天美传媒

Course Level:Postgraduate
Next Start Date: October 2024
Duration: 1 Year
Campus Location: Distance Learning
Attendance: Part-time day | Part-time distance learning

About the course

This online course is for practising teachers working in SEN provision: the National Award for Special Educational Needs Co-ordination (NASENCO) is a legally required qualification for all new special educational needs co-ordinators, to be completed within three years of appointment.

As a special educational needs co-ordinator (SENCO), you must constantly meet the challenge of co-ordinating first-rate provision for children with special needs and disabilities. This online version of our National Award course has been designed to fit in with your busy, day-to-day responsibilities. It supports you to improve your knowledge of current legislation, theory and practice in SEND provision and develop your skills in meeting those needs. It assists you to fulfil your leadership role as outlined in the Special Educational Needs Code of Practice for 0 to 25 years (DfE, 2015):

  • Oversee the operation of the institution鈥檚 SEN policy
  • Co-ordinate provision for SEND
  • Liaise with the relevant designated teacher where a looked-after pupil has SEN
  • Advise on a graduated approach to providing SEN support, and effective deployment of the institution鈥檚 delegated budget and other resources
  • Liaise with families of children with SEN, other schools and relevant external professionals/agencies
  • Liaise with potential next providers of education, and consult young people and families to ensure a smooth transition
  • Work with the head teacher and school governors to ensure the school conforms to the Equality Act (2010)
  • Ensure the institution keeps records of young people with SEN up to date

All course materials are available through the 天美传媒鈥檚 website. Tutor support is via the website, email or telephone. There are also optional face-to-face sessions built into the course, one for each course unit.

Why choose this course?

  • It is especially designed to develop a SENCO鈥檚 professional attributes, knowledge and skills, enabling you to fulfil a leadership role
  • Develop your understanding of concepts, theories and approaches to literacy difficulties (including dyslexia) and inclusion in schools while exploring your potential to influence change and remove barriers to learning
  • Gain insight into the learning of dyslexic and other pupils/students who experience difficulties in literacy development or have specific learning difficulties, and explore ways in which learning might be more effectively supported
  • Tailor assignments to fit your needs or those of your institution

Book your place today

Course Leader - Professor Janice Wearmouth

I had many years' experience of teaching in mainstream schools, first on voluntary service in Cameroon, and, later, in Bermuda, London, Northamptonshire and Bedfordshire, until I changed career to teach and research in universities. I began my career by teaching English Language and Literature, Latin and Classical Studies before moving into the area of Special Educational Needs and Disability and working as a special educational needs co-ordinator (SENCO) and Head of Education Support.

 
Find out more about Professor Janice Wearmouth

Units

  • Further Development Of Special Education Needs Coordination In Schools (Distance Learning) (EDC112-6) Compulsory
  • Introduction To Special Education Needs Coordination In Schools (Distance Learning) (EDC111-6) Compulsory

Each unit in this course has its own assessment. Wherever possible, the specific focus of assignments is negotiated individually between the unit tutor and the student, within the parameters of the unit, in order to ensure that the assignment meets the personal and professional needs of the student. The course provides students with a carefully planned and coherent sequence of learning opportunities that facilitate their development via diagnostic, formative and summative assessments. There are six assessments across the two units. The first assessment in Unit 1 requires application of personal understanding of current legislation and associated Regulations to the individual context with a critical and analytical reflection on the extent to which current school or college practice is both inclusive and compliant with the law. Assessments then move to a focus on critical application of assessment theory and research to the assessment of individual learning and behaviour needs, the design, development, and implementation of an individual plan linked carefully to needs, and critical analysis of the effectiveness of this, together with reflection on the implications for future planning. The assessments in Unit 2 follow a similar pattern but at institutional level: analysis and reflection on current school/college policy in areas related to special educational needs and inclusive practices and the negotiation of any improvements required; analysis of weaknesses in areas of special educational needs and disabilities provision, the design, development, implementation, critical evaluation, and reporting on a small-scale practitioner research project focused on addressing the weakness in one priority area. At this level the expectations, in terms of the quality of work produced, is high and students will need to take active control of their learning. At Masters level the expectation is that students are autonomous and confident learners, will undertake assessments that are challenging and require mature argument and sustained research, and fluent and cogent presentation. Students are encouraged in their assessments to draw upon an extensive range of literature to demonstrate a deep theoretical understanding and communicate effectively in written and oral form. Assessments at Masters level reflect the greater challenges in terms of skills and intellectual understanding specified in unit learning outcomes, and in particular, the emphasis placed at this level upon the capacity to engage in reflective practice, synthesis, comparison, contrast and to critically evaluate theoretical and methodological concepts. The assessments are designed to test understanding of theoretical concepts through their application to a given context. The assessments test the ability to construct a reasoned, sustained and coherent argument, and to articulate it fluently. Students are required to demonstrate an appropriate level of research, of independent argument, and to reference in an appropriate way. They will also provide evidence of knowledge and understanding, allow students the opportunity to express their individual responses to a topic or issue, and to demonstrate research into a given topic. Through the assessments designed for units, students will practise and reinforce skills in information technology and information retrieval (e.g. word processing, internet and electronic journal searching), quantitative and qualitative data handling, skills using IT, together with Key Skills and skills associated with conventional academic tasks. Unit assessment is based on specified learning outcomes and assessment criteria. The assessment must be passed for students to complete the unit. The unit templates state clearly the aims, objectives and learning outcomes of the unit, and delineate the criteria of assessment for each outcome. The unit assessment feedback forms refer back to the criteria for M-level study as well as the learning outcomes for the TDA (now National College for Teaching and Leadership) National Award, and offer detailed comment to the student on the assessment piece. Both units must be passed (credited) at the appropriate level to achieve the qualification. In summary: - Units are assessed by the production of evidence to meet the unit outcomes specified for the Level of award for which the student is enrolled, and meeting the appropriate Level Criteria as specified in the Handbook. All outcomes must be met for a unit to be credited. Students must submit for a unit within one year of starting it. There is a formal requirement to request deferral to the Course Board (Assessment) after the conclusion of teaching for the unit. Any deferral is subject to UoB regulations.

