways. The PGCIPP: National Award for Special Educational Needs Coordination has been prepared in accordance with the TDA specification requirements for the training of new SENCOs. We also recognise how the particular nature of the SENCO role has additional demands on school commitments and we aim to ensure that the programme is flexible and relevant in both content and delivery. Tutors will therefore employ all or some of the following, as appropriate to the programme and to student need and will work towards a system of blended learning that includes:

initial needs assessment to inform and refine course organisation, scheduling and tutoring;

formative assessment that draws in part on developmental feedback from students’ recently assessed work;

the use of videos, role plays, guest speakers, video-conferencing, online programmes;

lectures and seminar work which may be student-led;

discussion and debate;

opportunities for students to work collaboratively and present short oral/written contributions on specific work-based tasks;

critical review of others’ work;

prescribed reading, work-based observation and supportive self study;

seminars by tutors, invited lecturers, and members of staff to introduce a range of methodologies, tools and techniques used by researchers in education;

distance learning support via e-mail and telephone, including – within reasonable limits - constructive feedback by tutors on draft assignment work;

individual tutorials for a variety of purposes from initial assignment guidance to detailed comments on assignment or dissertation drafts.

Tutors will promote the use of ICT in learning and teaching via the University’s intranet, by incorporating online:

the current version of each module handbook;

relevant notices;

Message Board usage for asynchronous class discussion over a few weeks;

Chat Room usage for real time class discussion outside usual timetabled slots;

Files usage in order to increase the availability of documents, presentations, follow-up resources etc;

Directed study tasks requiring access to the My Courses page or an Electronic Information Resource;

Usage of other ICT, such as video conferencing.

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b) Attendance It is University policy that you are expected to attend all scheduled sessions for the training programme. This policy is based on an approach to learning which values the learning that comes from your active engagement with your peers, lecturing staff and other external or professional experts regarding the programme’s subject matter. Your absence therefore matters to us for educational reasons, because absence reduces your opportunity to learn, may compromise your potential achievement and may in some cases also compromise the opportunities others have to learn (particularly in practical performances or presentations, experimental or professional settings). In keeping with the above, the University expects 100% attendance at all ‘taught’ sessions. All students should follow university procedures regarding absence as listed in the ‘Student information’ flow chart, and supply the Programme Coordinator with two copies of the absence form, which can be downloaded from ‘My Courses’ on Moodle. Copies of both these documents can be found in Annexe 2 of this Handbook. At each session there will be an attendance list, which the tutor will either complete, or will ask you to sign by the end of the session. If the latter is requested, then it is your responsibility to register your attendance, and failure to sign-in will be treated as non-attendance. It is expected that students will attend for the duration of each session and make every effort to arrive on time. Whilst it is accepted that there are reasonable grounds for limited absence, e.g. medical reasons (supported by a doctor’s certificate if absent for more than one week), and personal or professional circumstances, an absence form should still be completed. If you are ever concerned that a session may not run because of inclement weather or other cause, please telephone University administrative staff on 01243 812172. In the event of a session being cancelled because of tutor illness etc, we will make every effort to contact you as soon as possible. c) Role of the PGCiPP Coordinator In liaison with the Head of CPD and MA (Ed) Programme Coordinator:

ensure appropriate staffing and adequate learning resources for the training programme;

organise appropriate evaluations of the training programme and monitor assessmen procedures;

liaise with the Admissions Office on admissions policy, efficiency, entry requirement and non-standard entries;

take responsibility for publicising the training programme;

establish the structure of learning and teaching within the National Award in line with the approved document, the programme specification and the Teaching and Learning Strategy of the Academic Board;

liaise with the MA (Ed) Programme Leader as necessary, concerning any aspect of the training programme;

send raw evaluation sheets, composite data sheet and summary to the MA (Ed Programme Leader within six weeks of completing each term;

evaluate the programme and make such changes as are necessary to the learning and teaching structure and content, in light of students’ evaluations;

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liaise with partnership organisations with regards to staffing, resourcing, advertising planning and evaluating the training programme

d) Role of Tutor It is the responsibility of the tutor(s) to:

liaise with subject librarians to ensure that reading lists match resources in the library and to ensure that the necessary media and ICT facilities are provided;

ensure that students feel well informed in the first session on the learning objectives, assessment criteria and the structure of the programme;

assess students’ needs early in the programme and take cognisance of this information in subsequent conduct of the taught sessions;

hold a tutorial with each student to discuss both their assignment plans and the developmental points listed in his or her most recent assignment;

maintain an accurate register and take necessary action on recurring absence;

assess students within the programme, send 25% of assignments for second marking as directed, and pass sufficient copies of marked assignments to the administrator, informing her of the representative sample to be sent to the external examiners;

anonymise, copy, retain and use suitable assignments as exemplars for future students;

work towards an appropriate compliance with the MA(ED) programme’s relevant areas of the University’s Learning and Teaching Strategy and achievement of targets for the Faculty of Sport, Education and Social Sciences .

e) Role of the Mentor Mentors will have a crucial role to play in offering guidance and support to new SENCOs throughout the training programme. All students are entitled to up to nine hours mentor support during the programme; to that end they will be designated a mentor who will be an experienced SENCO working within the same phase whowill be expected to provide support in the following ways;

initiate contact with mentoree to plan an introductory session;

negotiate times and venues for future mentoring sessions;

offer face to face, group, email or phone contact as appropriate at mutually agreed times;

be familiar with the learning outcomes and guide SENCOs towards evidence to support these;

create a safe space for discussion and reflection;

offer feedback that encourages the development of SENCOs knowledge skills and understanding;

write a summary report in support of the SENCOs learning on the programme;

participate in mentor training to support their role and their own professional development. f) Role of the (PGCiPP) Administrator

liaise with Central Admissions Office and Academic Services General over new entrants;

oversee and record student enrolments;

maintain and update students’ internal records of progress, and alert Programme Co-ordinator to any problems relating to specialist award eligibility;

liaise with other personnel concerning student induction, registration (e.g. subject librarian, student records office, finance office);

answer students’ queries and deal with enquiries;

book accommodation and refreshments when necessary;

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prepare evaluation and re-enrolment forms and distribute to PGCiPP Programme Coordinator;

retain registers, and liaise with Student Records;

liaise with the PGCiPP Programme Coordinator and LA partnership representatives as necessary.

Section 5. ASSESSMENT a) Introduction Assessment for the PGCiPP: National Award for Special Educational Needs Coordination will be both formative and summative. To achieve accreditation of the Award you will be required to meet all the learning outcomes of the TDA specification (see Annex 1). Each element is assessed according to:

the general criteria given below and

specific assessment criteria which will be made explicit to you by the tutors and in the programme handbook, and is also included in the Programme Descriptor in Annexe 1.

Meeting these criteria will enable students to demonstrate achievement of the intended learning outcomes. However, please ask your tutor(s) if you are unsure about what will be expected of you concerning assignments, or how they will be assessed. Your entitlement to tutorial support will be indicated in the programme handbook. At least one exemplar assignment relevant to inclusion and SEN, leadership and management and practitioner research will be given to students, which affords insight into good academic practice, and students will be reminded of the availability of study skills tutoring. b) Formative Assessment In order to encourage reflective practice on the part of students and to assist tutors in tracking their progress during the training programme, students will be required to:

extract from their assignment and mentor sessions any significant developmental aspects and points of constructive criticism given in the detailed feedback and suggestions for improvement that tutors have made;

tutors will then discuss these points with the student at his/her tutorial, assist with any perceived difficulties, and refer to the points in their own feedback commentary, when it is subsequently written for the current module.

this mechanism should prove invaluable in signalling and facilitating support in areas of specific need for students, and assist with their development and progression through the programme.

As part of a new SENCO role you will be required to:

complete a Self Review Questionnaire at the beginning of the programme

keep a reflexive log to raise personal awareness of any issues, changes and developments in your professional practice.

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c) Summative Assessment As part of M level study you will also be required to complete assignments that show evidence that you have met the learning outcomes. There will be two assignments in Term 1; two assignments in term 2 and one in Term 3 .Each of these will be an opportunity to critically reflect upon aspects of your leadership role and make effective links with theory and practice. Assignment 1 – Brief Report (1000 words, or equivalent) A critical understanding of your current role as SENCO

Assignment 2 - Essay (3000 words or equivalent) A critical evaluation of your leadership and management effectiveness in your SENCO role and SEN provision within your workplace. Assignment 3 – Presentation (2,000 word equivalent) – outlining the small-scale research being undertaken in the workplace Assignment 4 – Research Project (4,000 words, or equivalent) on an aspect of SEN provision that promotes inclusive practice in the workplace

