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Course Handbooks

Your Course Handbook is where you can find vital information about submitting assignments, mitigation and a range of other important issues.

Course Handbooks for the 2020/21 academic year will be published on this page in due course. If your Course Handbook is not published yet, please check back soon. All Course Handbooks will be published prior to the course induction.

Postgraduate Certificate Special Education Needs Co-ordination, Level 7, 2020/21 - Course Handbook

Postgraduate Certificate Special Education Needs Co-ordination
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Welcome to the Course

Meri Nasilyan

Dear Students,

Congratulations on your offer of a place on our PG Cert SENCo programme. I am excited to welcome you to our course and learn about your experience.

In our SENCo course team, we pride ourselves on providing a high level of support to our students, with interactive digital course materials and tutorials, dedicated module tutors with interdisciplinary subject matter expertise. Plus, access to teaching, digital and library support staff and an online learning tutor via email, phone and video calls. Discussion forums and online webinars will give you a place to connect with tutors and peers. You can also use the University's extensive electronic library and services for distance learners. Although you're based off campus, you still get access to our learning, academic as well as pastoral support.

The best part of the course is the sense of community that is established by the students and the course team even though it is an online course (you will feel this once you start)! This serves as a great support and motivation for us all to enjoy the process, share the experience and achieve the desired outcome.

We look forward to working with you and getting to know about your teaching, interests and aspirations.

Enjoy your studies at Leeds Beckett University and welcome to your course.

Kind Regards,

Meri Nasilyan-Lowe

Course Director

Dear Students,

On behalf of the tutor team, I would like to welcome you to the course. We hope that you benefit from the professional network that the Postgraduate Certificate in SEN Co-ordination enables its students to be part of. We also hope that you benefit from the opportunities to engage in professional reflection, and interact with research and policy. Ultimately, we hope that your experience with us, supports you to maximise your contribution and impact, and improve outcomes for children, young people, and families.

This handbook provides you with essential information about the course, so it is recommended that you read this document in its entirety upon embarking on the Postgraduate Certificate in SEN Co-ordination. It may also be helpful to download and save a copy, as you are likely to need to refer to this handbook on multiple occasions. For example, it may be helpful to revisit this handbook when you are preparing for assessment and/or need help or advice in connection with your studies.

We strive to make the guidance in this handbook as clear as possible. If, however, you do have any questions, please get in touch with myself, your assigned tutor, or another relevant member of the course team. We feel privileged to be playing a small role in developing new and future SENDCOs and are excited about working with you.

T. Edwards (Course Leader)

Colleagues, welcome to the Carnegie School of Education at Leeds Beckett. By studying with us, you’re joining an academic community with a proud heritage of education dating back to 1907. Then as now, we’re committed to making a real difference in the lives of children and young people, bringing together the best of practice with the best of research and making sure our students enjoy an outstanding educational experience. Being part of a community also means that you will help to shape what we do, helping us to create knowledge and inform our curriculum to make sure we remain at the cutting edge of professional practice.

As well as helping you to develop academically, we’re also committed to raising your employability, giving you the skills and experiences to make sure you can progress in the career of choice. From dedicated careers advice to work-based assignments, from researching professional environments to creating your own enterprise, we provide support throughout your studies tailored to your ambitions. This personalisation continues in our approach to teaching, learning and assessment, as well as the support of our Pastoral Team and our personal tutoring system, all of which mean that our results get better year after year.

We hope you enjoy your time with us and continue our proud tradition of making a real difference.

Professor Damien Page

Professor Damien Page, Dean of School

Welcome to Leeds Beckett Students’ Union!

Here in the SU we’re here to support, connect and represent you! Whether it’s gathering feedback on how you’re finding Uni, running in an election to become a full-time officer or joining a society, the SU’s got your back! Below you can find information on a few of our services including the advice service, student voice and how to be a course rep. If you’ve any questions on what the SU is, how it can support you or want to share feedback and have a rant, please feel free to message us. You can follow us on social media by searching LeedsBeckettSU on Facebook, Instagram and Twitter for the most up to date information.

My role as your Education officer is to support and represent you. If you have feedback you’d like to pass on, want to chat about a campaign idea or about the many things on Disney+, then you’ve found your one stop shop gal! I’m a student just like you and study Speech and Language Therapy, for a fun fact, drop me a message, you can find me on Facebook by searching ‘Sherry Iqbal’
I’m really looking forward to meeting you (virtually!) and wish you the best! See you around.

Sherry Iqbal, Education Officer, LBSU


As you are studying by distance learning, you are less likely to be affected from the significant changes in delivery for face-to-face students arising from the University’s overall response to the Covid-19 pandemic. However, as you are part of the University’s academic and student communities, this web page provides general context and one or two areas of specific interest.  

The University is informed by Government and Public Health England (PHE) advice and guidance for maintaining a Covid-secure learning and working environment for students and staff.  We are engaging closely with Leeds Beckett Students’ Union to inform the arrangements and will also be informed by feedback provided by our individual students. The University has identified an appropriate mix of blended learning for face to face delivery. Your distance learning course will be completely online, so there will be no change for you in this respect.  

How we will communicate with you

In addition to the course specific information set out in this Handbook, the University’s Covid-19 microsite contains information for students and applicants. The Covid-19 microsite is regularly reviewed and updated as the situation, advice and planning evolve and is available on our University Covid-19 microsite.

Key terms and conditions

Further important information for applicants and students is available on our Information for Applicants and Students website. This includes information about the student contract, fees and funding, your rights of cancellation, the student protection plan and the University complaints process.  It is essential that you read the information on this webpage carefully as it sets out the rights and obligations that form the contract between you and the University and information about how to make a complaint.

Location of delivery

Your distance learning course will be delivered completely online, which means you will be accessing your course from a location that is suitable for you, and subject to local measures in place.. 
Information on how teaching and learning will be delivered and the location of any on-campus delivery is provided in subsequent sections of this Handbook entitled ‘Location(s) of Delivery’ and ‘Teaching and Learning Activities’.

Course Fees 

Course fees and additional course costs are confirmed in your offer letter. Course fees are presented to you annually through the online enrolment process. Other additional costs remain as published on our original Online Prospectus information in addition to the areas of costs outlined below.

The course will be delivered 100% online, and it is assumed you have the digital equipment appropriate for your studies.  

Depending on how and where you access your online distance learning course you will need to follow any specific local or national requirements for maintaining personal safety and hygiene to protect yourself and others from the Covid-19 risks.

Policies, Standards and Regulations 

Covid-19 social distancing measures will be in place for teaching, learning, assessment and student support in 2020/21. As you are studying 100% online, any social distancing measures for your studies will be local to you. 

Should the Covid-19 response and alert level be amended any activity may also be subject to Covid-19 employer, local or in-country requirements applicable at the time of the placement/activity. We will keep the position under review for teaching blocks 2 and 3 or semester 2, informed by Public Health England and the UK Government‘s Foreign and Commonwealth travel advice.
Students will have access to advice and support from the University careers and employability team during their studies via the online resources and support.

