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Are you an existing or aspiring SENCO?
This course is for you if you are looking to complete the National Award for Special Educational Needs Coordination (NASENCO). All SENCOs appointed since 2009 must achieve the NASENCO within three years of appointment.
The course offers an overview of special educational needs and/or disabilities in the context of policy, practice and professionalism.
You will study the range of perspectives which impact on the work of SEN coordinators. Central to the course is the study of strategies to enhance learning. You will explore research-based interventions in SEN provision for effective working with staff, pupils, governors, parents and other stakeholders.
You will be able to share your ideas for professional practice, confidently engage in academic and professional discourse, and develop advocacy skills.
If you are planning to join this course in the academic year 2020/21 (i.e. between August 2020 and July 2021), please view the information about changes to courses for 2020/21 due to Covid-19.
Students who are continuing their studies with Kingston University in 2020/21 should refer to their Course Handbook for information about specific changes that have been, or may be, made to their course or modules being delivered in 2020/21. Course Handbooks are located within the Canvas Course page.
This course will enable SEN coordinators to better meet the needs of learners who have special educational needs and disabilities.
You will gain an overview of Special Educational Needs and disabilities in the context of policy, practice and professionalism. You will critically evaluate specialist sources to understand the range of perspectives which impact on the work of SEN coordinators.
You will develop your reflective practice through evaluation of practice-based scenarios and self-reflective work. The leadership of change in professional settings will draw on appropriate theories and resource management will be examined with reference to both professional and inter-professional working.
This module is designed to help you gain an overview of Special Educational Needs. Databases and other specialist sources are examined to develop evidence-based approaches to learning, teaching and assessment. A critical understanding of the statutory and regulatory context for SEN and disability is developed. Critical reflections and ethical practice are important focal points for exploring how learning outcomes for learners with SEND can be improved, including the use of reflective journal writing. A consolidating theme for the module is an exploration of the personal and professional qualities that SEN coordinators use to enhance pupil attainment.
This module is designed to enable you to develop the process of enacting change both professionally and interprofessionally. The exploration of the principles and practice of leadership will involve organizational theory relevant to the leadership of SEN provision, including self reflection and ways of promoting professional learning within and across settings. The use of external sources of support and expertise will involve consideration of the sustainability of provision.Constructs of interprofessional working will be encountered, including multiagency teams which focus on SEN and disabilities.
The information above reflects the currently intended course structure and module details. Updates may be made on an annual basis and revised details will be published through Programme Specifications ahead of each academic year. The regulations governing this course are available on our website. If we have insufficient numbers of students interested in an optional module, this may not be offered.
You will need to be currently employed as a teacher / practitioner in an education-related setting, in full-time or part-time employment with QTS, QTLS or EYTS* (*suitable for ages 0–5 only).
Candidates are required to have an honours degree and/or further qualifications relating to working in Special Educational Needs in an education-related environment.
You will learn about leading on special educational needs through interactive lectures, seminars and online work in our in our Virtual Learning Environment (CANVAS).
When not attending timetabled sessions, you will be expected to continue learning independently through self-study. This typically will involve reading journal articles and books, working on individual and group projects, undertaking preparing coursework assignments and presentations, and preparing for exams. Your independent learning is supported by a range of excellent facilities including online resources, the library and CANVAS – the online virtual learning platform.
As a student at Kingston University, we will make sure you have access to appropriate advice regarding your academic development. You will also be able to use the University's support services.
10% of your time is spent in timetabled teaching and learning activity.
Contact hours may vary depending on your modules
Summative assignments will include a critical commentary on the implications of legislative interventions for the role of the SENCO and the critical evaluation of sources to develop strategies for the leadership of SEN provision in situated practice.
Formative assessments will include tutor-facilitated online discussions, creating and maintaining a reflective journal, the collaborative exploration of specialist sources in workshop sessions and work in progress papers arising from assignment preparation involving tutor and peer feedback.
We aim to provide feedback on assessments within 20 working days.
Each module has six full day study events throughout the year, enabling you to fit your learning experience around your work commitments.
The tutors for your course are experienced practitioners in the field of SEN/D and inclusive education. They continue to be actively involved in a range of education related activities, such as further study, research and direct work with schools, community stakeholders and other educational settings.
PgCert part time £2,500
Please note that fees relate to the academic year in question and will increase in future years.
If you require a visa to reside in the UK (this includes a Student Visa), you will not be able to enrol on a part-time programme at the University.
For courses that can be studied part time, the part-time fees are for students entering Year 1. The fees for students entering Year 2 in the following year will remain the same. Fees may increase for students entering Years 1 and 2 in future years.
Visit our Fees and funding page to find out about the student funding options available to help you fund your postgraduate studies.
