PgCert The National Award for Special Educational Needs Coordination

The programme prepares qualified teachers for SEN leadership within schools and other settings, and provides enhanced teaching and learning understandings, research based approaches to operational management, and strategic leadership understanding within educational settings. For SENCOs new to the role in mainstream schools it is mandatory to achieve the award within three years of appointment.

• Take the opportunity to undertake this Department for Education (DfE) approved post-graduate qualification which must be achieved by teachers new to the role of SENCO. If you are an experienced SENCO or working in a related professional role you can also apply. To achieve the National Award you must have QTS/QTLS/EYTS. School staff in the role of SENCo will have completed an induction period. If you do not meet these conditions it may be possible for you to achieve the PgCert Inclusive Education (60 masters level credits).
• Benefit from an award offered through the South West Consortium consisting of the University of Plymouth and the University of Exeter, working in partnership with the local authorities of BCP, Cornwall, Devon, Dorset, Plymouth, and Somerset.
• Take part in a programme which runs in Bodmin, Plymouth, Tiverton, Ilminster, and Dorchester. The local tutors are mainly Special Educational Needs (SEN) advisory teachers and experienced SENCOs, working in conjunction with university tutors.
• Achieve 60 masters-level credits which can be used towards your masters degree (for example MA Education Special Educational Needs)
• Gain experience working with a tutor allocated to you, offering extensive expertise, knowledge and experience and high quality local personal tuition.
• Draw on support from a professional learning community through face-to-face and virtual learning support and resources.  Access valuable university facilities and online resources.

• Programme overview
• You'll complete two modules (each worth 30 masters-level credits) including a total of six days' attendance at taught sessions in your local authority location and four recommended study days. The modules are designed to explicitly relate to the SENCO National Learning Outcomes that are evidenced in your professional portfolio. An agreement with your school or education provider ensures that you are able to be released from teaching duties to attend the programme.
  

  Optional modules

  • PGSEN703CW National Award for SEN Coordination Learning Outcomes

    This is a non-credit bearing module and forms part of the National Award for SEN Coordination. This module directly connects to the nationally mandated SENCO Learning Outcomes. Over the course of the programme, you build up knowledge and skills and reflect on these and your own experience to support the meeting of each SENCO Learning Outcome. Modules PGSEN704 Organisational Contexts and PGSEN705 Leading on Teaching and Learning are co-requisites. Successful completion of all three modules leads to the National Award for SEN Coordination. This module forms the underpinning, or overarching framework for the National Award. If it is not completed/passed the award cannot be achieved

  • PGSEN703DV National Award for SEN Coordination Learning Outcomes

    This is a non-credit bearing module and forms part of the National Award for SEN Coordination. This module directly connects to the nationally mandated SENCO Learning Outcomes. Over the course of the programme, you build up knowledge and skills and reflect on these and your own experience to support the meeting of each SENCO Learning Outcome. Modules PGSEN704 Organisational Contexts and PGSEN705 Leading on Teaching and Learning are co-requisites. Successful completion of all three modules leads to the National Award for SEN Coordination. This module forms the underpinning, or overarching framework for the National Award. If it is not completed/passed the award cannot be achieved

  • PGSEN703PL National Award for SEN Coordination Learning Outcomes

    This is a non-credit bearing module and forms part of the National Award for SEN Coordination. This module directly connects to the nationally mandated SENCO Learning Outcomes. Over the course of the programme, you build up knowledge and skills and reflect on these and your own experience to support the meeting of each SENCO Learning Outcome. Modules PGSEN704 Organisational Contexts and PGSEN705 Leading on Teaching and Learning are co-requisites. Successful completion of all three modules leads to the National Award for SEN Coordination. This module forms the underpinning, or overarching framework for the National Award. If it is not completed/passed the award cannot be achieved

  • PGSEN703SS National Award for SEN Coordination Learning Outcomes

    This is a non-credit bearing module and forms part of the National Award for SEN Coordination. This module directly connects to the nationally mandated SENCO Learning Outcomes. Over the course of the programme, you build up knowledge and skills and reflect on these and your own experience to support the meeting of each SENCO Learning Outcome. Modules PGSEN704 Organisational Contexts and PGSEN705 Leading on Teaching and Learning are co-requisites. Successful completion of all three modules leads to the National Award for SEN Coordination. This module forms the underpinning, or overarching framework for the National Award. If it is not completed/passed the award cannot be achieved

  • PGSEN704CW SEN: Organisational Contexts

    This is the first of two linked modules concerned with special educational needs co-ordination in schools. The general aim of this module and the second module PGSEN705: leading on Teaching and Learning is to equip SEN co-ordinators to have the knowledge, understanding and skills to carry out this role effectively. Successful completion of both module PGSEN704 and PGSEN705 alongside meeting the SENCO National Learning Outcomes leads to the National Award for SEN Coordinators. This module focuses on the organisational context for SEN in schools and other educational organisations ( FE, special schools, PRUs) for example, legislation, funding systems, national, local and institutional level policy. Module PGSEN705: Leading on Teaching and Learning is a co-requisite.