Further information on placements or other off-campus learning opportunities applicable to your course is provided in the ‘In-Year Work Placement Information’ and (where relevant) ‘Sandwich Placement Information’ sections below.

Professional Accreditation or Recognition Associated with the Course

Where applicable, specific information on applicable professional statutory or regulatory body recognition or requirements for your course is summarised in the ‘Professional Accreditation or Recognition Associated with the Course’ section below.

Teaching and Learning Activities

The way we will deliver this online distance learning course in 2020/21, as in previous years, have been developed by course teams with specialist online course designers. Your course will be delivered online. Our academic and service staff are being supported to work from their homes, if necessary. 

Learning Support

Our approach to delivering student support in 2020/21

As a distance learning student, you will access support online. Full access to advice, learning support and specialist services will be delivered via telephone, email, video calls and online live chat. 
Access to Library support in 2020/21

The Library offers access to thousands of resources via MyBeckett or the Library website which also provides full details of all our services. As a distance learning student, your resources are all available digitally, but you can discuss with the Offsite Library Service, or your Academic Librarian, any further needs. 

Even though you are a distance learning students, you still may access the University’s library in person. However, in response to Covid-19, and the need for social distancing for the protection of students and staff, the libraries will be available via a booking system in 2020/21. If you have been using a library local to where you live, then any visiting arrangements are entirely at their discretion.
Further information on Library support is available in the ‘Library and IT Support’ section of this Handbook. 

Range of Support Services Available

There is a range of support for disabled or vulnerable students. Any student with a disability, who may or may not have declared this to the University and wishes to discuss their learning support for the year ahead or their status as a Covid-19 extremely vulnerable person, should contact their Disability Adviser for their School who is based in Student Services to discuss their support needs in the first instance.  The service contact details are or telephone 0113 812 5831. Students who are classed at Covid-19 Extremely Vulnerable (i.e. you have received a Shielding Letter from the NHS) but who do not regard themselves as disabled, and have not registered with the Disability Team, should discuss any support arrangements they may need, directly with their Course Director and if resident in halls, their Residential Life Team.

Further information is available in the ‘Support for Disabled Students’ section of this Handbook. 

Information on the support available from your School and other Services is available in the ‘Key Contacts’ and ‘Learning Support’ sections of this Handbook. 

In order to provide you with information on student services support in 2020/21 in response to the changing Covid-19 position, updated information will be provided on our University Covid-19 microsite.

Course-specific information

As the Postgraduate Certificate in SEN Co-ordination is a distance learning programme, the realities of COVID-19 do not have a significant impact on its delivery. Typically, students work through the six modules on the Virtual Learning Environment (VLE) from home and communication with the course team is through email, webinars and MS Teams. The focus on guided independent study also enables students to plan their engagement with the course in relation to any local or personal circumstances that arise in relation to the global pandemic.

Although the Postgraduate Certificate in SEN Co-ordination requires students to reflect on ongoing practice and provision in schools, any changes to how schooling is organised due to COVID-19, will not limit the possibility of meeting the learning objectives for the course. In fact, an exploration of any challenges associated with leading effective SEND provision throughout the pandemic can validly form the basis of professional reflections within the Final Portfolio submitted in May. Students may also choose to draw upon their theoretical knowledge and prior professional experiences when completing assignments for this course.

Key Contacts & Keeping in Touch

Andrea Oz
0113 81 28801
Room 215, Carnegie Hall

The Online Learning Tutor, Andrea Oz, is the Academic Advisor for this course.
Andrea Oz
0113 81 28801
Room 215, Carnegie Hall

Connor Hulme,

We will invite self-nominations for the Course Representative during the live Module Induction. If you cannot attend the Induction session live, but would like to put yourself forward to be the Course Representative, get in touch with Tracy. Details of the Course Representative’s role and how to contact her/him will be shared in the Course MS Team.

The Academic Librarians for this course are Kirsty Bower, Maria Kulas and Laurence Morris.

Please contact them at: Or complete their online Get Help form for help with academic and research skills.

The wellbeing of students is vitally important to Leeds Beckett. We want students to leave this course equipped with the skills, knowledge and experience they need build and sustain fulfilling careers. Achieving this in the context of an online course can be challenging but our experience and systems make this possible and student feedback (available on request) is testimony to our great success in giving our students a stimulating learning experience and making them feel part of a Professional Learning Community (PLC). Students on this programme will be supported throughout their studies by the course team working within an online course structure, discussion boards, collaborative forums and through personal contact with tutors. Our well-established distance learning programme is tried and tested over several years rather than being a response to COVID-19.

In line with the University’s expectations, the School operates an academic advisor system. All students are allocated an academic advisor who is the first point of contact for non-academic/module related pastoral support. Your academic advisor will be in contact with you on a regular basis, to review progress and identify support needs. On this course the course leader acts in this role (Tracy Edwards), supported by the Online Learning Tutor (Andrea Oz) and your allocated module tutor to ensure that any issues and problems are dealt with in a timely way.

Research and the experience of the team as distance learning tutors has shown that the design of an online course is crucial to student engagement and to a sense of belonging to the course and to the University. The structure of the course materials has been designed with this understanding to help ensure that students feel supported and maintain a sense of making progress throughout the course. The course material is written to be progressive through each module and regular review exercises will help students consolidate and process their learning as they go along. Discussion boards and collaborative activities provide a means of sharing ideas with peers and students: these interactions will be monitored by tutors who will participate, monitor and intervene as necessary to shape group discussions and work with individuals. Students will also have contact with their tutor on a personal (and confidential basis) through email or through the Virtual Learning Environment.

Leeds Beckett University students have access to the University student support services. See
The course team will consist of academic staff based at the University. Section 27 provides further details of their roles and responsibilities. In addition, all students will have access to administrative staff for administrative support, guidance and assistance.
A range of other personal and pastoral support services are provided centrally by the University. These may be accessed directly, or by referral from the Course Leader, academic advisor or Module staff and include: Learning Support for students with learning and other disabilities e.g. dyslexia, professional Counselling Service, International Office and Disability Support.

Support Process

  • Initial pre-enrolment contact is through the course administrator and course leader as appropriate.
  • Once enrolled the student is contacted and monitored by the Online Learning Tutor (OLT), Andrea Oz, who will remain a point of contact throughout the course as will the course leader.
  • During the course induction, the Online Learning Tutor will be responsible for most of the contact with the student and will help to ensure that any technical issues and problems navigating the VLE are resolved. Contact may be by e-mail, Skype or telephone depending on the needs of the student. Throughout this time, the course leader will also have an online presence. For module inductions (which can cover academic skills development and background subject knowledge) the module leader and allocated module tutor will answer module related queries.
  • During normal module teaching times, the module leader will resolve key issues whilst the module tutor and Online Learning Tutor will monitor and follow up studentengagement and progress.

