The course content is designed to stimulate and to challenge students as critically reflective practitioners who are well equipped for the SENCo role. The modules offer the opportunity to reflect critically on areas of policy and practice relevant to the SENCo role, whilst developing core knowledge and skills required for day-to-day practice.

Teaching takes place through a combination of seminars, group work and directed independent learning. Seminars will include taught input from the module tutor, along with opportunities for discussion. Students will also undertake work-based learning, for example observations, learning walks, discussions with colleagues. This work-based learning will allow them to reflect on key issues raised as part of the teaching, and to begin to apply ideas learnt throughout the modules.

DMX7935: Inclusion and SEND: Policy and Practice is delivered as the first module on the course. This module introduces key theory that will support students’ critical analysis of policy and practice across the programme (e.g., models of disability, labelling theory and the dilemma of difference). It also gives an overview of the SENCo role, along with consideration of different aspects of SEND provision, for example the graduated approach, EHC plans, effective use of data and person-centred approaches. Students also learn about the four categories of need outlined in the SEND Code of Practice (DfE & DoH, 2015), exploring how pupils within these categories can be best supported. As this is their first module on the programme, students are introduced to critical reading and writing skills as part of the module teaching.

The second module, DMX8135: Strategic Leadership for SEND, focuses on students’ developing knowledge and understanding of the leadership aspect of the SENCo role. This includes a focus on multi-agency working, working with parents as partners, effective deployment of support staff, different leadership styles, change management and developing a coaching culture within a school setting. Students use a number of tools to develop their reflective practice (e.g., critical incidents, learning walks, reflective journals) and they will learn about ethnography and action research to help develop provision within their settings. This is all framed within an appreciative inquiry and solution focused approach, allowing students to develop these ways of working with a range of stakeholders within their own practice.

Alongside the two modules, students work on completing a Work-based Practice Portfolio (WPP). In Term 1, students are required to give themselves a baseline grade against all of the course learning outcomes, and to make an action plan of how to develop their knowledge and skills. In Term 2, students will have a 1:1 tutorial with the course tutor to discuss the baseline and action plan. Students will be encouraged to focus on the WPP during Term 3, and the following academic year if necessary. Once students have completed their WPP, they will arrange a 1:1 meeting with the course tutor for this to be signed off, in order for them to gain their National SENCo Award. Many of the learning outcomes in the WPP will be covered on the two taught modules (DMX7935 and DMX8135), however some will need to be covered as part of students’ day to day work. Students are given guidance on the different types of evidence that can be used. It is recognised that students will be working across a range of settings, and they will be at different stages of their career as a SENCo. This means that WPPs from different students will include different types of evidence.

Assessment

To support the development of professional and transferrable skills, assessment on the PGCert SENCo reflects the skills required in the workplace where possible as well as those that demonstrate critical and analytical thinking and academic writing. Assessment strategies include:

DMX7935: a critical essay; an evaluation of one strategy / intervention for SEND from the workplace with an action plan for improvement.

DMX8135: a critique of a current article about SEND / inclusion; reflection on a critical incident; an audit of SEND provision within their setting alongside an analysis of how they will introduce any necessary changes highlighted by the audit.

This assessment is supported by both formative and summative feedback, where the emphasis is on how student have met learning outcomes, and what they need to do to further develop their academic skills.

Personal Development Planning (PDP) Mapping

A PDP process has been designed to provide students with the opportunity to reflect on their individual learning experience and develop academic and transferable skills throughout the course. It enables students to identify skills and knowledge gained during their time at University, and to encourage a personal reflection and development process that reflects an ethos of empowerment and autonomous learning. On the PGCert SENCo (leading to National SENCo Award), the Work-based Practice Portfolio (WPP) gives students the opportunity to reflect on their professional practice and their personal development across the programme. Students will also be encouraged to discuss their learning experiences with their Personal Academic Tutor (PAT) during 1:1 tutorials across the programme. An outline of this process is available in Appendix 4.

Inclusive Learning, Teaching and Assessment

The PGCert SENCo (leading to National SENCo Award) is designed to ensure that students are given an inclusive learning, teaching and assessment experience. Teaching and learning strategies include a range of pedagogies, including (but not limited to) lecture-style input from tutors and visiting speakers, opportunities for critical discussion and debate over practice and academic issues, independent and student-led research, practical activities and problem-solving exercises. Learning resources are available wherever possible in both physical and electronic formats, and online resources created specifically for teaching purposes meet current requirements for accessibility. Teaching content includes critical examination of how current policy and legislation shapes educational for pupils with SEND, and how this supports diversity and social justice, or raises issues of disadvantage.

Through enrolment and ongoing PAT system, students are encouraged to seek support from student welfare services, in addition to CLS and Academic Skills support, to ensure their individual learning needs are met, including access to the University's VLE as well as access to its physical environment and services.

Assessment strategies are varied to enhance professional as well as academic skills development for students and to meet a range of different learning needs and preferences. Students are also informed and reminded of the support mechanisms available to them for assessment including formative assessment strategies, and processes for requesting extensions and claiming ECs.

To ensure the course continues to meet the diverse needs of its students and offers teaching content and resources that reflect social and cultural diversity, reading lists and module content are subject to annual review and update. This includes reviewing and interrogating student achievement to ensure any potential issues of inequality or disadvantage are identified and addressed.

Please see the Inclusive Design Checklist for further information.