  • PGSEN704DV SEN: Organisational Contexts

    This is the first of two linked modules concerned with special educational needs co-ordination in schools. The general aim of this module and the second module PGSEN705: leading on Teaching and Learning is to equip SEN co-ordinators to have the knowledge, understanding and skills to carry out this role effectively. Successful completion of both module PGSEN704 and PGSEN705 alongside meeting the SENCO National Learning Outcomes leads to the National Award for SEN Coordinators. This module focuses on the organisational context for SEN in schools and other educational organisations ( FE, special schools, PRUs) for example, legislation, funding systems, national, local and institutional level policy. Module PGSEN705: Leading on Teaching and Learning is a co-requisite.

  • PGSEN704PL SEN: Organisational Contexts

    This is the first of two linked modules concerned with special educational needs co-ordination in schools. The general aim of this module and the second module PGSEN705: leading on Teaching and Learning is to equip SEN co-ordinators to have the knowledge, understanding and skills to carry out this role effectively. Successful completion of both module PGSEN704 and PGSEN705 alongside meeting the SENCO National Learning Outcomes leads to the National Award for SEN Coordinators. This module focuses on the organisational context for SEN in schools and other educational organisations ( FE, special schools, PRUs) for example, legislation, funding systems, national, local and institutional level policy. Module PGSEN705: Leading on Teaching and Learning is a co-requisite.

  • PGSEN704SS SEN: Organisational Contexts

    This is the first of two linked modules concerned with special educational needs co-ordination in schools. The general aim of this module and the second module PGSEN705: leading on Teaching and Learning is to equip SEN co-ordinators to have the knowledge, understanding and skills to carry out this role effectively. Successful completion of both module PGSEN704 and PGSEN705 alongside meeting the SENCO National Learning Outcomes leads to the National Award for SEN Coordinators. This module focuses on the organisational context for SEN in schools and other educational organisations ( FE, special schools, PRUs) for example, legislation, funding systems, national, local and institutional level policy. Module PGSEN705: Leading on Teaching and Learning is a co-requisite.

  • PGSEN705CW SEN: Leading on Teaching and Learning

    This is the second of two linked modules concerned with special educational needs co-ordination in schools. The general aim of this module and the first module PGSEN704 SEN: Organisational Contexts - is equip the Special Educational Needs Coordinator (SENCO), to have the knowledge, understanding and skills to carry out this role effectively. Successful completion of PGSEN704 and PGSEN705, alongside meeting the SENCO National Learning Outcomes through PGSEN703, leads to the National Award for SEN Coordination. Module PGSEN704 Organisational contexts is a co-requisite.

  • PGSEN705DV SEN: Leading on Teaching and Learning

    This is the second of two linked modules concerned with special educational needs co-ordination in schools. The general aim of this module and the first module PGSEN704 SEN: Organisational Contexts - is equip the Special Educational Needs Coordinator (SENCO), to have the knowledge, understanding and skills to carry out this role effectively. Successful completion of PGSEN704 and PGSEN705, alongside meeting the SENCO National Learning Outcomes through PGSEN703, leads to the National Award for SEN Coordination. Module PGSEN704 Organisational contexts is a co-requisite.

  • PGSEN705PL SEN: Leading on Teaching and Learning

    This is the second of two linked modules concerned with special educational needs co-ordination in schools. The general aim of this module and the first module PGSEN704 SEN: Organisational Contexts - is equip the Special Educational Needs Coordinator (SENCO), to have the knowledge, understanding and skills to carry out this role effectively. Successful completion of PGSEN704 and PGSEN705, alongside meeting the SENCO National Learning Outcomes through PGSEN703, leads to the National Award for SEN Coordination. Module PGSEN704 Organisational contexts is a co-requisite.

  • PGSEN705SS SEN: Leading on Teaching and Learning

    This is the second of two linked modules concerned with special educational needs co-ordination in schools. The general aim of this module and the first module PGSEN704 SEN: Organisational Contexts - is equip the Special Educational Needs Coordinator (SENCO), to have the knowledge, understanding and skills to carry out this role effectively. Successful completion of PGSEN704 and PGSEN705, alongside meeting the SENCO National Learning Outcomes through PGSEN703, leads to the National Award for SEN Coordination. Module PGSEN704 Organisational contexts is a co-requisite.

Every postgraduate taught course has a detailed programme specification document describing the programme aims, the programme structure, the teaching and learning methods, the learning outcomes and the rules of assessment.

The following programme specification represents the latest programme structure and may be subject to change:

National Award for SEN Coordination Programme Specification 2017 18 4162

To achieve the National Award you must have QTS/QTLS/EYTS, and be working as a SENCo. School staff in the role of SENCo will have completed an induction period. If you do not meet these conditions it may be possible for you to achieve the PgCert Inclusive Education instead (60 masters level credits). For SENCos new to the role it is mandatory to achieve the award within three years of appointment.

For further information please contact the Programme Lead – Victoria Bamsey

If you are applying with overseas qualifications please can you check their compatibility with the UK equivalent through NARIC, who provide an advisory service.

English language requirements

The minimum IELTS score for acceptable English proficiency for entry is 6.5.  

To apply for the programme please download an application form complete and send, together with the completed Memorandum of Agreement between you and your school/setting, and sponsorship form to victoria.bamsey@plymouth.ac.uk together with a copy of the certificate for your highest level qualification, QTS/QTLS/EYTS certificate and evidence of completing your induction period as available.