Assignment 5 – Portfolio (2,000 words, or equivalent) A critical commentary on the development of your leadership and management of SEN provision with supportive evidence from key stakeholders on the impact of the training programme on workplace policies and practices in SEN provision d) General Assessment Criteria For the General Assessment Criteria (PGAS 2007) students must demonstrate the following:






the ability to synthesise and draw upon a range of appropriate material. e) Specific Assessment Criteria





professional insights as an agent of change in the context of action research

critical engagement with and use of appropriate work-based research evidence

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SUBMISSION OF ASSIGNMENTS

Every assignment should be sent to SSENCOT administrator for the PGCiPP: National Award for Special Educational Needs Coordination. They must be postmarked on or before the deadline date (posting them after the last collection time on the day of submission will make them late). Address them to: SSENCOT Administrator, University of Chichester, Bognor Regis Campus, Upper Bognor Road, Bognor Regis, West Sussex, PO21 1HR and please ensure that you have paid the correct amount of postage. Mail addressed in this way is always opened first thing in the morning after assignments are due, and the criterion is simple but very rigid: if the assignment is late without an extension then you have failed that assignment. Please do not e-mail, give or post your assignment directly to the tutor; they are not in a position to record formally that it has been received. Always put the word count (excluding the bibliography) at the end of the assignment. Always keep a copy of your assignments. N.B. In light of the increasing incidence nationally of academic malpractice Chichester has joined other universities in using electronic plagiarism detection services. You must therefore submit, with your written assignment, an electronic version of your written work on disc or memory stick, so that checks can be made. We cannot accept assignments by email.

f) Classification of Final Award In accordance with PGAS Definitive Document (2007) the Postgraduate Certificate in Professional Practice: National Award for Special Educational Needs Coordination will be awarded on a two-point scale: Distinction or Pass. Failure to obtain an award is also detailed below. Distinction: A grades for all three assignments Pass: Any combination of grades, except those listed for Distinction or Fail Fail: An E grade in any one assignment after resubmission has been allowed.

g) Resubmission and Progression In the event of failure, and in accordance with section 6.9.4 of PGAS Definitive Document, (2007) you are allowed to resubmit one failed assignment and will receive tutorial guidance according to need.

The maximum grade obtainable for such resubmitted work will be D. In February and September of each year Examination Boards are held to confirm formally all passes and fails in preceding modules, and to set resubmission dates.

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h) Role of External Examiner The PGCiPP: National Award for Special Educational Needs Coordination has external examiners who act as:

critical friends to the team of tutors;

moderators of standards in student achievement

For cohorts with 20 or fewer students, and for dissertations, they moderate a 25% sample of scripts, which demonstrate a range of quality, and consider whether our assessment of your work is:

consistent across the training programme;

comparable to that of other higher education institutions. For cohorts in excess of 20 students the sample is reduced to 15%. Both levels of moderation comply with the Regulations and Procedures of the University’s Handbook and Notes for Guidance for External Examining (July 2008, section 2.3.2, p.14).

i) Academic Malpractice Academic malpractice is cheating: it is when a person (or people) trick, defraud or deceive others. It includes the following:

Collusion: where a student works in a fraudulent manner with another (or others) being assessed independently (either wholly or in part) in the same module;

Plagiarism: to ‘take and use another person’s thoughts, writings, inventions as one’s own’ (OED);Commissioning: getting another person(s) to complete work which is subsequently submitted as the student’s own work;

Impersonation: where somebody undertakes an assessment posing as another person;

Duplication: the replication of element(s) of material in more than one assessment within the same institution or elsewhere, simultaneously or at some other time;

Syndication: the submission of substantially similar piece(s) of work by two or more students, either in the same institution or in a number of institutions, either at the same time, or at different times;

Falsification of data: where data have been invented, altered, copied or obtained by unfair means;

Aiding and abetting: where a student assists another student in any form of dishonest academic malpractice.

When academic malpractice is suspected the tutor should inform the Programme Co-ordinator, who will seek a second opinion from another member of staff. When this is obtained she will inform the Dean of the Faculty or Pro Vice Chancellor, and the necessary steps will be taken as outlined in sections 11.3.3.1 - 11.3.3.9 in Chichester’s Academic Regulations, July 2008, which can be accessed on Portia.

j) Appeals Appeals will be dealt with through the procedures established by the Academic Board as listed in section 11.5 of Chichester’s Academic Regulations, July 2008, (accessible on Portia). Aggrieved students are advised to seek the advice of the Programme Co-ordinator in the first instance.

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k) Deadlines and Extensions Deadlines for students are determined by the Programme Coordinator and will be advertised at the start of the programme. Considerable problems can result from applications for extensions. Students who enrol in good time should know from the Programme Handbook, the nature of their assignment task(s) and the date of the deadline. Hence we do urge you to plan ahead carefully, so you do not run out of time. Unfortunately unforeseen crises can arise, and extensions will be granted in cases of bereavement, accidents, personal problems and illness confirmed by a doctor, but bad planning, slow proofreading, or the unavailability of books at the last minute are unlikely to be considered sufficient reasons. Extensions which cannot exceed the timing of the next External Exam Board (February, May and September) can be granted by Diana Seach Programme Coordinator [email protected] or Andy Wild, Head of CPD [email protected]. and though the request might be oral, it must also be put in writing or e-mailed. Extensions cannot be given by tutors, though they might support a request. You will always receive written confirmation by e-mail or letter of the new submission date.

Please be aware that deadlines are very strictly enforced. If something has gone wrong we cannot urge you strongly enough to get in touch before the deadline expires. l) Mitigating Circumstances Any student who believes that there are circumstances (ill health or close family bereavement for example) which have seriously affected their performance in assessment, is advised to submit a claim, so that circumstances may be taken into account when the Postgraduate Awards Scheme Board of Examiners meets to discuss candidates. Students should note, that requests for mitigating circumstances must be made at least three days before the Exam Boards take place: usually on the second Thursday in February and the second Wednesday in September. Marks are not normally altered because of a student’s mitigating circumstances. However, the Board’s decision on what to do in certain situations may be influenced by the mitigating circumstances being considered. Please note that claims for mitigation are only for the notification of circumstances, which have not previously been taken into account by the University (for example where a disability has been recognised by the University), or where it is felt that the effect of your circumstances on your performance has been greater than allowances that have already been made. Please note that claims for mitigating circumstances can be initiated and submitted only by students, and if you are in any doubt about whether you should declare mitigating circumstances, you should seek advice in confidence from your tutor, the MA(Ed) Programme Co-ordinator and/or the Academic Standards Unit (please see section on Disability and Academic Skills Service). In order to ensure fairness to all students, each claim must be supported by proof of evidence, e.g. certification by a registered medical practitioner in the case of serious illness, or any legal or other document that demonstrates the relationship between a deceased person and the student in the case of bereavement. (Please note that these are only examples of the types of claim that can be made.) Notes for Guidance and a copy of the Mitigating Circumstances Form may be obtained from Portia or by contacting the Academic Standards Unit, University of Chichester, College Lane, Chichester, West Sussex, PO19 6PE, tel. 01243 816021.



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Section 6: STUDENT GUIDANCE In this section you will find information on:

academic guidance and personal support;

assignment writing and presentation of assignments;

tuition fees;

subsections on Chichester’s Counselling Service, Disability and Academic Skills Service, Careers Service, Learning and Other Resources and Equal Opportunities;

procedures for resolving students’ complaints; a) Academic Guidance and Personal Support Much information has already been given in preceding sections concerning support for learning through the encouragement that the Programme affords students in its facilitation of self-appraisal, reflective practice, engagement with research and critical appreciation of policy and practice. However, we are mindful that you should have access to an academic adviser in case a difficulty arises or you need guidance or advice. S/he will refer you to the most appropriate source of support. Your academic adviser will also be the person designated to write any University references on your behalf. b) Personal Development Planning (PDP) You are also encouraged to avail yourself of online PDP materials and resources at http:www.chi.ac.uk. Through links on the University Services page on Portia you can engage in a skills review, a twice yearly semester review, and an action plan for the different stages of study undertaken. Whilst we acknowledge that many of you will already participate in similar schemes in your professional roles, tutors will welcome students using such completed documentation as a basis for discussion in tutorials, in order to help with specific skill areas. Of particular value is the Key Skills Online software, which offers practical support on a wide variety of topics from plagiarism to producing a portfolio: http://www.chi.ac.uk/pdp/html/SkillsOnline.html c) Writing Assignments

You are very likely to find that it takes some time to become confident in using the kind of style considered appropriate for Masters level assignments. It seldom comes easily or at the first draft; work that you read published in journals has probably been through ten or more drafts and your own assignment will be read, re-read and tinkered with many times. For those returning to assignment writing after some time, the following advice might be useful. Make sure you set out and keep to a clear structure. The old adage - say what you’re going to say, say it, and say what you’ve said - is not a bad one. Aim at initially explaining the structure of the assignment, followed by the evidence and arguments you wish to use, followed by a conclusion (which should restate your key argument and not introduce anything new). This presents a clear set of signposts to the reader and an overall impression of coherence. Be duly cautious and not over-sweeping about your own experience, but on no account should you discount it. Use ‘authoritative’ evidence when you can, cited in ways similar to those illustrated below. This may seem like name dropping, indeed sometimes it is, but it can buttress or support your argument