Discounts for Kingston University alumni
Kingston University is pleased to offer a 10% discount on full-time and part-time postgraduate degree course tuition fees (including PGCE courses) to its alumni. Visit our Alumni discount page to find out more.
The Kingston Hill campus features an outdoor learning environment where trainee teachers lead curriculum-linked natural sciences activities with children. It includes a specially built 'cubby house', outdoor pond, beehive and nature trail. It offers early years students the opportunity to simulate teaching and learning with natural materials.
There are a number of teaching rooms set up to replicate actual classrooms. Each classroom is subject based – such as an art room, science lab – and is equipped with all the relevant facilities you will need to practise your lessons before taking them into school.
Our library (the Nightingale Centre) has an excellent range of teaching resources to help you plan and teach your lessons, such as a range of children's topic books, music and nursery rhymes on CD, as well as artefacts and kits that can be used to illustrate historical periods, different religions, science, mathematics and music.
The National Award for Special Educational Needs Coordination (NASENCO) PgCert will enable you to fulfil the role of a Special Educational Needs Coordinator (SENCO) in an interprofessional community, and may lead to promotion opportunities in your organisation.
The award is mandatory for all SEN coordinators in schools within three years of appointment and is intended to enable students to fulfil the leadership roles set out in the SEND Code of Practice: 0 to 25 years (2014).
The course is a distinctive and tailored provision for Education professionals and is intended to broaden its reach to other cohorts in the region and nation.
After completing the PGCert in NASENCO, you could further your research studies by using the credits gained to progress onto the Master of Research (Education), which in turn provides a foundation for doctoral study.
We are a member of the National Award for SENCO (NASENCO) Provider Partnership. This course has been quality assured as adhering to the regulations and learning outcomes for the NASENCO and regulated by the National Association for Special Education Needs (NASEN).
The interactive mode of learning is very positive, it allows for an exchange of ideas, knowledge and skills. The programme brings together a rich diversity of experiences and skills, which improves and enhances the learning process. It provides an excellent opportunity to network with other people from different local authorities and I have enjoyed feeling part of a postgraduate community.
Student, National Award for Special Educational Needs Coordination PgCert
Research undertaken by groups in the School of Education, in different age phases, will be relevant to this course as will research on professional and interprofessionally practice in the HSCE faculty.
We do not anticipate making any changes to the composition of the course, i.e. number of modules or credits in a year, as a result of the pandemic.
Changes can be made to courses as part of normal enhancement processes in order to keep our courses up to date with current developments in that subject area and to provide a high quality student experience. Any such changes made to the composition of the course will be highlighted to students during the induction period.
We do not anticipate making any changes to module titles and summaries or to the availability of modules as a result of the pandemic.
Changes can be made to modules as part of normal enhancement processes in order to keep our courses up to date with current developments in that subject area and to provide a high quality student experience. Any such changes made to module titles and/or availability of modules will be highlighted to students during the induction period.
We expect to deliver the course within the planned timescales to enable successful students to progress through and graduate from the course without delay.
In exceptional circumstances the sequence of learning and teaching activities may be changed, e.g. re-sequencing those modules that can be delivered more effectively under the current restrictions with those which would be more difficult to deliver, such as practical modules and placements.
We have not changed entry requirements as a result of the pandemic. However, the range of accepted alternatives have increased as has the way in which we select students, which now includes virtual interviews and online portfolios.
We have not changed entry requirements for international students as a result of the pandemic. However, in response to the pandemic, we now accept a much broader list of English language exams for entry to the course; the level of these exams remain the same.
Students will come on to campus on four occasions.
Due to the current pandemic the course's teaching and learning activities will be delivered through both online and on-campus methods (blended learning) in 2020/21. In order to provide all students with a comparable on-campus experience, the University has committed to ensuring that all courses provide at least 30% of their teaching and learning activities on-campus.
While physical distancing measures remain in place, you will receive your learning and teaching via a blend of on-campus and on-line activities. Should your circumstances prevent your attendance at on-campus sessions, you will still be able to engage with your course in a way that allows you to progress. Where this is not possible, support will be available to consider what options are open to you.
The University will continue to closely monitor government announcements and advice in relation to the current pandemic and, where required, will take any necessary action in order to comply with such advice.
In the event that a further lockdown is enforced the University will aim to deliver the course fully online. This may require some additional changes being made to planned teaching and learning activities, including assessments. The majority of our courses are prepared to be delivered fully online if the situation requires it. Where the quality of the student experience may be compromised significantly, or the course is unable to be delivered fully online, the University may need to suspend the delivery of that course until a time that it can be delivered appropriately. Students will be supported in these situations to ensure they are able to make the right choices for their particular circumstances.
In the event that the current social distancing restrictions are fully lifted and the University is able to resume normal delivery of teaching and learning activities, courses will assess whether it is in the students' interest to resume normal delivery. In some cases it may be better to continue and complete modules under the planned blended delivery mode.