Due to the potentially diverse nature of online distance learners, different communication strategies will be used. This will be to accommodate differing time zones and work commitments amongst other reasons. Assessment deadlines are stated in local time (i.e. GMT or BST).
Students will also have access to Services for Students which provide a range of university-wide services to support students. These include a counselling service, financial advice, disability support services and Students Union support services all accessed through the Student Hub:

Course Leader
Tracy Edwards
Carnegie Hall, Headingley Campus, Leeds Beckett University, Leeds, LS6 3QQ, UK

Your Course Leader will act as your personal tutor throughout the course. As personal tutor, the Course Leader can advise on any mitigating circumstances. Eg. medical, personal or professional issues which may be impacting your studies. You can contact Tracy by email.

The Course Leader is also responsible for overseeing the operational management of the course on a day-to-day basis, in collaboration with the Course Team and Course Administrator.
Key roles and responsibilities include:

  • ensuring and maintaining the overall academic quality of the programme;
  • continually developing and reviewing the award
  • assisting in the recruitment, selection and admission of students, in liaison with the Course Team, Course Administrator and the International Admissions Officers;
  • ensuring that adequate arrangements are made for teaching and other duties related to the course;
  • ensuring that the course evaluation, monitoring and review procedures are established and implemented;
  • maintaining overall responsibility for ensuring the moderation and assessment of marks in conjunction with members of the Course Team.

Online Learning Tutor

  • Your course is supported by an Online Learning Tutor, Andrea Oz, who will follow up on student engagement and provide support and guidance on navigating the online learning environment. Andrea can be contacted by email:

Module Tutor

  • After the first two weeks of the course, you will be contacted by your module tutor directly to your university email. The module tutor will introduce themselves and ask you to respond, from your university email, with a brief description of yourself – called a ‘pen portrait’. This allows the module tutor to get to know you and your current work context. It also ensures that you can access your LBU student email which is essential.
  • Your module tutor will be your primary contact during the course and will support you as you work your way through the learning materials available on the Virtual Learning Environment in MyBeckett. Your module tutor will also provide feedback on your portfolio as you build it up during the year and summatively mark your final portfolio at the end of the course.

The contact details of other key services, such as the Student Advice Hub, Disability Support, Library, Money, Careers, Students' Union Advice Service and Students' Union Student Voice Team can be found on the Students web page.

Academic and administrative staff at our University use your student email address to contact you. It is important that you check this account regularly. You can forward emails from your student email address to a preferred personal email address, however, quarantine and spam filters needed by our University mean that emails sent from external email addresses may be delayed, blocked or deleted. It is therefore important that your student email address is the only email address that you use to contact University staff. Information on how to access your student email address can be found on the Library Student IT Support page (

Please make sure that you inform your Course Administration team whenever you change your address and contact details. It is important that you also update your records yourself. You can do this via the My Account/Update my Data tab on MyBeckett. This will ensure we can always contact you in an emergency, and that you receive any important University communications that we may need to send you.

We will inform you of class activities and course notifications, including any session cancellations by email. Announcements will be posted onto the module page in ‘My Beckett’ or in the Course MS Team. These will be emailed to your student email so checking this regularly is essential.

Skype for Business is a communication tool for staff and students:

  • Make calls using audio, video and instant messages across the University community.
  • Create and participate in group online meetings to support project assignments.
  • Available across University devices and personal mobiles via a free downloadable app.
  • Fully integrated with the Office 365 suite already used by staff and students.

Further information is available on the Library's Skype for Business web page for students. 

MS Teams is part of the Office 365 suite used by staff and students for communication and collaboration: 

  • Access via MyBeckett on University devices and personal mobiles via a free downloadable app.  
  • Participate in online meetings and video conferencing in groups or one-to-one.  
  • Work on shared content, ideas, projects and online learning.  

Further information is available on the Library's MS Teams FAQ web page.

Your course team will advise how Skype for Business will be used on your course and make guidance available as required.

Timetable Information

The 2020/21 academic calendar and term dates are available on our Academic Calendars web page. Although your course does not require attendance in a physical classroom, and a number of the sessions may be pre-recorded allowing you to study at times that suit you, you are advised to follow the structure of sessions, often denoted as teaching weeks, outlined in this course handbook. Many of these sessions may be pre-recorded, but there will also be scheduled and timetabled activities. You will be given details of assessment dates and the structure of learning activities during induction via the Virtual Learning Environment where you will encounter the course. Timetables will be made available to students during induction week via:

1. The Student Portal (MyBeckett)
2. The Leeds Beckett app

You should discuss any difficulties relating to your engagement with timetabled sessions with your Course Administrator.

PCSED Course Calendar
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Course Overview

The course aims to:

develop the leadership capacity of new SENDCOs, aspiring SENDCOs, and those in related professional roles that promote access and inclusion in education

enable those leading SEND and Inclusion in schools to reach the academic standards for Level 7/ Masters, to support confident interaction with research literature and enhanced reflective practice.

The PGCert in Special Educational Needs Co-ordination is linked to the set of learning outcomes set by the National College for Teaching and Leadership:
Part A: Professional Knowledge and Understanding
The Award should enable SENCOs to know and understand the implications of:
The statutory and regulatory context for SEN and disability equality and the implications for practice in their school or work setting
Guidance within the SEND Code of Practice and how it is interpreted locally;
Mediation and the SEND Tribunal;
The Local Offer;
OfSTED Frameworks relevant to their school or work setting;
New funding models, including the right to personal budgets;
The policy and legislative context for health and social care, including safeguarding and the health and well-being agenda;
Relevant guidance on data protection and confidentiality, health and safety, including governor accountabilities.
The principles and practice of leadership in different contexts:
The characteristics of highly effective leadership;
Leadership and management processes and tools that support change in schools;
The role of leadership and professional challenge in supporting and promoting a culture of continuous professional development linked to improvement;
Their own leadership, including strengths and areas for development;
The professional qualities of effective team leadership

How SEN and disabilities affect pupils’ participation and learning
The breadth and complexity of the causes of under achievement;
How children’s development is affected by SEN and/or disabilities, including mental health needs, and the quality of teaching they receive;
High incidence SEN and their implications for teaching and learning and inclusive practice;
Planning provision for children and young people with more severe and complex SEN.

Strategies for improving outcomes for pupils with SEN and/or disabilities
Theories of learning as the basis upon which to design effective interventions;
Removing barriers to participation and learning for children and young people with SEN and/or disabilities;
Addressing discrimination, stereotyping and bullying related to SEN and disability;
The potential of new technologies to support communication, teaching and learning for children and young people with SEN and/or disabilities;
Relevant theory, research and inspection evidence about effective practice in including pupils with SEN and/or disabilities.