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against criticism. Be careful to maintain confidentiality however, of respondents, personnel, institutions and in some instances organisations. Use theoretical perspectives when you can, e.g. different theories of leadership or the way children learn, to interpret accounts and evidence from your reading, your own experience or the accounts of others. Check all the criteria (general & specific) carefully. Each one must be met in some way for you to pass. If the criteria say you must ‘refer to relevant literature’ and you don’t, then the tutor has no discretion about failing the assignment. Avoid words and phrases like obviously, this proves that..., everyone recognises that...., and avoid value-judgements too, except perhaps in your conclusion. Words and phrases like ridiculous, unfair, racist, politically correct, we must... and rubbish should not be used in the assumption that your reader will agree. Try not to make sweeping statements of any kind, aim instead at making your statements sound cautious rather than tentative, and probable rather than certain. Where you are making a claim of some sort, qualify it at the very least or better still substantiate it. It may seem a redundant comment, but please carefully proofread your work before submitting it. Incorrect punctuation can be common even in MA students’ work and poor English is unacceptable; remember too that computer spell checks don’t pick up ‘right’ words in the wrong context. Lastly and contentiously for some, aim at non-gendered language. Pupils are not always he, people (generically) are not men (or Man). This may seem to you a ‘politically correct’ imposition, but you will find a similar stipulation in the Notes for Contributors in almost any academic education journal or publisher. Unlike them however, we will not penalise you for ignoring this advice. Some suggestions from a tutor sum up many of these comments:

The genre for most assignments is an academic essay. It should be written using mainstream academic discourse. This usually implies 'problematism' rather than dogmatism. A relatively strong argument or thesis is required in your own voice. You should drag yourself up to your full height and adopt the authoritative but relaxed persona of someone, who is a little more experienced and a little wiser than yourself, for writing this essay. It may be helpful to pretend you already have an MA that was awarded a few years ago. You should provide relatively robust statements and claims, but they should be carefully supported by reasons, evidence, argument and references to the literature. In general it is best not to let the literature lead your argument; quotes should be used in a subordinate capacity to support what you have said. Such quotes do not speak for themselves. You will need to 'frame' them or incorporate them into your argument. This does not mean running them into the backs of your sentences; rather, it means providing mini-introductions to them and then ‘milking’ the contents with some subsequent discussion, which engages with the precise vocabulary used in the quote. In general, you should have the last word. Try to construct a polished systematic argument, where each paragraph plays a part in a logical or progressive sequence. Your persona should address the audience, as if it were made up of intelligent lay people rather than educational philosophers or curriculum historians. In other words you need to provide explicit explanations in order to display the quantity and quality of your scholarship.

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d) Presentation of Assignments You are asked to wordprocess and double space assignments, though double spacing applies only to the main body of your text. Appendices for example can be single spaced. Use 1.5 spacing for dissertations. Please use only one side of the paper for assignments. Please note that quotations longer than one line should be entirely indented, single spaced and not enclosed in inverted commas; however, quotations of one line or less should be embedded in your text, double spaced and enclosed in single inverted commas. Please use emboldened font for main and subheadings only; you may italicise, but not embolden, anything you wish to emphasise. While such conventions of presentation are not inherently right or wrong, we would urge you to learn and consistently keep to these and the other conventions of current, educational, academic writing listed below (historians have different conventions). In brief, these are: BOOKS Single author In the text: (Knowles, 2009) In the bibliography: Knowles, G. (2009) Ensuring Every Child Matters, London: Sage Publications. Two authors or editors In the text: (Daniel and Wassell, 2002) In the bibliography: Daniel, B. and Wassell, S (2002) School Years: Assessing and Promoting Resilience in Vulnerable Children. London: Jessica Kingsley More than two authors In the text: (Epstein et al, 1998) In the bibliography: Epstein, D., Elwood, J., Hey, V. and Maw, J. (1998) Failing Boys? Issues in Gender and Achievement. Buckingham: Open University Press A single author's chapter in an edited collection In the text (Gilbert, 2006) In the bibliography: Gilbert, S (2006) Physical and Sensory Disability in Knowles, G (ed) Supporting Inclusive Practice. London: David Fulton Publishers (The conventions for joint and multiple authorship of chapters are as in the second and third points above.) If a book has more than one edition, make clear which edition you have used in the bibliography: Wall, K. (2006, 2nd ed) Special Needs in the Early Years: A Practitioner’s Guide. London: Paul Chapman Publishing ARTICLES IN JOURNALS Single author In the text: (Peter, 2000) In the bibliography: Peter, M. (2000) Developing Drama for Children with Autism. Good Autism Practice 1(1), pp. 9-20. (Note that volume number, in this case 1, part number, where available, and page numbers [but neither place of publication nor publisher] should be provided.) The conventions for joint and multiple authorship of articles are as above.

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GOVERNMENT PUBLICATIONS In the text: (Department for Children, Schools and Families, 2008) In the bibliography: Department for Children, Schools and Families (2008) Working Together: Listening to the Voices of Children and Young People. London: DCSF WEBSITES When there is a named author - In the text: (Gaine, 2001) In the bibliography: Gaine, C. (2001) Britkid [online], available from http://www.britkid.org, [accessed 6/7/02]. When an organisation is named – In the text: (Directgov website, 2007) In the bibliography: Directgov (2008) Children’s Human Rights *online+, available from http://www.direct.gov.uk, [accessed 14/8/08]. (Please note that the date the website is accessed, must be enclosed in square brackets, as shown in both examples above.) Here is a short extract from some academic writing which illustrates some common conventions:

Parents and schools – partners or protagonists? This 2002 Crozier title succinctly sums up the challenges and opportunities that are presented in the current educational and social climate. In recent times, during some radical societal changes the casualty has often been the family. Hewlett and West (1998) provide an insight that, as a society we often fail to recognise the importance of the external environment in ‘shaping the ability of mums and dads to come through for their children’ (p10). They also state that:

Corporations and government increasingly tilt against families, whilst the media do their level best to denigrate and displace parents. (1998, p62)

Prime Minister Margaret Thatcher stated in 1979 ‘there is no such thing as society – there are individuals and there are families’. The days of the nuclear family with 2.4 children are long over, ‘at least one child in three will experience their parents’ separation before the age of 16’ (Joseph Rowntree Foundation, 2004) The days when it took ‘a village to raise a child’ are no longer. Extended families, rather than meaning a support system of grandparents, aunts, uncles and cousins is more likely to suggest a network of stepparents, half and step siblings and a procession of people who come in and out of children’s lives. In an average class of primary school children the minority might often be the children from homes with both natural parents living together. National statistics show that fewer children live in married couple families and the proportion of dependent children living with lone parent families rose to 23% between 1998 and 2008 (Office for National Statistics, 2009). More likely, children will be living in a diverse and complex system that can present a challenging environment

for healthy, intelligent and rational adults to make sense of, let alone young children.

http://www.britkid.org/

http://www.direct.gov.uk/

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You might like to look for examples of how the following details are handled: a) quotations of more than a line; b) very short quotations; c) paraphrasing; d) use of numerals; e) referring to sources; f) referring to one source which is citing another; g) footnotes. COMMON CONVENTIONS IN BIBLIOGRAPHIES: - ensure your bibliography is listed alphabetically by the (first) author’s surname and that you include only one initial per author; note the punctuation used for each entry below; - include all entries in one list, i.e. books, articles, reports, websites etc you should not list them separately; as stated above list them all alphabetically; - underline or italicise the title of a book, journal, newspaper or report; - the title of an article should be in single quotation marks and neither underlined nor italicised; - if you are citing two works by the same author published in the same year, then refer to them in the text as (1994a) and (1994b) and list them in the bibliography as shown in the example below; - in recent years the date of publication has tended to be placed after the author's name, previously it was often at the end of the reference; - the place of publication (i.e. the headquarters town/city of the publisher) must also be included and should precede the publisher’s name; - Government publications are usually referenced by the department which produced them, the Home Office in the example given below, or it could be the DfES, or a Select Committee. In all cases the publisher is HMSO; - Do not arrange the bibliography in columns, but employ a linear format as shown below, and ensure that the sequence consistently comprises: Author, Initial, (date) Title, City: Publisher - Please note how commas, full stops and colons are used below, and while a comma is shown here following a title, you are free to use either a full stop or comma, but should be consistent in your choice. Example of a Bibliography: Attwood, T. (2006) The Complete Guide to Asperger’s Syndrome, London: JKP Bowler, D. (2007) Autism Spectrum Disorders: Psychological theory and research, Chichester: Wiley & Sons Broderick, K. & Mason-Williams, T. (eds) (2005) Transition Toolkit: A framework for managing change and successful transition planning for children and young people with autistic spectrum conditions, Kidderminster: BILD Dempsey, I. & Foreman, P. (2001). ‘A Review of Educational Approaches for Individuals with Autism’. International Journal of Disability, Development and Education, Vol 48, No1, pp103 -114

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Hobson, P. (2002) The Cradle of Thought, Oxford: McMillan Jordan, R. & Powell, S. (2000) Autism and Learning, London: David Fulton Lathe, R. (2006) Autism, Brain and Environment, London: Jessica Kingsley Lawson, W. & Bogdashina, O. (2003) Sensory Perception Issues in Autism: different sensory experiences – different perceptual worlds, London: Jessica Kingsley Leventhal–Belfer, L. & Coe, C. (2004) Asperger Syndrome in Young Children, London: JKP Mesibov, G. & Howley, M. (2003) Accessing the Curriculum for Pupils with Autism Spectrum Disorders: Using the TEACCH Programme to Help Inclusion, London: JKP Seach, D. (2007) Interactive Play for Children with Autism, London: Routledge Wall, K. (2007) Education and Care for Adolescents and Adults with Autism: A Guide for Professionals and Carers, London: Sage Publications Williams, D. (1996) Autism: An Inside-Out Approach, London. JKP

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e) Tuition Fees

Eligible SENCOs The National Award for SEN Coordination incurs no academic fees, providing the following criteria is met:

SENCOs must have QTS

SENCOs are newly appointed to their post and meet the TDA eligibility criteria Other Students (including SENCOs who are continuing after successful completion of the National Award for SEN Coordination) Fully Sponsored Students: At the start of your course you will be required to complete the official University Registration Form, on which one of the questions relates to your fees. You will need to identify the type of establishment sponsoring you and give full details of the name and address where the invoice is to be sent; this should include the name of an individual, who can be contacted in the event of any queries relating to the payment of your fees. The fee for 2011/12 is £1025

Part Sponsored Students: In addition to the information requested for sponsored students, you should also attach a brief letter addressed to the Finance Office (address below), detailing the proportion of your fees that should be charged to your sponsor and how much you will be paying. The Finance Officer will then send two invoices, one to you and one to your sponsor. The fee for 2011/12 is £1025

Non-Sponsored Students: On your University Registration Form you should tick box one in the section ‘Fees to be paid by’. The fee for 2011/12 is £1025

Methods of Payment: All sponsors must make full payment within thirty days of receiving an invoice. Invoices should be sent to: The Finance Office, University of Chichester, Bishop Otter Campus, College Lane, Chichester, West Sussex PO19 6PE f) Counselling Service This service is confidential and aims to be responsive to the needs of all students and a support to staff in their advisory role. Students may request an appointment by telephoning 01243 816042, or alternatively an academic adviser may do this for them with their consent. Janet Aldridge (Head of Counselling) is pleased to advise staff on any counselling matters, (x6042, New Hall, room 105A, BOC). g) Disability and Academic Skills Service The University welcomes students with disabilities, physical health issues, mental health issues, learning difficulties and additional needs, and the combined service is available to all students with disabilities, medical conditions, or additional learning requirements. This is a confidential, friendly and inclusive service where we recommend students to disclose their additional requirements/ disability. We offer advice and help in applications for the Disabled Student Allowance (DSA). Our specialist team provide: 1:1 study skills support; note taking assistance; communication/lip speaking support; readers, typing, provision of non medical helpers, and mentoring (for students with mental health issues). We offer initial screening for dyslexia (see next two paragraphs below) and other specific learning difficulties, and advise students about how to acquire formal educational psychology reports. We help students to progress the recommendations made on their DSA assessment reports, and to undertake training with their assistive technology.

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Students with dyslexia registered with the Disability and Academic Skills Service may be entitled to use a sticker from Academic Services letting the marker know that this is the work of a student with dyslexia. This may be helpful for the marker in writing their feedback. Please note however, that the MA(Ed) is exempt from the University’s policy on dyslexia, therefore allowances in marking will not be made for any difficulties, hence students are strongly advised to seek support from the Student Support Centre. Additional study skills advice is also available for all students. The Study Skills Tutor provides weekly open access seminars, advertised on Portia. Subjects covered range across all study skills areas, and all levels of study. Students can also sign up for 1:1 tutorials. This combined service is available to all students with disabilities, medical conditions, or additional learning requirements (for example dyslexia). This is a confidential, friendly and inclusive service where we recommend students to disclose their additional requirements/ disability. We offer advice and help in applications for the Disabled Student Allowance (DSA). Our specialist team provide: 1:1 study skills support; note taking assistance; communication/lip speaking support; readers, typing, provision of non medical helpers, and mentoring (for students with mental health issues). We offer initial screening for dyslexia and other specific learning difficulties, and advise students about how to acquire formal educational psychology reports. We help students to progress the recommendations made on their DSA assessment reports, and to undertake training with their assistive technology. Additional study skills advice is also available for all students. The Study Skills Tutor provides weekly open access seminars, advertised on Portia. Subjects covered range across all study skills areas, and all levels of study. Students can also sign up for 1:1 tutorials. The Sensory Support Service provides advice to students and staff who require adapted learning materials/ resources (e.g. adapted text formats, Braille, video transcription etc). Examinations and assessments Students are advised to contact us to organise additional examination arrangements, based on individual requirements. These should be discussed, and agreed by the Examination Office as soon as possible, so they can be implemented appropriately. Where to find us? This Service operates on both campuses:

Student Support Services at Bishop Otter Campus, New Hall, Room 102. Student Service Building, Room 10 at Bognor Regis Campus.

How to contact us? Students can do this in several ways. Initial contact can be made to the Disability and Academic Skills Co-ordinator, or to individual members of the team: Disability & Academic Skills Co-ordinator Steve O’Melia Tel: 01243 812076 ext: 2076; minicom:01243 812013 [email protected] Study Skills Tutor Lesley Roberts Tel: 01243 812143 ext:2143 [email protected]


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Sensory Advisor Christine Mant Tel:01243 812145 ext:2145; minicom: 01243 812013 [email protected] h) Careers Service A number of our students gain significant promotion during their MA studies, and if you are considering a change of post, why not consult Chichester’s Careers Service, which provides a friendly, confidential and comprehensive service for all postgraduate students - free of charge! Based at Bishop Otter campus, in New Hall, rooms 107 & 108, the team are very happy to meet MA(Ed) students who would like advice on:

putting together CVs and job applications;

preparing for interviews;

using creative approaches to job hunting;

continuing in research or other study;

gaining relevant skills or experience;

developing career management skills. Career interviews are scheduled for 30 minutes, but longer appointments can be made where needed, and if you have a quick query, please drop-in and see the team or contact them on 01243 816035 or [email protected] and there is also a website: careers.chiuni.ac.uk Throughout the year workshops are also held to introduce topics such as:

CV writing

interview technique

career planning

decision making. They aim to offer you the chance to look at different approaches, learn specific techniques and contribute experiences. There is a well-stocked library too, which includes free booklets and handouts, together with a reference copy of an excellent book: Moving on in Your Career - A guide for academic researchers and postgraduates by Linda Ali & Barbara Graham. There are in addition two student computers in the Careers Centre that can be used for internet research. A particular piece of software that may be of use is Career Management Skills Online - available on Portia, but only on campus; this is a comprehensive resource that enables you to

reflect on your potential career ideas; make career decisions; develop job applications; produce a CV.



http://www.ucc.ac.uk/careers

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i) Learning and Other Resources Of critical importance to your work at Masters level is regular access to library and electronic resources, therefore at Induction you will be introduced to the range of library services provided by the Learning Resource Centre at BRC in order to support your future studies (including on-line access via Portia to specialist resources and databases). There are also open access computers in the Support and Information Zone (SIZ) on both the Bognor Regis and the Chichester campus’, which you are able to use Students have access to Portia our virtual learning environment (VLE). Portia will give you access to the university on line resources and student support.

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SUPPORT AND INFORMATION ZONE (SIZ)

[Includes Learning Resource Centre & Library Services] OPENING HOURS 2011/12

Telephone: 01243 816222 Email: [email protected]

Semester Time:

Weekdays, 8.00am – 10.00om Weekends, 10.00am – 7.00pm

Holiday Periods:

Weekdays, 8.00 – 5.00pm Weekends, closed

Off-site Students If you live or work at some distance from the University and find it difficult to come to the Bognor campus library, you should be able to borrow books and journals from Higher Education Institutions that are closer to your own location. In order to do this you should:

register with SCONUL - you will find an application form on the website (www.sconul.ac.uk);

send the application (with a stamped addressed envelope) to Bognor Regis Campus library to get it stamped, and then take it to your local university or college, with a signed passport photograph and the University of Chichester library card, which will be sent back to you with your application form.

As a postgraduate student of the University you are also invited to make use of the social facilities and other services on both campuses.

You are also eligible to join the Students' Union, which can bring you concessions at the theatre etc.

Parking regulations are subject to change. Please check at the time of your visit.

j) Equal Opportunities The University of Chichester has an Equality and Diversity Policy which states that as fundamental to its principles and values it:

is committed to building and maintaining an inclusive community which recognises and values the inherent worth and dignity of every person; fosters mutual respect, sensitivity and understanding among its members;


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and encourages every individual to reach his or her own potential. In pursuit of its goal of academic excellence, Chichester seeks to develop and nurture its diversity.

Chichester’s policy is to ensure that there is equality for all members of its community. In pursuit of this goal the University is committed to eliminating both direct and indirect discrimination to ensure that no one is unfairly disadvantaged, either through individual action or through its policies or procedures, on the basis of race, gender, sexual orientation, ethnic or national origin, colour, age, marital status, disability, social class, political or religious belief and activities, unless these activities are contrary to the policies of the University of Chichester. For you as a student this means that we shall employ all means possible to ensure that you are able to benefit maximally from your time at Chichester. It follows that you should not be harassed, offended or insulted by anyone on the basis of the categories outlined above. It also means that you have a responsibility not to harass, offend or insult anyone else on the same basis. Examples of unacceptable conduct are as follows:

verbal abuse or insulting behaviour;

jokes about anyone on the basis of the above;

unwanted physical conduct, ranging from touching to serious assault;

display or circulation of offensive material;

bullying, coercive or menacing behaviour;

ridicule or exclusions of persons for any of the above reasons. Note that offence is seen from the viewpoint of the offended person. It will not be a defence for the offender to claim that the offending comments were ‘meant only as a joke’ and that the offended person is being ‘too sensitive’. Should anyone feel that they have been unfairly treated with respect to the above they should consult the University’s published procedures concerning The Equality and Diversity Policy, The Race Equality Policy, The Disability Policy and procedure to follow in case of harassment. All are available on Portia. Procedures for Resolving Student Complaints

In the event of your wishing to make a complaint about the quality of the service provided, the University seeks to provide a framework for the resolution of such complaints by ensuring that they are:

(i) treated seriously and dealt with speedily and fairly; (ii) resolved as close as possible to their point of origin with a minimum of formality; (iii) progressed through two stages where necessary, an informal and formal stage, and

resolved at the informal stage wherever possible (see below); (iv) dealt with in a way that respects privacy and confidentiality; (v) resolved without prejudice to the complainant.

