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The National Award for Special Educational Needs Co-ordinators (SENCos) is a legal requirement for SENCos new to post since 2009 in maintained mainstream schools, nurseries, academies, free schools and pupil referral units (PRUs). All schools have a legal duty to appoint a Fully Qualified teacher as their SENCo.

In the latest educational reform the Special educational needs and disability code of practice: 0 to 25 years (2015), the government’s vision is that  ‘the provision for children with special educational needs and disabilities is the same as for all children and young people – that they achieve well in their early years, at school and in college, and lead happy and fulfilled lives.’ This code supports the Equality Act (2010) and the SALT Report (2010) which indicated that equality and educational outcomes are reliant upon a teaching workforce that is prepared for the diversity of mainstream and special school classrooms.

With the Special education and Disability Regulations, there is now an increasing need for teacher training and Continual Professional Development that prepares teachers for the variety of needs that children and young people present. With the increasing demand for Special Education Co-ordinators in Early Years Settings, schools and other alternative education providers like Pupil Referral Units and further Education colleges, this postgraduate qualification will meet that agenda.

There is a requirement for SENCOs in mainstream schools to hold qualified teacher status (QTS). The SENCo aspect of the programme, therefore, will apply only to those who hold the status. Those who wish to complete the programme without the status will in effect, only achieve the SEN and Inclusion aspect of the award, hence the bracketing of the award.

University days: Weekly sessions (Wednesdays 5-8pm, September 2019 to May 2020)

The National Award for Special Educational Needs Co-ordinators (SENCos) is a legal requirement for SENCos new to post since 2009 in maintained mainstream schools, nurseries, academies, free schools and pupil referral units (PRUs). All schools have a legal duty to appoint a Fully Qualified teacher as their SENCo.

In the latest educational reform the Special educational needs and disability code of practice: 0 to 25 years (2015), the government’s vision is that  ‘the provision for children with special educational needs and disabilities is the same as for all children and young people – that they achieve well in their early years, at school and in college, and lead happy and fulfilled lives.’ This code supports the Equality Act (2010) and the SALT Report (2010) which indicated that equality and educational outcomes are reliant upon a teaching workforce that is prepared for the diversity of mainstream and special school classrooms.

With the Special education and Disability Regulations, there is now an increasing need for teacher training and Continual Professional Development that prepares teachers for the variety of needs that children and young people present. With the increasing demand for Special Education Co-ordinators in Early Years Settings, schools and other alternative education providers like Pupil Referral Units and further Education colleges, this postgraduate qualification will meet that agenda.

There is a requirement for SENCOs in mainstream schools to hold qualified teacher status (QTS). The SENCo aspect of the programme, therefore, will apply only to those who hold the status. Those who wish to complete the programme without the status will in effect, only achieve the SEN and Inclusion aspect of the award, hence the bracketing of the award.

University days: Weekly sessions (Wednesdays 5-8pm, September 2019 to May 2020)

Course Information

Level of Study
Postgraduate

Mode of Study
1 year part-time

Department
Social Work, Education & Community Wellbeing

Location
Coach Lane Campus, Northumbria University

City
Newcastle

Start
September 2020

Fee Information

Module Information

Book an Open Day / Experience Special and Inclusive Education

Visit an Open Day to really get an inside view of what it's like to study Special and Inclusive Education at Northumbria. Speak to staff and students from the department and discover your funding options.

The programme is offered on a part-time basis to accommodate professionally qualified individuals, particularly teachers based within the UK, who wish to undertake study on a part-time basis.

You will complete two compulsory 30-credit modules. No Accreditation for Prior Learning (APL) or Accreditation for Prior Experiential Learning (APEL) is allowed on this programme.

This course offers you the flexibility of attaining the qualification without commitment to a full Masters, although the modules can also be taken as part of a Masters qualification. You will be presented with the opportunity to draw upon your workplace practice and to consider challenges and successes of inclusion with peers, exploring and critically evaluating your own and your organisation’s practice. The key aim of the programme is to initiate rigorous critical enquiry and discourse to extend the criteria for judging taken-for-granted assumptions underlying SEN/Inclusion policy and practice. You will develop an increasing respect for evidence and the capacity to lead change in your own practice within your professional context.