Part B: Leading and Coordinating Provision
The Award should enable SENCOs to:
Work strategically with senior colleagues and governors to:
Advise on and influence the strategic development of a person-centred and inclusive ethos, policies, priorities and practices;
Promote a whole school culture of high expectations and best practice in teaching and learning to improve outcomes for children and young people with SEN and/or disabilities;
Ensure that the school’s SEN policy is embedded within the school’s performance management, self-evaluation and improvement planning;
Establish systems to collect, analyse and interpret data, including Raise
On-line, to inform policy and practice, raise expectations and set challenging targets for children and young people with SEN and/or disabilities;
Commission, secure and deploy appropriate resources to reinforce the teaching of children and young people with SEN and/or disabilities, and evaluate and report upon their impact on progress, outcomes and cost effectiveness.
Lead, develop and, where necessary, challenge senior leaders, colleagues and governors to:

Understand and meet their statutory responsibilities towards children and young people with SEN and/or disabilities;
Promote improvement in teaching and learning to identify, assess and meet the needs of children and young people with SEN and/or disabilities, within a person-centred approach;
Model effective practice, coach and mentor colleagues;
Lead the professional development of staff so that all staff improve their practice and take responsibility for removing barriers to participation and learning;
Deploy and manage staff effectively to ensure the most efficient use of resources to improve progress of children and young people with SEN and/or disabilities
Critically evaluate evidence about learning, teaching and assessment in relation to pupils with SEN to inform practice and enable senior leaders and teachers to:

Select, use and adapt approaches, strategies and resources for assessment to personalise provision for children and young people with SEN and/or disabilities;
Draw upon relevant research and inspection evidence about teaching and learning in relation to pupils with SEN and/or disabilities to improve practice;
Undertake small-scale practitioner enquiry to identify, develop and rigorously evaluate effective practice in teaching pupils with SEN and/or disabilities.
Draw on external sources of support and expertise to:

Engage with the Local Offer to develop effective working partnerships with professionals in other services and agencies, including voluntary organisations, to support a coherent,
coordinated and effective approach to supporting children and young people with SEN and/or disabilities;
Promote, facilitate and support effective multi-agency working for all children and young people with SEN, through, e.g. person-centred planning, ‘team around a child or family’, the Common Assessment Framework and the Education, Health and Care Plan;
Interpret specialist information from other professionals and agencies and demonstrate how it has been used to improve teaching and learning and outcomes for children and young people with SEN and/or disabilities;
Ensure continuity of support and progression at key transition points for children and young people with SEN and/or disabilities.
Develop, Implement, monitor and evaluate systems to:

Identify pupils who may have SEN and/or disabilities;
Inform all staff about the learning needs, emotional, social and mental health needs and achievement of children and young people with SEN and/or disabilities;
Set challenging targets for children and young people with SEN and/or disabilities;
Plan and intervene to meet the needs of children and young people with SEN and/or disabilities;
Record and review the progress of children and young people with SEN and/or disabilities;
Make effective use of data to evaluate and report upon the effectiveness of provision and its impact on progress and outcomes for pupils with SEN and/or disabilities;
Ensure appropriate arrangements are put in place for children and young people sitting national tests and examinations or undertaking other forms of accreditation.
Part C: Personal and Professional Qualities
The Award should enable SENCOs to develop and demonstrate the personal and professional qualities and leadership they need to shape an ethos and culture based upon person-centred, inclusive, practice in which the interests and needs of children and young people pupils with SEN and/or disabilities are at the heart of all that takes place. This is evident when:

There are high expectations for all children and young people with SEN and/or disabilities;
Person-centred approaches build upon and extend the experiences, interests, skills and knowledge of children and young people with SEN and/or disabilities;
The voice of children and young people with SEN and/or disabilities is heard and influences the decisions that are made about their learning and well-being;
Family leadership is encouraged and parents and carers are equal partners in securing their child’s achievement, progress and well-being.

Assessment & Feedback

Assessment is based on a Final Portfolio, consisting on three parts:

Portfolio Part 1:
Element 1: A presentation: Inclusion & SEND self-evaluation (10 slides)
Element 2: An essay providing a critical analysis of the issues impacting on SEND provision in your setting (3000-4000 words)
Submission date: 11 December 2020 (Feedback date: 8th January 2021)

Portfolio Part 2:
A Case study (3000-4000 words)
Submission date: 26th February 2021 (Feedback date: 26th March 2021)
You are asked to submit a brief case study plan to your tutor in the Autumn term. More information can be found in the Assignments section of the module.

Portfolio Part 3:
Reflections (3000-4000 words) is submitted as part of your summative assessment (this is submitted with your complete portfolio).

Your summative assessment is:
Complete Portfolio (Parts 1, 2 and 3) which is worth 100% of the total marks (9000-12000 words equivalent).
Submission date: 07 May 2020 (Feedback date: 4th June 2021)

The Final Portfolio represents 100% of the mark awarded for the course as follows:

Assessment Balance Level 7
Examination 0%
Coursework 100%
Practical 0%
Teaching, Learning and Assessment 408 hours
Independent Study 192 hours
Placement 0 hours
To prepare for completion of the final portfolio, students complete two formative assignments. Tutor feedback enables students to develop these two assignments into Parts 1 and 2 of the Final Portfolio.

Please note the exam/assessment periods in the academic calendar and make sure that you are available during those periods. Further details of your schedule of examinations can be found on your timetable once the examination schedule is released. Coursework submission deadlines can normally be found on MyBeckett, on course noticeboards or in individual Module Handbooks/other module guides.

Disabled students requiring adjustments to assessments and/or examinations should contact Disability Advice at the earliest possible opportunity to discuss their support requirements. In order for adjustments to be identified and implemented in a timely fashion we urge all students to register with us as soon as possible, as we cannot provide adjustments at short notice.

For further information visit Disability Advice or email us at or call us on 0113 812 5831. Please also see Disability Advice on the ‘Support’ tab in MyBeckett for further information.

It is important for your progression and achievement that you submit all work for all assignments in a timely manner. It is also important that you keep copies of all work submitted until after you have graduated. You should also keep any receipts confirming the submission of assignments. In the event of your submitted work being lost you may be required to produce a copy of the work and submission receipt. If you are unable to do so, your work will not be marked.

It is important to note that submitting all assignments is a requirement of your course. Should you experience extenuating circumstances which prevent you from submitting on time please make yourself aware of the Mitigation and Extenuating Circumstances process. Without any form of extenuating circumstances, standard penalties apply for late submission of assessed work. Full details of the penalties for late submission of course work are available in section 3.11 of the Academic Regulations. Please check the penalties that apply to this course as some Professional, Statutory and Regulatory Body requirements may mean that different penalties apply.

If you have been recommended ‘flexibility around deadlines’ as a reasonable adjustment in a Reasonable Adjustment Plan, your Course Administrator will be able to advise you of the process.

You may be required to submit your written work via Turnitin; further information on Turnitin is available.

Assessed work will normally be returned with appropriate feedback within four weeks of your submission. Each Module Handbook will provide you with specific guidelines on how and when you will receive feedback on your assessments.

Results from module assessments and decisions on progression to the next level of study (e.g., from Level 4 to Level 5 of an undergraduate degree) or awards (if you are in the final level) are available on the Results Online system.

Results will appear within Results Online five working days after the date of the Progression and Award Board meeting (the meeting where your end of level outcome will be decided) or the Module Board meeting (the meeting where modular outcomes are decided).

