PROGRAMME SPECIFICATION
Postgraduate Certificate: National Award for Special Educational Needs
Coordination
Awarding body: University College London
Teaching institution: University College London Institute of Education
Name of the final award: Postgraduate Certificate: National Award for Special
Educational Needs Coordination
Programme title:
Postgraduate Certificate: National Award for Special Educational Needs
Coordination
UCAS code: P043398
Criteria for admission to the programme
Applicants are expected to be qualified teachers and have a good honours degree
(2.2 or above) or equivalent. Those who do not meet these criteria have to show an
ability to meet the demands of the programme through an extended personal
statement.
Applicants whose language is a language other than English may be required to
provide evidence of their English language proficiency.
The Institute of Education is committed to admitting and supporting participants with
disabilities and welcome applications from them. Participants do not need to be
“registered disabled” to draw on the Disability Support services, although in order to
provide services in the long-term, we will need to ask for medical or other evidence,
as appropriate. Disabilities Support can also support people who have a temporary
mobility / dexterity impairment / other difficulty as a result of an accident, injury,
illness or surgery. We aim to treat every person as an individual, with needs which
may differ from those of other people with a superficially similar disability. We do not
therefore have standard procedures for participants with dyslexia; nor standard
procedures for visually impaired participants: each person’s needs are considered
individually.
Aims of the programme
The programme aims to develop participants’:





professional knowledge and understanding of key concepts and debates
addressed in the academic and professional literature;
capacity to apply this professional knowledge and understanding in order to
lead and coordinate SEND provision across an education setting.
personal and professional qualities required of the SENCO role.
ability to analyse, evaluate and synthesise evidence, theory and practice;
capacity for critical self-reflection;
Relevant subject benchmark statements and other external and internal
reference points used to inform programme outcomes
Programme outcomes:
By the end of the programme, participants should be able to carry out the duties of
the SENCO role including being able to:
 contribute to contemporary debate in the fields of both special education as
well as inclusion and disability studies;
 produce and communicate reasoned and informed argument, both in writing
and orally;
 demonstrate how concepts, theories and evidence can be used in
constructing an understanding of issues and practice;
 carry out a focused practitioner inquiry relating to the role of the SENCO
supported by relevant literature sources
 improve professional practice through greater knowledge, skills,
understanding and awareness.
Evidence for the achievement of these aims and intended learning outcomes
include:
 written assignments for assessment purposes;
 discussion and debate in lectures, seminars and tutorials;
 participant presentations;
 critical reflection and self evaluation of outcomes of the exercises
Students can transfer, upon successful completion, the 60 credits into MA Special
and Inclusive Education or MTeach (SEN)
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated
Both compulsory modules are assessed by a 5,000 word written assignment. The
focus is on the practitioner as researcher within the participants’ own education
institution. Participants may choose from a range of assessment titles or choose their
own within the framework of the programme. Tutorials are provided to support
participants identifying their SEN focus areas as engaging in relevant practitioner
enquiry. In addition the participant needs support their head teacher to identify a
mentor in their education institution to support them meeting all the learning
outcomes of the National Award for SENCOs.
Participants must successfully complete all elements of the programme to achieve
the Postgraduate Certificate.
All coursework is assessed according to the grade-related criteria for the programme
level, found in the programme handbook. All assignments are independently marked
by two staff members who discuss and reconcile the marks and comments for each
individual. Assignments are graded A – D with D being a failing grade. Participants
are permitted to re-present a failed assignment on one further occasion, within 12
months of the original submission set for the module.
An external examiner is appointed by Senate and plays an important role in
monitoring the quality of the programme and evaluating the effectiveness of the
teaching and support provided for the programme participants and the reliability of
the judgements made in assessing them.
Further details about assessment regulations can be found on the UCL website.
Support strategies for students on the programme include:








Programme, Department, dissertation and module handbooks offer full
guidance and advice on studying, writing and submitting both assignments
and dissertations.
The programme leader is available to advise all participants on academic
matters, and to refer them to the support services available at IOE.
Information about academic literacy sessions provided by the Department that
are tailored for Postgraduate students as well as the Institute’s programme of
academic writing support.
Participants are all advised on use of the library and information services, and
of the Moodle VLE operating system.
Peer support and networking is facilitated in the group by the use of VLE,
student representatives and collaborative projects.
Access to the full range of union and welfare facilities is afforded to all IOE
students.
Access to a personal tutor who, has knowledge of special and inclusive
education.
Formative feedback is provided on draft plans of assignments to assist in the
preparation of the final submission.
Programme structures and requirements, levels, modules, credits and awards
The programme is divided into two core study modules and each unit counts for 30
credits. The total is 60 credits that can be used to exit with a postgraduate certificate
or successful participants can transfer the 60 credits towards completing an MA
Special and Inclusive Education or MTeach (SEN)
The postgraduate certificate consists of the two modules:
Special Educational Needs Coordination: Improving teaching and Learning
Special Educational Needs Coordination: Leading and Managing Change
Mode of study
The programme is designed to be completed (part-time) over two terms.
Language of study
The Institute of Education teaches and assesses participants through the medium of
the English Language. Competence in English is required of all applicants.
Programme regulations may indicate the level of competence required for each
applicant and may make its achievement a condition of admission.
Date at which the programme specification was written or revised.
May 2014