The assessment will engage you with challenges facing learners in your organisation, how these can be identified and addressed and the opportunity to apply these solutions in a targeted way in your practice. You will draw upon education theory, research, policy, professional standards to develop such skills as collaboration and leadership as well as a deeper understanding of how change can impact on people. These attributes are critical in the role of the SENCo, and those tasked with the job of empowering others to embrace the responsibility to work inclusively.

University attendance will be on a weekly basis and will comprise a mixture of teacher-led discussions, group and individual presentations and workshops. In addition to tutorial support, your learning group will, in itself, form an important learning network.

Book an Open Day / Experience Special and Inclusive Education

Visit an Open Day to really get an inside view of what it's like to study Special and Inclusive Education at Northumbria. Speak to staff and students from the department and discover your funding options.

The teaching staff on the programme are passionate about the subject of SEND and Inclusion.

The team are qualified teachers and education practitioners, with diverse experience. They have taken it upon themselves to continue developing their knowledge and understanding of SEND and how it impacts on outcomes for learners. They will support you throughout the course with their knowledge and expertise.

Inspirational staff / Special and Inclusive Education

Meet the tutors who will be teaching you on this course, and explore some of the expertise across the wider department.

Book an Open Day / Experience Special and Inclusive Education

Visit an Open Day to really get an inside view of what it's like to study Special and Inclusive Education at Northumbria. Speak to staff and students from the department and discover your funding options.

At our base on Coach Lane Campus you will benefit from modern teaching facilities, and from being immersed in an environment dedicated to the study of education.

You will also enjoy the benefits of technology-enhanced learning, as each module has its own e-learning area. Here your tutors will share learning materials with you in a flexible way, giving you the choice to revisit learning materials in your own time. In this learning space you can have online discussions with your fellow students to develop ideas and critique practice. You will also be equipped with the ability to challenge your personal and professional development, applying planning tools and career advice through the UseMYAbility website.

Facilities / Education

Explore the outstanding facilities available at Northumbria University.

Book an Open Day / Experience Special and Inclusive Education

Visit an Open Day to really get an inside view of what it's like to study Special and Inclusive Education at Northumbria. Speak to staff and students from the department and discover your funding options.

Research-rich learning is embedded into the whole programme, with the aim of equipping you with critical and independent enquiry skills that will last a lifetime.

You will develop/enhance your skills of intellectual autonomy, collaborative working, critical and independent enquiry, discipline specific knowledge, creativity and leading change. The two modules on the programme are designed around these key principles. Intellectual autonomy is developed by facilitating an examination of your practice in relation to key education concepts. You will work as an autonomous learner as well as participate in a professional community of learning and practice. You will be encouraged to read around key concepts and ideas which are the focus of the modules.

Further understanding will be through action/practitioner research activities, critical discussion with university peers, work colleagues and tutors. The principles of critical enquiry run through the programme, so you will be encouraged to critically examine, compare and contrast different world-views and their impact on issues pertinent to your sector. Through this engagement, you will demonstrate your ability to take responsibility for your own learning and development, deal with complexity, act with initiative, communicate and defend your work effectively to a wide range of audiences.

Book an Open Day / Experience Special and Inclusive Education

Visit an Open Day to really get an inside view of what it's like to study Special and Inclusive Education at Northumbria. Speak to staff and students from the department and discover your funding options.

Designed to cater for Special Educational Needs and Disability Co-ordinators and those working in similar positions in FE and Early Years, this programme will enhance your career development.

You will graduate with knowledge of the very latest in education research, with particular reference to special needs and inclusion, policy and practice. You will also be able to reflect upon and challenge your own practice, which is a valuable skill to demonstrate to your current and future employers. You will develop skills in theory and research informed approaches to teaching, which in turn will build your confidence to support others to embrace different ways of working with learners with diverse needs. You will be confident in your knowledge and abilities, empowered to make change in your own organisation and ready to go to the next level in your career.

Book an Open Day / Experience Special and Inclusive Education

Visit an Open Day to really get an inside view of what it's like to study Special and Inclusive Education at Northumbria. Speak to staff and students from the department and discover your funding options.

Who would this Course suit?

This programme at Northumbria University is aimed at SENCOs new to post since 2009 in maintained mainstream schools, nurseries, academies, free schools and pupil referral units.

Entry Requirements 2019/20

Standard Entry

Applicants should normally have:

A minimum of a 2:2 honours degree.

