MA Education with Special Educational
Needs
2015/16 Postgraduate Students
Award title
MA Education with Special Educational Needs
Programme code
MAESN
Faculty
Carnegie Faculty
School
2015/16 Handbook 2
Leeds Beckett University Student Charter
Working together for success
Leeds Beckett University and our Students’ Union are committed to working in partnership with our students to ensure that our University is an inclusive, safe and engaging learning environment which is conducive to study for its students and work life for its staff.
Our Student Charter sets out how we aim to achieve this by working together to understand and fulfil our commitments to one another. Our Student Charter has been produced jointly with the Students’ Union and we will review it, together, every year. Our University’s Vision seeks to put students at the centre of all our activities and this Student Charter is a contribution towards that goal. The Leeds Beckett Student Charter is not a contractual document, but provides a guide to what members of the Leeds Beckett Community can expect of each other in terms of engagement and behaviour.
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We work to shape and sustain a supportive, safe, inclusive community for active learning and the building of skills for life.
We will
Work together within a progressive, independent, and active environment which promotes lifelong learning.
Support a culture of personal and academic resilience. Collaborate to build partnerships for learning.
Work together to sustain our bold, industrious spirit.
We forge an environment which builds trust, accountability and transparency.
We will
Maintain mutually respectful codes of behaviour.
Promote the availability of information and support for all. Ask each other for help when we need it.
Be honest, clear and assertive with each other.
Use the means available to give a compliment, raise a concern or make a complaint. Take advantage of opportunities for formal and informal learning.
2015/16 Handbook 3
We foster inclusive academic, cultural, social, emotional and creative development for all.
We will
Share an exciting and challenging curriculum which is contemporary and relevant. Promote a culture of critical enquiry and rigorous scholarship.
Support participation in extracurricular opportunities which enhance career and personal development
Enable one another to plan, develop, and drive forward our individual educational and career goals.
Acknowledge and celebrate our joint and separate successes.
We are responsible, diligent, reliable and considerate in our academic and professional actions and behaviours.
We will
Act with academic integrity.
Listen to, and respect, differing perspectives, including those from different cultures and backgrounds.
Work together within a positive collaborative learning and working environment, wherever, and however, we engage.
Take care with our personal and professional digital identity and recognise the impact it may have on us and others.
We seek active engagement, feedback and participation in the issues that affect us.
We will
Work together to enhance our experience of our University.
Collaborate to promote learning and support enhancement, through mutual reflection and feedback.
Build partnerships to enable our University communities to engage with our external stakeholders.
Support the development of courses which prepare our graduates to be ready for work, ready for life and ready to seize the opportunities that lie ahead.
Use our knowledge of local and world issues to strengthen our global outlook and build a sustainable environment for a thriving future for all.
2015/16 Handbook 4
Contents
1 Welcome to the Course ... 5
2 Studying on this Course ... 10
3 Assessment and Feedback ... 13
4 Where to get help ... 19
5 What to do if you… ... 23
6 Relevant Policies ... 24
5
1 Welcome to the Course
1.1 Message from the Dean
It gives me great pleasure to welcome you to Carnegie Faculty. I hope you are as proud as I am to be here.
I speak for all the staff when I say that we trust you find our faculty and, indeed, our whole university a place of great opportunity, potential and growth for you as a student. We will see you grow academically, through your lectures, tutorials and assignments, but also see you develop as a person through all the other amazing activities that take place at Leeds Beckett University. We will give you the opportunity to ‘make a difference’, however that connects with you, both now and in your future employment.
We will encourage you to be involved as soon as possible in a wide variety of extra-curricular activities; from joining Students’ Union societies, work placement experiences, volunteering opportunities both in the UK and abroad, studying another language, representing our university in a sports team, or taking work opportunities through the Job Shop. All will help build your CV and enhance your employability.
So remember to use your time at university wisely, as the time you are here will seem to go very fast. Make great new friends, learn a lot, grow as a person, be proud of your
accomplishments and rise to all the opportunities and challenges that life as a Carnegie student will offer you.
Dr John Minten
Dean, Carnegie Faculty
1.2 Message from your Course Leader
This handbook provides you with information that you will need to succeed on your course. You should find it helpful when you first start, when you are preparing for assessment and at any time that you need help or advice in connection with your studies here. You will also receive a Module Handbook for each module you study on your course.