For the purposes of these procedures a complaint is defined as any concern about the provision of a programme of study or a related service by the University.

The complaint must be made within 42 calendar days (six weeks) from its cause.

It should be noted that students cannot use this procedure to pursue matters related to the outcomes of academic assessment. A separate appeals procedure is detailed in sections 10.5 and 10.6 of the University’s Academic Regulations, July 2008, pp.18-20.

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These procedures can be invoked in cases where a student wishes to complain about the actions of another student and where the separate Harassment Procedures (Appendix 7 of the Academic Regulations, July 2008) do not apply. In such cases however, it is expected that the Complaints Procedure detailed here, will be used for the sole purpose of triggering the Disciplinary Procedures or resolving the matter at the informal stage.

Whenever a student is interviewed in relation to a complaint they are entitled to be accompanied by a friend (e.g. a personal friend, family member, or a representative from the Students’ Union, but not a legal representative).

These procedures are operated without prejudice to a student’s rights to pursue legal remedies outside the University.

At the Informal Stage a student should discuss the matter with the member of staff associated with the matter in question. S/he may also seek advice or assistance from University officers or staff. If action under the informal stage does not successfully resolve the difficulty, the Formal Stage of the procedure may be invoked by the complainant writing a clear and concise letter, setting out the grounds for the complaint. This should contain all relevant details, including why the complainant believes the informal stage provided no redress in this case. The letter should be sent to the relevant Complaints Officer: Dr Sarah Gilroy, Executive Dean, University of Chichester, Bishop Otter Campus, College Lane, Chichester PO19 6PE (N.B. The above information has been taken from the University of Chichester’s Academic Regulations, Appendix 4, sections 1 & 2, pp. 59-60, and a copy of the Informal and Formal Stages of these Procedures, and/or the Harassment Policy and Procedure, may be viewed on Portia, or obtained from the MA(Ed) Programme Co-ordinator.)

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k) Student Representatives The Programme recognises that most MA (Ed) students are in full-time employment and that taking on the role of student representative may be difficult. Nonetheless the role of representative is an important one in that it represents the student voice. It provides you with an opportunity to shape the ongoing development and management of the programme, as well as being an important element in the quality assurance process. In order to facilitate students to undertake the role of representative, the Programme has changed the timings of the Programme Boards to twilight sessions so that practising teachers and other professionals may attend in the role of representative. For those students who are able to undertake this role, training is available, run by the Student Union and sponsored by the University. Representatives are also aided in representing the student voice by having access electronically or by telephone to a random sample of students on research modules, each of whom by definition has a breadth of knowledge of the learning experience on a variety of content modules, drawn from the three pathways. The views obtained are shared with the MA(Ed) Programme Leader, who relays them to team members at meetings of the MA(Ed) Programme Board and in his/her annual report to this Board. Student representatives attend the Programme Board which takes place once a term where they report formally on any issues arising from the student body. Representatives also monitor whether issues raised by the Annual Monitoring process have been addressed. An important part of the role is to meet informally with the Programme Co-ordinator to discuss any issues so that, where possible, problems can be resolved quickly. Student representatives may also be asked to meet external examiners and inspectors if appropriate. In the event of more than two representatives coming forward, an election will take place among the current modular groups and dissertation students, with voting papers, containing brief information on the candidates, distributed in a teaching session or posted. Votes, to be returned by a stipulated deadline, will be counted by a programme administrator and checked by a second administrator. All candidates and the rest of the student body will be informed of the outcome by an announcement on Portia. l) MA(Ed) Examination Board Constitution The purpose of the MA(Ed) Examination Board is to make recommendations regarding the progression of students throughout the programmes and prepare marks for presentation to the Postgraduate Awards Scheme Board of Examiners. Membership The Co-ordinator of MA(Ed) programmes will chair the MA(Ed) Examination Board. Membership will include:

Co-ordinator of MA(Ed) programmes

Head of CPD

Module leaders, tutors and dissertation supervisors

External Examiners

Head of Education (ex-officio)

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m) The Postgraduate Awards Scheme (PGAS) Board of Examiners The Board of Examiners for postgraduate awards meets three times yearly (February, May and September) and the MA(Ed) Programme Leader is required to attend on behalf of the MA(Ed) Award team. The role and function of Boards of Examiners include:

approving procedures for marking;

approving procedures and regulations for assessment;

agreeing the collation of assessments which lead to an Award;

determining whether candidates have achieved the profile required in order to progress or to achieve an Award;

setting conditions for the retrieval of failure;

approving the Pass List;

making Awards.

The Final Board of Examiners meets at the end of each academic year. Its main role will be to ensure parity of treatment across all taught Postgraduate routes, and to make Awards. The constitution of the Board will be:-

the Chair (as approved by Academic Board – normally the Deputy Vice Chancellor)

the Chief External Examiner for the Postgraduate Awards Scheme

the External Examiners for all Programmes within the Scheme

Deputy Dean (Academic) The Board meets also as an Interim Board of Examiners in early February to make decisions about students’ eligibility to progress from one level to the next. It will also have the authority to make decisions concerning requirements for referral or deferral at the interim point of the year, to consider students applying to return from intermission, and to make Interim and Final Awards. The Interim Board of Examiners will comprise the personnel named above, with the exception of External Examiners for Programmes within the Scheme, who are not obliged to attend. Both Boards will be set up and serviced by the Academic Standards Unit in the normal way, which will also oversee the publication of students’ results on SONAR. n) Evaluation The PGCiPP programme values both the student voice and constructive criticism from any source: students, internal and external colleagues, and outside agencies. In compliance with the University’s requirements the Programme follows a set of standard procedures for annual monitoring and evaluation and prepares an annual report for the Academic Standards Committee, which forms the basis of formal dialogue between members of the Programme. Students respond anonymously to summative evaluation pro formas, which now contain questions on impact concerning pupils’ progress, work with colleagues and personal growth. It is hoped that future annual monitoring may also concern itself with the Programme’s impact on students’ subsequent professional work. The National Award will be evaluated against the specific objectives and intended learning outcomes, and new programmes employ a mid-term evaluation pro forma to gain formal feedback on progress. Tutors are also receptive to informal feedback, gathered during sessions from student comment and discussions.

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The PGCiPP Programme Coordinator is asked to supply the MA(Ed) Programme Leader with evaluation summaries following each term, which comprise quantitative data on content and method together with qualitative data on strengths, areas for development and points for action. These are then publicised in the programme handbook for the next cohort of students who enrol. The Programme Coordinator scrutinises these summaries and the ‘raw’ evaluation sheets, and responds appropriately to individual tutors. S/he condenses these summaries in his/her annual report to the Management Group and Programme Route Board and for Annual Monitoring. An exemplar of the formal summative evaluation sheet is given below. Please note that the version students are asked to complete is over two sides to allow adequate room for comment. On an annual basis the student representative(s) is/are also asked to undertake an additional evaluation of the student experience, by consulting with students who have recently completed Term 1, 2 and 3 of the training programme, and who thus have wide experience of the programme. This data augments that engendered by the evaluation processes described above, and further informs the analysis undertaken and subsequently reported on by the MA(Ed) Programme Leader at the autumn Management and Programme Route Board, before being passed to the Academic Standards Committee for the purposes of Annual Monitoring.

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UNIVERSITY OF CHICHESTER

PGCiPP: National Award for Special Educational Needs Coordination EVALUATION

In order to evaluate the effectiveness of the training prgramme it would be helpful if you could complete this evaluation sheet. TERM: 1 2 3 (please circle) DATE: NAME (optional): VENUE: Please reflect on the themes for each of the sessions and circle the number that identifies the extent to which each objective was met with 5 being the highest. Session 1: OBJECTIVES: (as devised when subject content is finalised for the PGCiPP) 1 2 3 4 5

Specific objectives which were not met:

Session 2: OBJECTIVES: (as devised when subject content is finalised for the PGCiPP) 1 2 3 4 5




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Please comment on how involved and engaged you felt with the group. Please comment on the value of the learning activities and how these were facilitated. Please comment on the organisation, access and use of resources of the sessions. How do you think these sessions have or will influence your own leadership practice? Do you have any suggestions in relation to changes or improvements we could make to the sessions? Thank you for your help with the University’s evaluation processes.

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o) Staff Marking Guidelines and Procedures

Where possible taught sessions may have two designated tutors, with each tutor involved in preparing the work for at least one session, as well as in marking assignments.

Tutors should be careful to stress general assessment criteria as well as the specific criteria of the PGCiPP. Thus students’ attention should be drawn to the general criteria set out in this handbook, and to any specific criteria given in the relevant descriptor and in the PGCiPP: National Award for Special Educational Needs Handbook.