If you are unsure about when you might receive your results or have queries relating to your results, you should contact your Course Administrator.

The University recognises that, from time to time, students may encounter issues which may prevent them from being able to submit or take assessment. Where this is the case, students may be able to submit their 'extenuating circumstances' for consideration. Please see the Mitigation and Extenuating Circumstances web page for further information.

If you have not passed a module at the first attempt you will be eligible for re-assessment. See your Module Handbook for details of the relevant re-assessment process (e.g., whether it is coursework, an examination, a presentation or other form of assessment/when it will take place/what the deadline is). You will be advised via Results Online of your options for re-assessment. You are advised to contact your Course Director, Course Administrator or Academic Advisor for any necessary clarification.

Details about our Appeals process can be found on the Appeals web page.

Academic integrity means intellectual honesty and is part of good academic practice. Further information can be found on our Academic Integrity web page.

Teaching & Learning

Teaching and learning activities are carefully designed to enable education professionals (including SENDCOs) to shape their engagement with the course around their work and personal lives.

Students follow six core units in the Virtual Learning Environment (VLE). For each unit, students work through set tasks and participate in online discussions via MS Teams. This is all supported through a series of optional webinars and online “drop-ins”, a learning needs-audit based on the NASENCO learning outcomes, and two formative assignment tasks which students build upon when completing their final NASENCO Portfolio.

The course is:
Inspiring. The course is taught with commitment and passion by staff committed to the profession who will provide a conduit between teachers and theory. Personal tutors and discussion time during teaching days will offer the opportunity for exploration of alternative approaches to particular cases drawn from students’ experiences.

Creative. The course develops the creativity of participants and empowers teachers to develop their creativity using evidence-based practice. One of the priorities of the course is to question established practices and to deconstruct ideas about the limitations when creating new interventions.

Enterprising. The course makes links between practitioners and develops opportunities for collaboration and enterprise. From 2020/2021, all students on the course will be encouraged to have a ‘Buddy SENCo’, i.e. a colleague on the course who will offer support inside and outside the course and offer formative feedback on assignments (peer review).

Purposeful. The course has a clear aim and structure designed to meet that aim. Its design and delivery is directly linked to the requirements of the SEN Code of Practice.

Respectful. The course is committed to inclusion and valuing the variety of experiences that participants come to the programme with. The course actually draws from these experiences to develop its content.

Professional. We hold and promote the highest standards of professionalism including those mandated by regulation.

The course is taught by experienced professionals fully committed to maintaining and developing their knowledge base through CPD and research. Assessment is designed to meet the needs of a variety of students and is directly linked to their professional lives and development. The assessment is designed to be flexible to allow students living outside the UK to meet the assessment criteria by drawing upon examples from their own jurisdiction.

As a Distance Learner, all your studying is online, and your home (or work) environment and your computer is where you learn and where you meet other people in your learning community. But your classroom is your home as well as your computer. So, it is a good idea if to set aside time and demarcate your study space, so that everyone in your household knows when you are busy. A typical module offers a lot of flexibility as to when you study, but is designed to follow a defined structure of lecture presentations, activities and community discussions broken down into topics and teaching weeks. Keeping on track with this, and engaging with your module tutors and fellow students, will help you get the best out of the course. Tutors will be in regular touch with you: there will be many ways to communicate with your module tutors and fellow students, for example on the virtual learning environment and Ms Teams.

To get a full flavour of how a module will look, we strongly recommend you visit and explore our Induction for Distance Learners web pages.

You should do some essential housekeeping. You should check you have suitable equipment and broadband (at least 2Mbps). Details can be found in the ‘Preparing for Your Course’ section of our ‘Induction for Distance Learning’ web pages, or directly on our Technical Requirements web page. This gives minimum and recommended specifications, how to check your internet speed (as our servers are UK based), the MyBeckett mobile app and other useful information, as well as access to technical support. We strongly suggest you ensure your equipment covers the recommended requirements.

The course represents one 60 credit Level 7 module in Special Educational Needs Co-ordination. A full Masters Degree is 180 credits.
This course represents 408 learning hours plus 192 hours of independent study. The majority of these hours are self-directed and involve students working through the units in the Virtual Learning Environment (VLE), joining online discussions, delivering a presentation within their school, and completing their formative and final assessments.

Each student is placed within a small Tutor Group, consisting of 8-10 students, led by a Course Tutor. Course Tutors provide feedback on formative assessment tasks and discuss assignment proposals with students. They also arrange online meetings with members of their Tutor Group, as appropriate.

In addition, optional webinars and online “drop-in” sessions are scheduled throughout the year and are delivered by the Course Leader and Online Learning Tutor (OLT). The timing of these sessions is outlined in the Course Calendar. The time of these sessions varies to allow students living in different time-zones to participate where possible. Sessions are also recorded to enable students that could not attend to access them

Details of School academic staff can be found on the Carnegie School of Education Website.

Attendance & Absence

The University expects you to complete and fully contribute to all mandatory sessions outlined as set out in your student contract. Engagement in your online learning activities, study activities, tutorials, seminars, discussions and other activities is an important part of your learning - contributing both to the University community and the learning experience of your fellow students on the course.

We monitor your engagement, participation and presence on the course as these and academic achievement are closely linked. Moreover, by monitoring your engagement, participation and presence we can identify students who may need our guidance or support at an early stage to help them progress in their studies. This is part of our commitment to ensuring an excellent education and experience and supporting your success at Leeds Beckett.

The University does understand that from time to time there is good reason why you cannot attend a class, and in this instance you must contact your School office to let them know.

Please note that any reports covering engagement, participation and presence can be shared with you and your Course team. You might be asked to contact your School office so that appropriate academic or pastoral support can be offered, should your engagement record give cause for concern.

Our most important aim is to support your studies, but we are also required to report attendance to various external bodies such as the Student Loan Company and the Home Office. There are measures in place for students who seek to falsely register either their own or fellow students’ attendance.

Our Attendance Policy is available under ‘Student Contract’ on the Student Regulations web page.

Please note that if your course carries professional accreditation or recognition, there may be additional course-specific attendance requirements detailed elsewhere in this handbook.

DL courses are designed to be flexible but there may be circumstances where your studies might be interrupted which stop you from studying (for example for an interview, emergency unforeseen circumstances, or for compassionate leave). If you are going to apply for mitigation you will need to provide written evidence of the reason for your absence.

If you are unable to study due to Covid-19 (coronavirus) symptoms, please see the guidance available on our Covid-19 web page.

If you are unable to study because of another illness for more than 14 consecutive days (including weekends), you must provide us with a Fit Note.

You can send a digital copy of your Fit Note to your Course Administrator, and then send the original by post.

If you are absent through illness on the day of an examination or assignment deadline and you intend to apply for mitigation, you must also provide us with details as possible. Your submission for mitigation may be made online and the circumstances surrounding it may be self-certified unless your period of absence is prolonged. Generally, all absences of 2 weeks or more will require the submission of verifiable documentary evidence. For more information on ‘fit to sit’ and mitigation please visit our Mitigation web page.