International qualifications 
 
If you have studied a non UK qualification, you can see how your qualifications compare to the standard entry criteria, by selecting the country that you received the qualification in, from our country pages. Visit www.northumbria.ac.uk/yourcountry  
 
English Language requirements 
 
International applicants are required to have a minimum overall IELTS (Academic) score of 6.5 with 6 in each component (or approved equivalent*).
 
*The university accepts a large number of UK and International Qualifications in place of IELTS.  You can find details of acceptable tests and the required grades you will need in our English Language section. Visit www.northumbria.ac.uk/englishqualifications

Entry Requirements 2020/21

Standard Entry

Applicants should normally have:

A minimum of a 2:2 honours degree.

International qualifications 
 
If you have studied a non UK qualification, you can see how your qualifications compare to the standard entry criteria, by selecting the country that you received the qualification in, from our country pages. Visit www.northumbria.ac.uk/yourcountry  
 
English Language requirements 
 
International applicants are required to have a minimum overall IELTS (Academic) score of 6.5 with 6 in each component (or approved equivalent*).
 
*The university accepts a large number of UK and International Qualifications in place of IELTS.  You can find details of acceptable tests and the required grades you will need in our English Language section. Visit www.northumbria.ac.uk/englishqualifications

Fees and Funding 2019/20 Entry

Full UK Fee: £2,330

Full EU Fee: £2,330

Full International Fee: TBC

ADDITIONAL COSTS

There are no Additional Costs

Scholarships and Discounts

Click here for UK and EU Masters funding and scholarships information.

Click here for International Masters funding and scholarships information.

 

 

Fees and Funding 2020/21 Entry

Full UK Fee: TBC

Full EU Fee: TBC

Full International Fee: TBC

ADDITIONAL COSTS

TBC

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* By submitting your information you are consenting to your data being processed by Northumbria University (as Data Controller) and Campus Management Corp. (acting as Data Processor). To see the University's privacy policy please click here

How to Apply

How to Apply

Application for most courses is direct to the University via our online application form. Simply click on the 'Apply Online' button you will see on each of our course entries.

However, there are some courses where the application method is not directly to the University. These are:

 

Postgraduate Research
If you wish to apply for postgraduate research then please submit a research enquiry.

Application Deadlines 

Whilst most of our courses do not set an exact deadline for applications, you are advised to apply early to secure your place and organise any sponsorship or funding. Overseas students should submit applications to us by no later than 31 July for courses starting in early September or 1 December for courses that commence in January. This allows sufficient time to process our decision, for you to obtain visas and to organise your accommodation and travel arrangements.

Graduate Teacher Training Courses
Equal consideration is given to all applications received by UCAS Teacher Training by the main application deadline, details of all deadlines can be found on the UTT website.

Law professional courses
For details about the selection and allocation process for the full-time Law Professional courses please see the relevant website. For the Legal Practice Course (LPC)/Common Professional Examination and the Graduate Diploma in Law (CPE/GDL) courses www.lawcabs.ac.uk, and for the Bar Professional Training Course (BPTC and BPTC LLM) https://www.barsas.com

 Master of Fine Art (MFA)

Master of Fine Art (MFA) We encourage all applications to the MFA programme for entry in September 2017 to apply prior to our guaranteed application review date of 1st June 2017. After this date, we will review applications subject to there being remaining spaces on the programme.

 

Decision Making Process

Most courses require at least one reference, but some may need two. It is the responsibility of the applicant to ensure Northumbria receives a satisfactory academic reference. If you have not been in education for a number of years, then a reference from your employer may be acceptable.

We try to reply to applicants as soon as possible but you should receive a response within 10 working days, and this will be one of the following.

  • Conditional offer which will normally be upon the completion of your undergraduate degree or equivalent qualification and achieving a particular classification or grade. You will be required to send us a confirmation that you have passed your current degree course as soon as you receive notification to enable us to confirm your offer. 
  • Unconditional offer is made if you have already met the entry requirements of your chosen course 
  • Reject your application 

You will be asked to confirm your acceptance in writing of any offer made.

Fairness and Transparency
The University is committed to a system of admissions that ensures fairness, transparency and equal opportunities within the legal framework of the UK and best practice. All reasonable effort will be made to ensure that no prospective or existing student is unreasonably treated less favourably on the grounds of age, race, colour, nationality, ethnic origin, creed, disability, sexual orientation, gender, marital or parental/carer status, political belief or social or economic class, or any other type of discrimination.