Two tutors will be involved in marking assignments, exchanging between them at least 25% of the overall total including any potential distinctions and fails. Where two tutors have not been involved in delivery, a sample should be seen by another tutor or the MA(Ed) Programme Leader.

Potential distinctions and fails will be third marked by the Head of CPD or the MA(Ed) Programme Leader, where there has been disagreement between the first two markers.

The assessment and grade criteria should be explicitly referred to in reaching a judgement and in communicating this to the student. Constructive criticism and/or developmental points should also be included in a tutor’s written comments to students, in order to facilitate improvement and progression.

As well as final comments on assignment cover sheets, tutors are encouraged to write (in pencil) specific points in the margins of the assignment. Students should ensure that margins are wide enough to accommodate this and that lines are double spaced in assignments.

Tutors should never collect in students’ assignments: they must always be posted to the administrator or placed in his post ‘pip’ in the Staff Common Room in St Michael’s House. This is to ensure that a central record is kept of deadlines met or missed.

Most assignment deadlines are three weeks after the end of the last taught session in that term (please see page 17 for dates). They must be marked (with a sample double-marked) in time for the meeting of the Internal Committee of Examiners, which is usually scheduled three weeks after the BRC submission date. This three week turnaround for marking, second marking, discussing, moderating and returning assignments is demanding for tutors and administrative staff. However, we feel that it is essential for the efficient running of the programme and for making the process as student-friendly as possible.

Where a student’s work has been judged to have failed, the first marker or MA (Ed) Programme Leader will contact the student personally to discuss ways forward and alternative resubmission deadlines.

On completion of marking, some copies of assignments (including the strongest and weakest) from each term may be retained by tutors, for consultation by the PGCiPP Programme Coordinator and other tutors. If names are removed, copies of good assignments may be given as exemplars to students. The PGCiPP Programme Coordinator will occasionally circulate anonymous, multiple copies of good assignments for student or tutor guidance. If students do not wish their work to be used in this way a note to the PGCiPP Programme Coordinator requesting this will suffice.

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Normally at the first session of each term previous assignments will be returned, or alternatively sent by registered post to any absent students or to those currently not engaged in a module.

Where a student is known by a tutor, either personally, socially or as a colleague or recent ex-colleague, the student's work must always be double marked by another tutor and normally included in the sample sent to the external examiners. Such connections must always be declared at meetings of the Internal Committee of Examiners and at the External Boards of Examiners.

Should a tutor suspect any academic malpractice in work being assessed, s/he should contact the programme co-ordinator as soon as possible.

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Section 7: CONTINUING YOUR MASTERS LEVEL STUDIES a) Introduction After successful completion of the PGCiPP: National Award for Special Educational Needs Coordination students will be offered the opportunity to continue their study on a full Masters programme. This section outlines the full Masters in Education programme. Discussions will be held with your tutor towards the end of the year to help you decide if you wish to continue with your studies. At University of Chichester the MA(Ed) has three specialist pathways:

- Curriculum

- Inclusion

- Leadership and Management

The PGCiPP: National Award for Special Educational Needs Coordination will give students 60 credits, leaving 120 credits to be obtained. At the next stage, students will take three modules. Each module is worth 20 credits. Successful completion of a further three modules will give students a Diploma in Professional Practice. The final stage of an MA(Ed) programme requires a dissertation which is worth 60 credits. Students can exit at three points, at the end of the certificate, diploma and the full Masters degree. This is explained in the diagram below:

Certificate Awarded to students leaving after successfully completing the PGCiPP: National Award for Special Educational Needs Coordination

Diploma Awarded to students leaving after successfully completing a further three modules. This brings the total of M level credits to 120.

Dissertation This is the final element of the MA(Ed) programme and is a 18,000 word submission based on your own research and investigation. On successful completion it carries 60 M level credits, making a total of 180.

b) Pathways and Specialist Awards As stated above students will be registered for a named specialist award, i.e. PGCiPP: National Award for Special Educational Needs Coordination For the MA(Ed) award three specialist content modules will need to be successfully completed, while the remaining module may come from any pathway. In addition the dissertation focus will need to relate to the specialist pathway. For the Postgraduate Certificate or Diploma in Professional Practice awards two or four specialist content modules respectively will need to be successfully completed. c) Rationale for Specialist Pathways In order to comply with the Training and Development Agency for Schools’ (TDA) Framework for Postgraduate Professional Development (2005-8), and in recognising and meeting the needs of teachers and other education professionals to gain greater knowledge, understanding and improved

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practice in three areas of considerable importance and relevance, both to the education labour market and to career progression, the opportunity has been created at Chichester for students to opt for a specialist pathway. d) Compulsory Modules As explained above, students are free to choose two further modules and Research Seminars or one module and two research modules one of which must be Research Seminars. In the research module you will engage in small scale research, the study of published educational research and further independent learning. Each of these three elements forms an important part of your research training for the MA(Ed) and complies with the Quality Assurance Agency’s (QAA) postgraduate level descriptors in their Framework for Higher Education Qualifications, January 2001 (FHEQ). The diagram below summarises this:

optional modules compulsory modules

Two modules

Research Seminars (final pre-dissertation module)

e) Choice brings responsibility … For those students wishing to continue to the Diploma and Dissertation phase, module choice forms and publicity will be available towards the end of the academic year. Viability of modules will depend on the numbers of students enrolling, but please note that on occasion it may be necessary to ‘cap’ the numbers of students to prevent a module becoming oversubscribed. Hence it is advisable to apply sooner rather than later in order to avoid disappointment. Please note and adhere to the application deadlines given in our publicity material. Students should note that it is their responsibility at all times to register for a viable programme of study, which on successful completion will result in the award of their choice. This means that you should select eligible modules and a suitable dissertation focus, if you have chosen a particular pathway award. Tutors, or the Programme Co-ordinator will be happy to discuss and advise on individual schedules or plans that students may have. f) Entry Acceptance Procedures and AP(E)L (based on Regulations of Admissions, PGAS Definitive Document, Section 5, pp. 13-15)

The principle that informs our decision to admit students to MA(Ed) Programmes is to judge whether the sum of the evidence supplied in the application process, addresses the following question satisfactorily: Does the person concerned have the ability at the point of entry to engage successfully with the Programme applied for? Our aim therefore is to operate a policy on student admissions, which is both open and fair at all times, but which does not disadvantage students by being too generous. Neither you nor we want students to fail modules. Thus we normally ask for demonstration of the following evidence:

graduate status (second class honours or above);

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current or previous work experience in an education related field with the proviso of …

a minimum of two years full time (or equivalent part time) experience in the education sector, for applicants wishing to take modules in the Leadership and Management pathway;

for international students, a certified level of proficiency in English of at least IELTS 6.5 or its equivalent.

The Programmes however, welcome applications from non-standard applicants, who do not meet one or more of the conditions above. If you fall into this category, please be assured that our consideration of your application will employ the principle stated above. In particular we shall seek evidence of your ability to demonstrate that you have a reasonable chance of fulfilling the objectives of the programmes of study, and of meeting the assessment requirements.

One or more of the following procedures will obtain:

You may be invited to take your first module on a stand-alone basis, which if successfully completed, will lead to unconditional acceptance on the Programme and twenty points credit towards your award.

You may (be invited to) apply for Accreditation of Prior Experiential Learning [AP(E)L] by supplying a portfolio of evidence, demonstrating that the responsibilities you carry and the work that you do, require a graduate level of competence, e.g. curriculum leadership, production of policy documents. Part of such evidence may include professional development qualifications gained while working in education, as these can indicate both a particular level of academic ability and the ability on your part to sustain part time study.

You may be able to apply for Advanced Standing via Accreditation of Prior Learning (APL), through the national system of Credit Accumulation and Transfer Scheme (CATS). This scheme is available to applicants who have gained relevant Masters level qualification(s) in the last five years, thus reducing the number of modules that need to be taken subsequently.

Please note however, that a maximum of 90 credits only (equivalent to four of Chichester’s MA(Ed) modules) can be granted via AP(E)L, since at least half the degree must be completed at the institution making the award. To find out more about the AP(E)L scheme and your eligibility, please request an information booklet and application form from [email protected]

g) Intermission

You do not have to study a module each term, since you have up to seven years from initial registration to complete the MA(Ed). The Programmes recognise that people have changing work and home circumstances, which can make extra commitment and study difficult. If you need to intermit from the Programme you must do so formally and need o be aware of final submission dates. Certificates have to be completed within three years and Diplomas within five. Your Dissertation must be completed not later than six years and two terms after commencing your first module. Please note that these times are appropriately reduced for students joining with remission for credit points gained elsewhere (see above)


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Intermission during content modules is easy, because with few exceptions the modules are not sequential, you can begin in any term and of course choose which ones to do. Flexibility is also possible with the research modules Introducing Research and Research Seminars, since one or other runs at least twice a year, but please check the venues. The alternative options to Introducing Research: Independent Study or Practitioner Research may be negotiated with the Programme Coordinator ([email protected] ). However, you are reminded that the final research module Research Seminars prepares you specifically for your dissertation; hence on completion of this module you should not intermit for longer than one term before embarking on your dissertation work. If you decide to intermit from the programme for longer than a year, or at the dissertation stage for longer than a term, you are strongly advised to contact the Programme Co-ordinator to discuss your plans. Please note also that it will be necessary for you to apply formally to the University for permission to intermit, if you have the submission of any assignment(s) pending. In this case, following your discussion with Barbara Thompson, you will be asked to contact Linda Gowling, 01243 816477, [email protected] for the necessary form to complete. On acceptance of your request you will be given a date of resumption. Please note that such ‘freezing’ of your registration will preclude access to library facilities and tutors, and will not allow you any more time beyond your original seven year limit. h) Classification of Final MA(Ed) Award (in accordance with the PGAS Definitive Document( 2007) The Postgraduate Certificate/Diploma in Professional Practice and MA(Ed) will each be awarded on a two-point scale: Distinction or Pass. Failure to obtain an award is also detailed below.