Why the School of Education?

  • 100% satisfaction with Physical Education (Secondary) NSS 2021
  • Professional expertise in all 4 phases of Teacher Education

Entry Requirements

Applicants should have an undergraduate degree at 2:2 or above.

The 天美传媒 warmly welcomes students from all over the world.

Individual courses may vary, but we generally require an undergraduate degree at 2:2 or above.听

To ensure a smooth application process, we have dedicated pages with detailed information about country-specific requirements. You can find information on our generic entry requirements too, if your county is not listed.

English Language

The English Language requirement for this course is 6.0 (with a minimum of 5.5 in any subtest) in IELTS, or an equivalent SELT. Have a look at our webpage for a list of English language qualifications we accept. If you do not have the required level of English for your chosen degree, we offer pre-sessional courses to enhance your language skills before commencing your studies.

We are committed to supporting you every step of the way, so please do not hesitate to reach out to our international admissions team for further assistance. We look forward to welcoming you to our vibrant academic community.

Clicking this card will take you to /international/countries/

Entry Requirements


Applicants should have an undergraduate degree at 2:2 or above.


The 天美传媒 warmly welcomes students from all over the world.

Individual courses may vary, but we generally require an undergraduate degree at 2:2 or above.听

To ensure a smooth application process, we have dedicated pages with detailed information about country-specific requirements. You can find information on our generic entry requirements too, if your county is not listed.

English Language

The English Language requirement for this course is 6.0 (with a minimum of 5.5 in any subtest) in IELTS, or an equivalent SELT. Have a look at our webpage for a list of English language qualifications we accept. If you do not have the required level of English for your chosen degree, we offer pre-sessional courses to enhance your language skills before commencing your studies.

We are committed to supporting you every step of the way, so please do not hesitate to reach out to our international admissions team for further assistance. We look forward to welcoming you to our vibrant academic community.

In addition, course participants need to be practising teachers working in the area of special educational needs provision in schools, early years settings or FE colleges.

To be a SENCO in a 鈥榬elevant school鈥 (i.e. a UK mainstream school), the Special Educational Needs and Disability Regulations (2014) require you also to:

  • have qualified teacher status (QTS)
  • have passed your probationary period

How will this course improve my career prospects?

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

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

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

Fees and funding

The fee for this Postgraduate Certificate for the Academic Year 2024/25 is 拢2,000.

Alternatively if you have any questions around fees and funding, please email admission@beds.ac.uk

Note: In the rare circumstances that an International student is eligible for admission to this course, standard postgraduate international status fees will apply.

Scholarship Available

The 天美传媒 is proud of its alumni and is delighted to offer a tuition fee discount for those who choose to continue or return to the 天美传媒 for on campus Postgraduate level studies.

We offer a 20% discount on full and part-time Masters courses to those who were successful in completing an Honours Degree with the 天美传媒, DMU鈥檚 Bedford campus or the 天美传媒 of Luton.

Fees and funding


The fee for this Postgraduate Certificate for the Academic Year 2024/25 is 拢2,000.

Alternatively if you have any questions around fees and funding, please email admission@beds.ac.uk

Note: In the rare circumstances that an International student is eligible for admission to this course, standard postgraduate international status fees will apply.

Scholarship Available

The 天美传媒 is proud of its alumni and is delighted to offer a tuition fee discount for those who choose to continue or return to the 天美传媒 for on campus Postgraduate level studies.

We offer a 20% discount on full and part-time Masters courses to those who were successful in completing an Honours Degree with the 天美传媒, DMU鈥檚 Bedford campus or the 天美传媒 of Luton.

Extra Costs

Find out more about additional costs while studying at Bedfordshire. Click here.

How to Apply

UK students applying for most postgraduate degrees at the 天美传媒 should apply direct using our admissions form

How to Apply


UK students applying for most postgraduate degrees at the 天美传媒 should apply direct using our admissions form