Please note that if your course carries professional accreditation or recognition, there may be additional course-specific absence reporting requirements detailed elsewhere in this handbook.

If you are thinking about changing course or withdrawing from your course, further information can be found on our Student web pages

International Students

As you are completing your studies by distance learning overseas, immigration permission to study is not required and Student visa reporting to UKVI is not relevant. However, there may be times when you may need to travel to the university for a short visit or study block to assist with your studies. Please email the Student Immigration Advice and Compliance Team ( who can provide information and advice for short term visa requirements.

For up to date information about visas, immigration issues and other matters relating to international students, please visit the International Students’ web pages on the Students website or email the Student Immigration Advice and Compliance Team on

Professional Accreditation or Recognition Associated with the Course

National Award for SEN Co-ordination Provider Partnership

Leeds Beckett is on a national register of approved providers for delivering the National Award in SEN Co-ordination (NASENCO). This means that our Postgraduate Certificate in SEN leadership enables students to meet the NASENCO learning outcomes set by the National College for Teaching and Leadership. The NASENCO is the mandatory qualification that most UK SENCOs are required to have within three years of being appointed to the SENDCO role.

Upon completing the Postgraduate Certificate in SEN Co-ordination at Leeds Beckett, those with Qualified Teacher Status (QTS) gain the National Award in SEN Co-ordination (NASENCO).

To gain the National Award in SEN Co-ordination (NASENCO), students must have Qualified Teacher Status.

In exceptional circumstances, students are accepted onto to course without Qualified Teacher Status. Rather than the NASENCO, these students gain the Postgraduate Certificate in SEN Co-ordination. The Postgraduate Certificate in SEN Co-ordination is a Level 7 qualification which provides 60 credits that can be transferred onto various Masters Degree programmes, as well as providing the mandatory NASENCO that the majority of UK SENCOs are required to have (QTS dependent).

Skills, Employability & Graduate Opportunities

This course directly develops the appropriate professional qualities for leading special educational needs provision within a school. As a result of the course, students gain a deeper understanding of special educational needs, SEND policy and legislation, and special and inclusive pedagogy. They also acquire skills for effective leadership, and collaboration with others.

The Postgraduate Certificate in SEN Co-ordination also develops a range of more generic, transferable skills, including research skills, academic writing, evaluation and reflection. The course therefore offers indirect value to those pursuing a range of pathways, including careers in social care, and educational research.

You will have opportunities to gain recognition during your time at Leeds Beckett University for the extra activities you do in addition to your studies, including volunteering, student societies, playing in our University sports teams and being a Course Representative.

The vast majority of students taking the NASENCO are either newly appointed SENDCOs within a school, Deputy SENDCOs, or emerging Middle Leaders with an interest in Inclusion. Typically, those taking the course also include Deputy and Assistant Head Teachers and early career teachers from special schools who are interested in a SENCO role within a mainstream school setting. There are various ways therefore, in which the course supports career progression. Those that begin the course as a SENDCO within a school, for example, find that they are confirmed in post after taking the course. Following the course, others find that they can successfully apply for their first SENDCO role, or progress onto related strategic leadership within a Multi-Academy Trust or Local Authority. The course also supports those interested in further research and study related to SEND and Inclusion.

This course is worth 60 credits at Level 7/ Masters level. These credits can be transferred onto a number of Masters programmes, including the full MA in Inclusive Practice in Education, which is offered at Leeds Beckett. A full Masters Degree is 180 credits:

For more information about the MA in Inclusive Practice in Education, contact Dr. Mhairi Beaton:

Learning Support

If you have a question or a problem relating to your course, your Course Administrator is there to help you. Course Administrators work closely with academic staff and can make referrals to teaching staff or to specialist professional services as appropriate. They can give you a confirmation of attendance letter, and a transcript. You may also like to contact your Course Rep or the Students’ Union Advice team for additional support with course-related questions.

Your Academic Advisor will be an academic member of staff who teaches you on your course. Your Course Director will make sure that you are given the contact details of your Academic Advisor at the beginning of each year, usually in your course induction. Further details on the role of your Academic Advisor are available on the Academic Advisor web page.

The Student Advice Hub Team can support with a number of practical elements of University life. When you first arrive at University, they produce your first Student ID card and any replacements you require during your studies. When you commence your studies, they can provide you with bank letters, so that you are able to open and maintain student bank accounts, and Confirmation of Enrolment letters that you might need for a range of purposes. Current students and graduates can also request transcripts from the Student Advice Hub.

As you progress with university life, the Student Advice Hub Team are able to provide information in relation to any element you might need help with. If you have a question and you’re not sure who to ask, please get in touch. If the team aren’t able to answer your query directly, they will ensure you can access the most appropriate team to offer help.

If you need help with more complex queries or concerns, their trained advisers also support students with 1-1 appointments, providing a safe, confidential and non-judgmental space to talk about your circumstances and identifying support that you can access within and outside of the University. You can book an appointment with an Adviser on MyHub.

Ordinarily, members of the Student Advice Hub in the Student Hubs on the ground floor of the Rose Bowl and Leslie Silver at City Campus and in Campus Central at Headingley. However, due to Covid-19, and in the interests of the health and safety of our students and staff, for a period of time this service will support you digitally via live chat, email, video calls and online resources. Their telephone number is 0113 812 3000 and you can contact them via e-mail on Appointments can be booked via the Student Advice Hub Team web page, all of which will be delivered virtually.

Within MyBeckett you will see two tabs (Support and Opportunities) where you can find online information and resources for yourselves. The ‘Support’ tab gives you access to details of services available to give you academic and personal support. These include Library Services, the Students’ Union, Money advice, Disability advice and support, Wellbeing, International Student Services and Accommodation. There is also an A-Z of Support Services, and access to online appointments/registration.

The ‘Opportunities’ tab is the place to explore the options you have for jobs, work placements, volunteering, and a wide range of other opportunities. For example, you can find out here how to get help with your CV, prepare for an interview, get a part-time job or voluntary role, take part in an international project, or join societies closer to home.

Support for disabled students is available from our Disability Advice team. Support is available for students with a range of disabilities including:
• epilepsy, diabetes and IBS
• depression, anxiety and eating disorders
• dyslexia, dyspraxia, and AD(H)D
• Autism Spectrum Conditions
• Mobility difficulties
• Sensory impairments

Support is individually tailored depending on the nature of your disability and the demands of your course. We would encourage you to contact us as early as possible to enable us to implement any adjustments you may need. If you have a disability and have not previously declared it, please fill in the registration form (which is also available via the Disability Advice web page) or contact the Disability Advice team on 0113 8125831 or email

More information on disability advice is available under the Academic and Personal Support sections of the ‘Support’ tab in MyBeckett, and on the Disability Advice web page.

Disabled students can also access the Disability Resource Areas in each library and the support provided by the Library Learning Support Officer. More information is available on the Library website.