PGCiPP PGDiPP MA(Ed)

Distinction:

A grades for both core and workplace learning development project report

at least A at Diploma Stage + 2B/Cs or three A grades at Diploma stage if only one A at Certificate stage

at least 4 As and 3 B/Cs, with at least one A gained in each phase, including the dissertation.

Pass: Any combination of grades, except those listed for distinction or fail

3

6

6 + dissertation

Fail:

An E grade in any one module or stage after resubmission has been allowed; N.B. a second E grade in any one stage will also result in failure.


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ANNEXE 1 – PROGRAMME DESCRIPTOR Module Title: Postgraduate Certificate in Professional Practice: National Award for Special

Educational Needs Coordination

Module Code:

Credits: 60

Level: 7

Home school and subject area: Postgraduate Professional Development. Teacher Education

Programmes to which the module contributes: MA(Education) and Interim Awards

Tutor responsible: Diana Seach

Entry requirements: Graduate Qualified Teacher Status and a minimum of two years full time equivalent teaching experience.

AIMS

to raise achievement of pupils with SEN and/or disability; including academic attainment and achievement in accordance with the five outcomes of Every Child Matters;

to lead and develop effective teaching and learning throughout their school or setting for pupils with SEN and/or disability;

to lead and effectively co-ordinate the provision for pupils with SEN and/or disabilities to enable full access to the broad, balanced and rich curriculum;

to improve their own and colleagues practice with regard to SEN and/or disabilities, and work effectively with parents/carers and other professionals and,

to lead and promote a whole school approach to inclusive practice

LEARNING OUTCOMES

In accordance with the TDA specifications for the accreditation of the National Award students will be required to show evidence of knowledge, skills and understanding in all of the following:

1. PROFESSIONAL CONTEXT 1.1 Statutory and regulatory frameworks and relevant developments at national and local level 1.1.1 laws and associated guidance on SEN, including the policies and procedures set out in the SEN Code of Practice; their implications for the school, the SENCO and others; and how to put them into practice 1.1.2 laws and associated guidance on disability equality, the actions they require in respect of pupils with disabilities; and how they might best be carried out. 1.1.3 local interpretations of national guidance 1.1.4 relevant guidance on data protection and confidentiality, health and safety 1.1.5 the principles and outcomes of Every Child Matters and how the school can help pupils with SEN and/or disabilities to achieve those outcomes, and 1.1.6 the contribution of extended services to improving outcomes for pupils with SEN and/or disabilities

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1.2 High incidence SEN and disabilities and how they can affect pupils’ participation and learning 1.2.1 how children’s development can be affected by SEN and/or disabilities and a range of other factors including the physical and social environment in which they are taught 1.2.2 causes of under achievement, including those related to SEN and/or disabilities. 1.2.3 the four areas of need set out in the SEN Code of Practice and the educational implications of these, and 1.2.4 the high incidence disabilities and the implications of these for teaching and learning and inclusive practice. 1.3 Using evidence about learning, teaching and assessment in relation to pupils with SEN to inform practice 1.3.1 analyse, interpret and evaluate critically, relevant research and inspection evidence about teaching and learning in relation to pupils with SEN and/or disabilities and understand how such evidence can be used to inform personal practice and others’ practice, and 1.3.2 identify and develop effective practice in teaching pupils with SEN and/or disabilities, e.g. through small-scale action research based on evaluating methodologies, developing critiques and, where appropriate, developing new hypotheses. 1.3.3 have a critical understanding of teaching, learning and behaviour management strategies and how to select, use and adapt approaches to remove barriers to learning for pupils with SEN and/or disabilities, and 1.3.4 have a critical understanding of approaches, strategies and resources for assessment (including national tests and examinations) and how to select, use and adapt them to personalise provision and remove barriers to assessment for pupils with SEN and/or disabilities 2. STRATEGIC DEVELOPMENT OF SEN POLICY AND PROCEDURES 2.1 Working strategically with senior colleagues and governors 2.1.1 work with senior colleagues and governors to advise on and influence the strategic development of an inclusive ethos, policies, priorities and practices 2.1.2 work with senior colleagues and governors to ensure the objectives of the school’s SEN policy are/can be reflected in the school improvement plan and school self-evaluation form (SEF) 2.1.3 work with senior colleagues and the governing body to establish appropriate resources to support the teaching of pupils with SEN and/or disabilities, and the means of monitoring their use in terms of value for money, efficiency and effectiveness, and 2.1.4 develop and provide regular information to the head teacher and governing body on the effectiveness of provision for pupils with SEN and/or disabilities to inform decision making and policy review. 2.2 Strategic financial planning, budget management and use of resources in line with best value principles 2.2.1 the ways in which funding for pupils with SEN and/or disabilities is provided to schools, including local funding arrangements and, where appropriate, how to seek additional resources to support students with SEN and/or disabilities, 2.2.2 how funding for pupils with SEN and/or disabilities is used in their school, and 2.2.3 how to manage and make best use of available financial, human and physical resources, including how to use tools such as provision mapping to plan, evaluate and improve provision for pupils with SEN and/or disabilities, including identifying ineffective or missing provision 2.3 Strategies for improving outcomes for pupils with SEN and/or disabilities 2.3.1 have a sound understanding of strategies for removing barriers to participation and learning for pupils with SEN and/or disabilities, 2.3.2 know strategies for addressing stereotyping and bullying related to SEN and disability

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2.3.3 understand the potential of new technologies to support communication, teaching and learning for pupils with SEN and/or disabilities, and 2.3.4 draw critically on relevant research and inspection evidence about effective practice in including pupils with SEN and/or disabilities to inform practice in their school 3. COORDINATING PROVISION 3.1 Developing, using, monitoring and evaluating systems 3.1.1 identifying pupils who may have SEN and/or disabilities (using classroom observation, data, assessment and other forms of monitoring) 3.1.2 informing all staff about the learning needs, behaviour and achievement of pupils with SEN and/or disabilities 3.1.3 helping colleagues to have realistic expectations of behaviour for pupils with SEN and/or disabilities and set appropriately challenging targets for them 3.1.4 planning approaches and interventions to meet the needs of pupils with SEN and/or disabilities, geared to removing or minimising barriers to participation and learning 3.1.5 recording and reviewing the progress of pupil with SEN and /or disabilities towards learning targets 3.1.6 assessing the effectiveness of provision for pupils with SEN and/or disabilities 3.1.7 ensuring appropriate arrangements are put in place (in classroom practice and for the examinations/tests themselves) for pupils sitting national tests and examinations, and 3.1.8 liaising with other schools to promote continuity of support and progression in learning when pupils with SEN and/or disabilities transfer. 3.2 Using tools for collecting, analysing and using data 3.2.1 know how school, local authority and national data systems work, including RAISEonline, and 3.2.2 analyse and interpret relevant, local, national and school data to inform policy and practices, expectations, targets for improving the learning of pupils with SEN and/or disabilities. 3.3 Deploying staff and managing resources 3.3.1 delegate tasks appropriately, deploy and manage staff effectively to ensure the most efficient use of teaching and other expertise to support pupils with SEN and/or disabilities, and 3.3.2 make flexible and innovative use of the available workforce, recognising and utilising particular strengths and expertise 4. LEADING, DEVELOPING AND SUPPORTING COLLEAGUES 4.1 Providing professional direction to the work of others 4.1.1 lead on developing workplace policies and practices concerning pupils with SEN and/or disabilities and promoting collective responsibility for their implementation 4.1.2 take a leadership role in promoting a whole school culture of best practice in teaching and learning in relation to pupils with SEN and/or disabilities 4.1.3 promote improvements in teaching and learning, offering examples of good practice for other teachers and support staff in identifying, assessing and meeting the needs of pupils with SEN and/or disabilities 4.1.4 encourage all members of staff to recognise and fulfill their statutory responsibilities towards pupils with SEN and/or disabilities, and 4.1.5 help staff to achieve constructive working relationships with pupils with SEN and their parents/carers 4.2 Leadership and development of staff 4.2.1 know the range of professional development opportunities available for staff (including support staff and beginner teachers) to improve their practice in working with pupils with SEN and/or disabilities 4.2.2 give feedback and provide support to teaching and non-teaching colleagues on effective teaching, learning and assessment for pupils with SEN and/or disabilities