Tuition Fee Assessment
Tuition fees are set at different levels for Home/EU and International Students. Before you begin your course the University must establish your tuition fee status. In many cases, the University will be able to make this assessment without requiring any additional information.

Guidance can be found on the UK Council for International Student Affairs (UKCISA) website www.ukcisa.org.uk to help you understand how Higher Education Institutions (HEI's) make an assessment on your fee status.

Selection Process 

Interviews
Applicants who may not have the standard entry qualifications are welcome to apply and may be interviewed. Some courses will interview as part of the selection process. This applies particularly to courses in art and design, teaching and health.

Health Screening
Applicants for Nursing, Midwifery, Physiotherapy, Occupational Therapy, Primary (Early Years) and Social Work will be required to complete a health questionnaire. They may be required to attend for doctor or nurse assessment at the University Health Centre.

Prior to beginning their programme, all applicants to Nursing, Midwifery, Physiotherapy and Occupational Therapy are advised to start a course of Hepatitis B vaccinations, available from their own GP. In addition, Midwifery applicants must provide evidence before they commence training that they are immune to Hepatitis B or have Hepatitis B non-carried status.

Applicants to these courses who have had contact with MRSA in the previous 6 months may be asked to provide evidence that they are not colonised by submitting negative swabs results prior to commencement of training. Alternatively, they may be screened on commencement of the programme.

All applicants will receive vaccination screening at the University Health Centre on commencement of their programme.

Disclosure of Criminal Background
To help the University reduce the risk of harm or injury to any member of its community caused by the criminal behaviour of other students, it must know about any relevant criminal convictions an applicant has.

Relevant criminal convictions are only those convictions for offences against the person, whether of a violent or sexual nature, and convictions for offences involving unlawfully supplying controlled drugs or substances where the conviction concerns commercial drug dealing or trafficking. Convictions that are spent (as defined by the Rehabilitation of Offenders Act 1974) are not considered to be relevant and you should not reveal them.

If you are applying for courses in teaching, health, social work and courses involving work with children or vulnerable adults, you must complete the section of your UCAS application form entitled 'Criminal Convictions'. You must disclose any criminal convictions, including spent sentences and cautions (including verbal cautions) and bindover orders. Further information on how to complete this section is available from the UCAS booklet 'How to Apply'. For these courses, applicants are required to undergo police clearance for entry and will need to complete a Disclosure and Barring Service (DBS) enhanced disclosure form. The Disclosure and Barring Service (DBS) helps employers make safer recruitment decisions and prevent unsuitable people from working with vulnerable groups, including children. It replaces the Criminal Records Bureau (CRB) and Independent Safeguarding Authority (ISA). Access to the DBS checking service is only available to registered employers who are entitled by law to ask an individual to reveal their full criminal history, including spent convictions - also known as asking 'an exempted question'. The University is such a 'registered employer' and will send you the appropriate documents to fill in if you are offered a place in the course.

If you are convicted of a relevant criminal offence after you have applied, you must inform the university immediately. Do not send details of the offence; simply tell the University that you have a relevant criminal conviction. You may then be asked to supply more details.

Anti-fraud Checks
Please note that the University follows anti-fraud procedures to detect and prevent fraudulent applications. If it is found that an applicant supplies a fraudulent application then it will be withdrawn.

Plagiarism
The University reserves the right to cancel an application or withdraw any offer made if it is found that an application contains false, plagiarised or misleading information.

 

Disabled Students

Northumbria welcomes enquiries and applications from disabled students whether disability is due to mobility or sensory impairment, specific learning difficulties, mental health issues or a medical condition. Applications from disabled students are processed in the usual way, but applicants should declare their disability at the application stage so that the University can contact them to assess how to meet any support needs they may have. Disabled applicants may be invited to visit the University so that this can be done in person.

To find out more contact:
Disability Support Team
Tel +44 (0)191 227 3849 or
Minicom +44 (0)191 222 1051

 

International Students

The University has a thriving overseas community and applications from International students are welcome. Advice on the suitability of overseas qualifications is available from:

International Office
Northumbria University
Newcastle upon Tyne
NE1 8ST
UK

Email: international@northumbria.ac.uk
Tel +44 (0)191 227 4274
Fax +44 (0)191 261 1264

(However, if you have already applied to Northumbria and have a query, please contact internationaladmissions@northumbria.ac.uk or telephone 00 44 191 243 7906)

Provision of Information
The University reserves the right at any stage to request applicants and enrolling students to provide additional information about any aspect of their application or enrolment. In the event of any student providing false or inaccurate information at any stage, and/or failing to provide additional information when requested to do so, the University further reserves the right to refuse to consider an application, to withdraw registration, rescind home fees status where applicable, and/or demand payment of any fees or monies due to the University.