Changes to the overall breakdown of scheduled teaching hours, placements and guided independent study hours will not be made as a result of the pandemic. However, it is possible that some adjustments might be made at module level, e.g. a few more scheduled activities, in order to help ensure student engagement with blended learning.
Any changes made to the overall breakdown of scheduled teaching hours, placements and guided independent study hours for the course will be highlighted to students during the induction period.
'Scheduled teaching' includes teaching that is online either live or recorded / on demand.
Your individualised timetable for teaching block 1 (i.e. from September 2020 to December 2020) should be available by the end of August 2020. Timetables for teaching block 2 (i.e. from January 2021) will not be available until the autumn. Whilst we make every effort to ensure timetables are as student-friendly as possible, scheduled teaching can take place on any day of the week between 9am and 9pm. To accommodate smaller group sizes and social distancing, we will need to maximise the time available for teaching. This means, we may have to use Wednesday afternoons and enrichment week for additional teaching slots. Timetables for part-time students will depend on the modules selected.
Changes can be made to modules, including how they are assessed, as part of normal enhancement processes in order to keep our modules up to date with current developments in that subject area. Due to the current restrictions in place, i.e. social distancing, it is anticipated that many formal on-campus examinations, including practical examinations, will be replaced with alternative assessments which can be completed online. These changes will be considered and approved through the University's processes to ensure that student assessments will be able to demonstrate they have achieved the expected learning outcomes. The approval process will also assess whether the change impacts the status of any professional body accreditation the course benefits from.
Any changes to the overall methods of assessment for the course will be highlighted to students during the induction period.
No changes are expected to the general level of experience or status of staff involved in delivering the course.
As a result of the social distancing restrictions in place, on-campus teaching activities may need to be split into smaller groups which may require the support of teaching assistants and student mentors, who will be managed by experienced staff.
There will be no changes to published tuition fees for 2020/21.
As a result of the blended delivery of courses in 2020/21, where a significant proportion of the teaching will be done online, students will need a personal laptop or computer and access to the internet to participate in online teaching and learning activities. Students who are able to travel will have access to computers on campus, however, it should be noted that access to on-campus facilities will be restricted due to social distancing requirements.
The University is considering how best to provide support to students who do not have access to suitable hardware and software requirements and access to the internet. Identifying students who require this type of support is an important milestone for the University in our journey to ensure equity of access while we continue to deliver our blended approach. Information about the support that will be available will be provided to students during the induction period.
There will be no changes to any existing University funding arrangements for 2020/21. Currently there are no indications from the UK government that there will be any changes to government funding arrangements.
There will be no changes to published tuition fees or funding arrangements specifically relating to international students for 2020/21.
Placements (including work and clinical placements) and field trips included as part of the course will go ahead as planned. However, to ensure students are able to gain maximum value from these activities, it may be necessary to reschedule them to later in the year when current restrictions have been lifted. We acknowledge that this year it may be more difficult for students to secure appropriate placements. In those situations, students will be guided and supported through the various options that will be available to them, including switching courses or interrupting their studies until a time when they can complete their placement.
Any proposed changes to placements or field trips would go through University's agreed processes where the impact of the change will be carefully considered. Students will be advised of any changes that may become necessary and appropriate support will be available to students to guide them through the various options that may be available to them.
In the interest of the health and wellbeing of our students, the University will ensure that appropriate risk assessments are made before students are sent on a placement.
Courses which require placements or field trips to be completed in order to pass relevant modules will have contingency plans in place in the event that a placement or field trip cannot be completed due to another lockdown or more stringent social distancing measures.
Voluntary placements or field trips may be rescheduled, or, as a last resort, cancelled if it becomes difficult to deliver them and doing so is in the interest of the health and safety of our staff and students.
No changes will be made to the qualification awarded, e.g. MSc, as a result of the pandemic.
Changes can be made to courses, including the qualification awarded (although very rare), as part of normal enhancement processes in order to keep our courses up to date with current developments in that subject area. Any changes made to the qualification awarded for the course will be highlighted to students during the induction period.
Students on these courses must adhere to their employer's Covid-19 guidance.
International students should maintain awareness of the UK government's and their home country's government advice on possible travel restrictions. The University will closely monitor advice and guidance published by the UK government and assess its impact on our international students. Appropriate advice and guidance will be provided as and when required.
The University will ensure students who are unable to attend on-campus learning and teaching activities are able to effectively engage with their studies remotely. For certain courses an inability to attend on-campus learning and teaching activities may not be in the students best interest, as it may impede their chances of succeeding in the course or lead to them receiving a poor learning experience. In such cases students will be advised and guided through the various options available to them, such as deferring their studies until they can engage fully with the course.