The Library

The Library offers 24/7 support for your studies. You can access thousands of resources via MyBeckett or the Library website which also provides full details of all our services. Your DL course will use content that is available digitally whether journal articles or e-books, other than in very exceptional circumstances.

Library Academic Support

The Library Academic Support Team can help you develop your academic skills such as critical thinking, academic writing and analysing data, and research skills such as how to find, use and evaluate information for your studies. The team liaises with your lecturers to provide the information resources you need for your subject and to arrange academic skills sessions to support you in your studies.

The team maintains a number of websites to support your learning:

  • In your Subject guide, you'll find a variety of information resources which have been selected as a good starting point for research in that area. These are available on the Skills and Subject Support web page or via the Course or Support tabs in My Beckett.
  • On the Skills for Learning website, you’ll find online resources covering topics such as essay writing, research and time management, plus information to help you reference and avoid plagiarism, alongside details of online workshops that are designed to help you succeed in your assessments. The Skills for Learning website can be found on the Library website or via the Library or Support tabs in My Beckett.

Library and Student IT Advice Service

The Library and Student IT Advice Service team can answer your queries on borrowing, finding information, passwords, Office 365, online meetings, saving your work, MyBeckett and more:

  • online (including 24/7 chat) via the Contact Us web page
  • by phone - 0113 812 1000 (24/7 IT support)

They also have a wide range of short tutorials available on the Library’s YouTube channel.

There may be occasions when you wish to access physical book or journal resources or use other University libraries. In all respects you have the same rights as other students. However, as the situation is affected by Covid19 and is under review, you should contact our Offsite Library Service set up for distance learners and for students not based on campus.


As a distance learner, you have the same right to use the University’s campus facilities as other students if you wish to. Attendance at campus is limited by Covid19, but should you be on campus, and wish to use Wi-Fi , Wi-Fi on the University campus is provided by eduroam, a secure wireless network, which also allows you Wi-Fi access if you visit other universities. To connect:

1. Select eduroam from available Wi-Fi
2. Your login details are:
Username: e.g.,
Password: your normal university password
*Android Users: Select under Phase 2 Authentication – MS-CHAPv2
Help is available on the Library’s Wi-Fi web page.

Microsoft Office 365

You are provided with free access to Office 365 and the latest version of Office can be downloaded from the IT tab in MyBeckett or from All students who are registered for a qualification at Leeds Beckett University are eligible and you can use the subscription for the duration of your course. For instructions and more information, please see the Office 365 support page.


OneDrive Leeds Beckett is your individual file storage with 1TB of storage space. With OneDrive you can access and share your files across your devices. This is accessible on University PCs and off-campus through Office 365 portal. See the Saving your Work pages on the Library website for more information.

Leeds Beckett RemoteApp

The Leeds Beckett RemoteApp gives you access to a range of specialist software for your course on your personal devices. See the RemoteApp page on the Library website for more information.

Media Equipment – free loans

You can borrow high-end Media Equipment for free. Browse, reserve and collect equipment ranging from GoPros to Remote Presenters from the ground floor of the Shelia Silver and Headingley Libraries. Further information is available on the Media Equipment web page.

The Students’ Union Advice Service offers free, independent, non-judgemental advice and guidance to all Leeds Beckett Students. This can include advice on any problems you might have whilst on your course including all the Academic Regulations (Mitigation, Extensions, Complaints, Appeals, Disciplinary procedures and Academic Integrity). We can also give advice on any issues you may have with your housing including disrepair, contract checking and issues with deposits. We can also advise on student funding and debt.

We will listen to your problem and outline what options are available to you, so you can make an informed decision on what to do.

Hopefully you will never need us but just remember we are here for you if you do.


Tel: 0113 812 8400

The Students’ Union Student Voice & Insight Team works together with the Education Officer to effectively represent students’ academic interests.

We provide support, training and ongoing development to c.1000 Course Representatives, who are elected by you to represent you whilst you study at Leeds Beckett, and facilitate the School Forums where any student can raise feedback about their academic experience at Leeds Beckett and discuss changes that have occurred as a result of student feedback with University staff.

Unsure who your Course Rep is? Maybe you’re interested in becoming a Course Rep or have feedback about your academic experience? Drop us a message on the details below:


Tel: 0113 812 8400


The MyBeckett portal is the Virtual Learning Environment and the gateway to engaging with the course, the university as a whole, the support services we offer, your tutors and other students in your learning community. To get a full flavour and useful links, do visit the Induction for Distance Learners pages on our website.

To summarise, MyBeckett will provide access to:
• your module content including topic by topic activities over the semester, and lists of required and recommended reading
• your student community and the means to collaborate and engage with them
• library resources and people to help you
• academic and personal support (Support Tab) and student advice
• your student email account which we strongly recommend you use, as we will use it to communicate with you
• your personal storage area on University IT servers

Further information and support for using MyBeckett can be found on the MyBeckett Support Pages.

As a Distance Learning student at Leeds Beckett University you will be able to access the electronic reading resources from the Course Reading List which are available online.

Ainscow, M. & Sandill, A. (2010): Developing inclusive education systems: the role of organisational cultures and leadership, International Journal of Inclusive Education, 14:4, 401-416

Allan, J. (2008) Rethinking inclusion: the philosophers of difference in practice. Dordrecht: Springer. Allan, J. (2010) The sociology of disability and the struggle for inclusive education, British Journal of Sociology of Education, 31:5, 603-619
Cefai, C., Cooper, P. (2010) 'Students without voices: the unheard accounts of secondary school students with social, emotional and behaviour difficulties', European Journal of Special Needs Education, 25: 2,183 — 198

Cole, M. (ed.) (2006) Education Equality and Human Rights: Issues of Gender, 'Race', Sexuality, Disability, and Social Class, London: Routledge (2nd Edition; reprinted 2007, 2009)
Cowne, E. (2008) The SENCo Handbook (fifth edition). Abingdon: Routledge.

Ekins, A. and Grimes, P. (2009) Inclusion; Developing an Effective Whole School Approach, Maidenhead OUP (The focus is on a model of Inclusion in Action and upon the systems and processes involved in its development).