Modules

Module information is indicative and is reviewed annually therefore may be subject to change. Applicants will be informed if there are any changes.

TE7040 -

Inclusive Practice/SEN - School Practitioner Perspective (Core,30 Credits)

This module gives you the opportunity to explore issues, understandings and knowledge of Inclusive practice in the school setting to include that of children with special educational needs. You will partake in critical discourse with regard to pertinent issues of the inclusive practice /SEN agenda.

Curricula and continuum of provision:
- Legislation and its impact;
- Notions of Education (Pedagogy) )or children with special educational needs;
-The potential of new technologies to support communication, teaching and learning for children with SEN and disability
- Notions of SEN/models of disability
-Professional Frameworks
- Key principles of inclusion, families, inter-professional working, collaboration, self-advocacy;
Appraisal of Recent Research
-Implications for Classroom/School Practice
- Key features of teaching and learning;
- A variety of approaches to delivery
–Developing an emerging philosophy

More information

TE7045 -

Coordinating Specialist Support (Core,30 Credits)

The syllabus is designed to provide you with an overview of the role of the SENCo and related teaching and learning and school leadership theory. Particular attention is paid to exploring the key characteristics, needs and strategies that might be used to support children who present with a range of common physical, sensory, social and learning difficulties.

This module will explore the following topics

• The role of the SENCo as a leader in different contexts
• The responsibilities of the SENCo within the statutory and regulatory context for SEN and disability equality
• The use of practitioner research, theories and practical issues in curriculum planning for a diverse group of learners.
• Co-ordinating a team and including all stakeholders
• An overview of the key characteristics of common impairments that children who are identified as having Special/additional learning needs might present with.

More information

Modules

Module information is indicative and is reviewed annually therefore may be subject to change. Applicants will be informed if there are any changes.

TE7040 -

Inclusive Practice/SEN - School Practitioner Perspective (Core,30 Credits)

This module gives you the opportunity to explore issues, understandings and knowledge of Inclusive practice in the school setting to include that of children with special educational needs. You will partake in critical discourse with regard to pertinent issues of the inclusive practice /SEN agenda.

Curricula and continuum of provision:
- Legislation and its impact;
- Notions of Education (Pedagogy) )or children with special educational needs;
-The potential of new technologies to support communication, teaching and learning for children with SEN and disability
- Notions of SEN/models of disability
-Professional Frameworks
- Key principles of inclusion, families, inter-professional working, collaboration, self-advocacy;
Appraisal of Recent Research
-Implications for Classroom/School Practice
- Key features of teaching and learning;
- A variety of approaches to delivery
–Developing an emerging philosophy

More information

TE7045 -

Coordinating Specialist Support (Core,30 Credits)

The syllabus is designed to provide you with an overview of the role of the SENCo and related teaching and learning and school leadership theory. Particular attention is paid to exploring the key characteristics, needs and strategies that might be used to support children who present with a range of common physical, sensory, social and learning difficulties.

This module will explore the following topics

• The role of the SENCo as a leader in different contexts
• The responsibilities of the SENCo within the statutory and regulatory context for SEN and disability equality
• The use of practitioner research, theories and practical issues in curriculum planning for a diverse group of learners.
• Co-ordinating a team and including all stakeholders
• An overview of the key characteristics of common impairments that children who are identified as having Special/additional learning needs might present with.

More information

Any Questions?

Our admissions team will be happy to help. They can be contacted on 0191 406 0901.

Contact Details for Applicants:

bc.applicantservices@northumbria.ac.uk

Current, Relevant and Inspiring

We continuously review and improve course content in consultation with our students and employers. To make sure we can inform you of any changes to your course register for updates on the course page.

Your Learning Experience find out about our distinctive approach at 
www.northumbria.ac.uk/exp

Admissions Terms and Conditions - northumbria.ac.uk/terms
Fees and Funding - northumbria.ac.uk/fees
Admissions Policy - northumbria.ac.uk/adpolicy
Admissions Complaints Policy - northumbria.ac.uk/complaints

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