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4.2.3 model effective practice and coach and mentor colleagues 4.2.4 advise on, contribute to, and where appropriate coordinate the professional development of staff so that they improve their practice in relation to pupils with SEN and/or disabilities, and 4.2.5 support and train trainee and beginner teachers and higher level teaching assistants, where appropriate, in relation to relevant professional standards. 5. WORKING IN PARTNERSHIP WITH PUPILS, FAMILIES AND OTHER PROFESSIONALS 5.1 Drawing on external sources of support and expertise 5.1.1 know the role and value of families and carers of pupils with SEN and/or disabilities 5.1.2 know the range of organisations and individuals working with pupils with SEN and/or disabilities and their role in providing information, advice and support 5.1.3 know the principles of multi-agency working, building a ‘team around a child’, and the Common Assessment Framework and how to use it, where appropriate, for pupils 5.1.4 know how to draw on specialist support and resources for pupils with SEN and/or disabilities, including from special schools and other specialist services or provision 5.1.5 can develop effective working partnerships with professionals in other services and agencies, including voluntary organisations, to support a coherent, coordinated and effective approach to supporting pupils with SEN and/or disabilities, including in relation to transition planning for pupils post-16, and 5.1.6 know how to interpret specialist information from other professionals and agencies to support appropriate teaching and learning for pupils with SEN and/or disabilities and support colleagues in making use of such information 5.2 Consulting, engaging and communicating with colleagues, parents and carers and pupils to enhance pupils’ learning and achievement 5.2.1 ensure that pupils with SEN and/or disabilities are involved, whenever appropriate, in planning, agreeing, reviewing and evaluating the provision made for them, and 5.2.2 communicate effectively with parents and carers of pupils with SEN and /or disabilities, taking account of their views and providing them with timely and relevant information about the achievement, targets, progress and well-being of their children

INDICATIVE CURRICULUM CONTENT This will incorporate all of the above learning outcomes through 10 taught sessions that develop SENCOs knowledge, skills and understanding of their leadership and management of SEN provision in their workplace. To support the M level nature of study these sessions will make links between research, theory and practice, engaging students in critical debate and discussion around key aspects of SEN provision in the light of developments in inclusive practices. The 10 taught sessions will also have a strong practical element in that SENCOs are required to be fully conversant with all statutory and regulatory requirements for data collection, maintenance of records, reporting, child protection issues and funding that are key to the SENCO role. The leadership and management aspects that are specific to the SENCO role will be discussed in relation to their own development as leaders and managers as well as how they lead and manage others, deal with sensitive issues and maintain good relationships with pupils and families. There will also be a focus on developing a critical approach to research in schools; social and ethical considerations; methodologies, and the impact of research on change and development within the workplace. This will be developed further through independent study and as part of their SENCO role in school where there will be an opportunity for critical reflection, mentoring support and ongoing collection of evidence for the Professional Development Portfolio.

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MODE OF ASSESSMENT

Formative assessment

At the beginning of the programme SENCOs will be required to complete a self-review questionnaire to identify their own areas for professional development and to then to re-evaluate this on completion of the programme. As part of your new SENCO role you will be required to:

keep a reflexive log to raise personal awareness of any issues, changes and developments in your professional practice which will be used to inform the commentaries in the Portfolio

identify and record the Learning Outcomes achieved within the assignments and your work-based practice

Summative Assessment

Assignment 1 – Brief Report (1000 words, or equivalent) A critical understanding of your current role as SENCO

Assignment 2 - Essay (3000 words or equivalent) A critical evaluation of your leadership and management effectiveness in your SENCO role and SEN provision within your workplace. Assignment 3 – Presentation (10 minutes/2,000 word equivalent) – outlining the small-scale research being undertaken in the workplace Assignment 4 – Research Project (4,000 words, or equivalent) on an aspect of SEN provision that promotes inclusive practice in the workplace

Assignment 5 – Portfolio (2,000 words, or equivalent) A critical commentary on the development of your leadership and management of SEN provision with supportive evidence from key stakeholders on the impact of the training programme on workplace policies and practices in SEN provision

LEARNING STRATEGY Core element: This will be taught with an emphasis on participative methods and experiential learning through small group work, seminars, student presentations, readings and discussion groups. Work- based element: This is the main element of the training programme where students will work independently to gather evidence for the Professional Development Portfolio and focus on an area for development in their SENCO role and SEN provision within their workplace. They will have access to mentoring sessions and opportunities to make visits to other settings to observe examples of good practice. They will also be encouraged to make use of peer group and online discussions to enhance their learning and professional development.

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Assessment Criteria include both the General Assessment Criteria of the MA(Ed) and demonstration of the following Specific criteria





professional insights as an agent of change in the context of action research General criteria






the ability to synthesise and draw upon a range of appropriate material.

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INDICATIVE READING

Baker, R (2009, 2nd

ed) The SENCO's Guide to SEN, Disability and Every Child Matters: The Easy to Use Guide to SEN, Disability and Every Child Matters in All Mainstream and Special Schools, Lydney: Baker- Phillips Educational Communications: Beveridge, S. (2005) Children, Families and Schools: Developing Partnerships for Inclusive Education, Abingdon: RoutledgeFalmer Briggs A and Coleman M (Eds.) (2007) Research Methods in Educational Leadership and Management, London: Sage Publications

Cheminais, R. (2004) How to Create the Inclusive Classroom: Removing Barriers to Learning, London: David Fulton Publishers

Cheminais, R (2005) Every Child Matters: New Role for SENCos: A Practical Guide, London: David Fulton

Cheminais, R. (2009) Effective Multi-Agency Partnerships: Putting Every Child Matters into Practice, London: Sage Publications

Cowne, E. (2002) Developing Inclusive Practice: The SENCO's Role in Managing Change, London: David Fulton

Cowne, E. (2004)(4th

Edition) The SENCO Handbook: Working within a Whole School Approach, London: David Fulton

Derrington, C. & Groom, B. (2005) A Team Approach to Behaviour Management: A Training Guide for Guide for SENCOs working with Teaching Assistants, London: Paul Chapman Drifte, C. (2005) A Manual for the Early Years SENCO, London: Paul Chapman Publishing

Farrell, M (2008) Educating Special Children, Abingdon: Routledge

Frederickson, N. (2002) Special Educational Needs, Inclusion and Diversity, Maidenhead: McGraw-Hill George, J. & Hunt, M. (2003) Appointing and Managing Learning Support Assistants: A Practical Guide for SENCOs and Other Managers, London: David Fulton Gibson, S. & Blandford, S. (2005) Managing Special Educational Needs: A Practical Guide for Primary and Secondary Schools, London: Paul Chapman Knowles, G. ( ed) (2006) Supporting Inclusive Practice, London: David Fulton Publishers Nind, M., Sheehy, K. & Simmons, K. (2003) Inclusive Education: Learners and Learning Contexts, London: David Fulton Publishers

O’Hanlon, C. (2003) Educational Inclusion as Action Research: an Interpretive Discourse, Maidenhead: McGraw-Hill

Siraj-Blatchford, S., Clarke, K. & Needham, M. (2007) The Team Around the Child: Multi-agency Working in the Early Years, Stoke on Trent: Trentham Books Soan, S. (ed) (2005) The SENCO Handbook, London: Optimus Publishing Skidmore, D. (2004) Inclusion: The Dynamic of School Improvement, Maidenhead: McGraw-Hill

Sheehy, K. Nind, M., Rix, J. & Simmons, K. (eds) (2005) Ethics and Research in Inclusive Education: Values into Practice, Abingdon: Routledge

Tomlinson, H. (2005) Educational Leadership: Personal Growth for Professional Development, London: Sage Publications Topping, K. & Maloney, S. (eds) (2005) The RoutledgeFalmer Reader in Inclusive Education, Abingdon: Routledge

Websites

British Educational Research Association http://www.bera.ac.uk/

TDA http://www.tda.org.uk/

Centre for Studies in Inclusive Education http://www.csie.org.uk DCSF Standards http://www.nationalstrategies.org.uk

Journals British Journal of Special Education International Journal of Inclusive Education

Special Children

Disability and Society

http://www.bera.ac.uk/

http://www.tda.org.uk/

http://www.csie.org.uk/

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ANNEXE 2 STUDENT ABSENCE Student information: What to do when you’ve been absent from a session? action by student action by tutor

Log onto ‘My Courses’ on Portia and complete Absence Form (save and print off 2 copies)

Hand 2 copies of the form, in person, to module tutor before, or at, the next session of the module

Take agreed action as soon as possible to make up for missed session

Tutor signs and approves the action you’re going to take to make up the missed session and keeps one copy, you keep the other

Tutor sends their copy to subject administrator who logs the absence and sends form onto your Academic Advisor

Discuss any concerns affecting your engagement with the module, with your tutor

OR

Discuss these or more general concerns with your Academic Advisor

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INSTRUCTIONS FOR STUDENTS: PRINT 2 COPIES OF THIS FORM ABSENCE FORM We are concerned about the impact absence may have on your learning and that of others in your group. Absence from modules also affects your chances of achieving the grades you are capable of. There may have been a very good reason for your absence, but it would be helpful to know what it is and what action you propose to take to catch up on work missed. Repeated absence from modules can have a serious impact on your progress; it can in some circumstances lead to you being de-registered from modules. If you are absent from a scheduled module session, you must complete this form and hand it to the module tutor, in person, before or at the next session of the module. Name: Student number: Programme of study: Year of study (1st, 2nd etc) Name of Academic Advisor: Module session missed: Module Code: Module Title: Date of missed session: Reason for absence: To make up for the missed session I am taking the following action: Action approved by: Staff name: Staff signature: Date:

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