Florian, L. & Black-Hawkins, K. (2011): Exploring inclusive pedagogy, British Educational Research Journal, 37:5, 813-828

Hansen, J.H., (2012) Limits to inclusion, International Journal of Inclusive Education, 16:1, 89-98, DOI: 10.1080/13603111003671632

Hartas, D. (2011) 'Young people's participation: is disaffection another way of having a voice?', Educational Psychology in Practice, 27: 2, 103 — 115

Kay, E., Tisdall, M. and Riddell, S. (2006) 'Policies on special needs education: competing strategies and discourses', European Journal of Special Needs Education, 21:4, 363 – 379

Mann, G. (2016) From here to there and back again: the story of a mother, her son, disability, and school choice, International Journal of Inclusive Education, 20:9, 909-920, DOI: 10.1080/13603116.2015.1122842

McCluskey, G., Riddell, S., Weedon, E. & Fordyce, M. (2016) Exclusion from school and recognition of difference, Discourse: Studies in the Cultural Politics of Education, 37:4, 529-539, DOI: 10.1080/01596306.2015.1073015
Nind, M. (2014) Inclusive research and inclusive education: why connecting them makes sense for teachers’ and learners’ democratic development of education, Cambridge Journal of Education, 44:4, 525-540
Packer, N. (2014) The Perfect SENCO, Independent Thinking Press.
Rowland, Marc. (2017) Learning without labels: Improving outcomes for vulnerable pupils. John Catt Educational Ltd
Tomlinson, S. (2016) Special education and minority ethnic young people in England: continuing issues, Discourse: Studies in the Cultural Politics of Education, 37:4, 513-528, DOI: 10.1080/01596306.2015.1073013
Webster, R. Russell, A. Blatchford, P. (2015) Maximising the Impact of Teaching Assistants: Guidance for school leaders and teachers. 2nd ed. Routledge
Webster, R. & Blatchford, P. (2015) Worlds apart? The nature and quality of the educational experiences of pupils with a statement for special educational needs in mainstream primary schools, British Educational Research Journal, 41:2, 324-342


British Journal of Special Education.

Journal of Research in Special Educational Needs

National Association for Special Educational Needs

NASEN (2010) SEBD IDP Materials

DISS Project – research on support staff

Skills for Learning

Student Voice

We are committed to working in partnership with you and the Students’ Union to provide you with an inclusive, safe and engaging learning environment which is conducive to study for all our students and our staff. An important element of your time studying with us is your engagement in developing your learning. Your engagement and attendance on your course enables you to further your learning and supports your achievement, course completion and aspirations for the future. There is an expectation that students will attend, engage in their learning and submit for assessment. We provide support for you to maximise your time studying with us and to develop your learning, skills and abilities to support you in your chosen career path.

We seek active participation by all our students in the continuous enhancement of our courses and through our monitoring, annual review and enhancement processes. These are formal processes used by our University for assuring the academic standards and quality of your course and its continuous improvement. These processes utilise your feedback, External Examiners’ reports, feedback from staff and others, data relating to student outcomes on the course and student surveys to reflect on areas of good practice and areas for further enhancement. We invite all students to participate in a range of opportunities to provide us with feedback on your course and modules. This may include discussions with staff, focus groups, and meetings (e.g. with Course Representatives or with staff) and formalised student surveys e.g. mid module reviews, end of module evaluations and specific course or other surveys such as the Student Barometer, National Student Survey and Destination of Leavers in Higher Education Survey. We utilise the outcomes of these surveys to benchmark our courses nationally and to inform annual course enhancements.

Informal feedback is also welcome at any time either via your Academic Advisor or module tutor or via your Course Representative. Our partnership with you enables us together to make the most of your learning experience with us and to enhance the quality and reputation of your course. You can find out what actions have been taken in response to your feedback through your Course Representative, the Students’ Union, your tutors or through the Library.

Course Representatives are student volunteers who represent your views at course level, in formal and informal meetings with academic and support staff online and follow up on actions that have occurred as a result of student feedback at School Forums. Details about being a Course Representative are available on the Students web pages. The Students’ Union oversees Course Representatives and more information is available on the Students’ Union website.

You have the opportunity to become an elected Course Representative working in a voluntary capacity with students, the Students’ Union, the Course Director and members of the course team and our University. The Course Director, working in partnership with our Students’ Union, enables the process for election and appointment of Course Representatives. The Students’ Union provides training and development for Course Reps and supports their engagement in enhancement activities. Being a Course Representative provides an opportunity for you to enhance your own learning and the development of relevant professional and employability skills in parallel with your studies.

As a Course Representative you would play an important role in:
• acting as a point of contact and advocate for students on your course and in supporting their active engagement;
• gathering feedback from students on your course to inform further enhancements to the quality of your course and the student experience;
• enabling dialogue and good communication between students and staff on the course;
• working with the Course Director, members of the course team and the Students’ Union to enhance your course;
• facilitating and engaging in meetings about your course; and
• being an ambassador for your course.

Further details about Course Representatives are available on the web pages above and in our University’s Academic Regulations.

We invite all students to participate in a range of opportunities to provide us with feedback on your course and modules. This may include discussions with staff, focus groups, and meetings (e.g. with Course Representatives or with staff) and formalised student surveys e.g. mid module reviews, end of module evaluations and specific course or other surveys such as the Student Barometer, National Student Survey and Destination of Leavers in Higher Education Survey.

We are committed to providing a high quality experience for all our students. We welcome comments and compliments from students, and find them valuable for on-going improvements to our provision. Comments and compliments about your course can be raised with your Course Representative or directly with your Course Director or Academic Advisor.

If you have a specific complaint about an act or omission of our University, you may be able to make a complaint under the Student Complaints Procedure. In the first instance, you should raise the matter as soon as possible with the member of staff most directly concerned, or with the person who can best resolve it. If this does not resolve the matter, or if the complaint is too serious to be addressed in this way, then you should make a formal complaint in writing. Information about how to make a complaint, including the student complaints procedure and a complaints form, is available on the Students web pages

General Information

Postgraduate Certificate Special Education Needs Co-ordination

Leeds Beckett University

Level 7, 60 credits

Part-time delivery is usually at half the intensity of the FT equivalent course, although there may be flexibility to increase your pace of study to shorten the overall course duration. Some modules may be delivered in a different sequence to that defined within this information set, but the modules offered within each level are consistent.

Distance Learning (plus location of any work placement, if applicable).

Course fees and additional course costs are confirmed in your offer letter. Course fees are presented to you annually through the online enrolment process. If you have any queries about your tuition fees, please visit our Course/Tuition Fees Payment web page or contact Ongoing queries relating to additional course costs may be discussed with your Course Administrator.

Policies, Standards & Regulations

Key University regulations and policies can be accessed on the following web pages:

• Academic Regulations (including assessment regulations) are available on our Academic Regulations web page
• The Student Contract is available on our Student Regulations web page
• The Student Charter is available on our Academic Regulations web page (Section 20)

Other Student regulations and University policies, including Safety, Health and Wellbeing policies, are available on our Student Regulations web page

You should also familiarise yourself with our Zero Tolerance Report and Support web page regarding sexual harassment and assault, and also the Report & Support web page regarding racial harassment.

There are no additional or non-standard regulations which relate to your course

The External Examiner assures that you are assessed fairly in relation to other students on the same course and also that the standard of your own award is comparable to similar courses taken by students in other higher education institutions within the UK. The External Examiner(s) provide an annual report for your course. External Examiner reports are available on our External Examiner Reports web page, which is accessible via the Course Information link on the Students home page.

The details of the External Examiner for this course are as follows:

•Lynda Kay

•Senior Lecturer in Inclusive Education/SEN

•University of Gloucester

Module Information

The Course Administrator can provide you with the module information for your course, or tell you where to locate the details. This includes a description of module content, how the module will be taught and how you will be assessed.. In most cases, you will be provided with a module handbook at the start of the module or one will be made available to you In My Beckett

This page was last modified: 25/08/2020

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