6 The course team is looking forward to working with you this year and we hope that your time studying with us at Leeds Beckett University is both enjoyable and successful.
On behalf of our University and the whole course team I would like to wish you well in your studies.
Dr Michalis Kakos
Course Leader, MA Education with Special Educational Needs
1.3 Message from your Head of School
Welcome to the School of Education and Childhood
At the heart of all that we do is the belief that education, in its broadest sense, changes individual lives, enhances our life choices and improves society
This statement underpins the School of Education and Childhood academic objectives and is shared by all; it represents our common purpose. The School forms an inclusive community of well qualified academics from a wide range of backgrounds whose research informs their teaching.
We are committed to helping you grow throughout your career and we aim to make sure that studying with us is a memorable experience.
I hope that you enjoy your course with us and I look forward to seeing you at your Graduation ceremony!
All the best with your studies and future career,
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1.4 Academic Calendar and Timetable
Our standard student calendar is summarised below:
Week Commencing Monday Student Calendar
24.08.15
31.08.15 Bank Holiday 31.08.15
07.09.15 14.09.15
21.09.15 Student Welcome and Induction Week
28.09.15 Semester 1 Teaching Starts
05.10.15 12.10.15 19.10.15 26.10.15 02.11.15 09.11.15 16.11.15 23.11.15 30.11.15 07.12.15 14.12.15 21.12.15 - 08.01.16 UG Christmas Break 11.01.16 - 22.01.16 Formal Examinations Period
25.01.16 Student Welcome and Induction Week
01.02.16 Semester 2 Teaching Starts
08.02.16 15.02.16 22.02.16 29.02.16 07.03.16 14.03.16 21.03.16 UG Easter Break 28.03.16 Bank Holiday 04.04.16 11.04.16 18.04.16 25.04.16 02.05.16 Bank Holiday 02.05.16
09.05.16 - 20.05.16 Formal Examinations Period 23.05.16
30.05.16 Spring Bank Holiday 30.05.16
06.06.16 13.06.16 20.06.16 27.06.16 04.07.16 11.07.16 28.07.16 25.07.16 01.08.16 08.08.16 15.08.16
8 Full details of this and future standard student academic calendars are available at:
www.leedsbeckett.ac.uk/about-our-university/term-dates.
Once you have enrolled, you will have a student login. You can then find confirmation of your personal timetable by selecting the appropriate link after logging on the Student Hub from www.leedsbeckett.ac.uk.
1.5 Key Contacts Course Leader
Dr Michalis Kakos
Room 107, Carnegie Hall, Headingley Campus Telephone: 0113 812 3628
Email: m.kakos@leedsbeckett.ac.uk
Student Liaison Officer
Student Liaison Officers (SLOs) are our recent graduates who are here to support you throughout your time here and to make sure you have access to and are aware of the support, opportunities and services our University provides
In Carnegie we have two Student Liaison Officers. They are: Tim Slatford
Cavendish G08, Headingley Campus Email: SLOcarnegie@leedsbeckett.ac.uk
Telephone: 0113 812 3397
Charlotte Webster
Cavendish G08, Headingley Campus Email: SLOcarnegie@leedsbeckett.ac.uk
Telephone: 0113 812 3397
Course Representative
Course Representatives are student volunteers who represent your views at course-level, at Faculty Forums and in meetings with academic and administrative staff. Details about being
9 a Course Representative are available at www.leedsbeckett.ac.uk/studenthub/course-representatives.htm and on the Students’ Union website www.leedsbeckettsu.co.uk.
Student Administrator
Jane Sadler
Room G01, Carnegie Hall, Headingley Campus Telephone: 0113 812 7416
Email: education@leedsbeckett.ac.uk
Academic Librarian
Maria Kulas
Room 125, James Graham Building Email: m.kulas@leedsbeckett.ac.uk
Telephone: 0113 812 3501
1.6 Keeping in Touch
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. You can find how to forward your student email address to a preferred personal email address or mobile device from: https://support.google.com/mail.
We will inform you of cancelled classes / activities / course notices as soon as possible. Please monitor MyBeckett and your student e-mail address for announcements
For each module, the Module Handbook will include the preferred method of communicating general information about that module to you.
Please make sure that you inform your Student 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
10 can always contact you in an emergency, and that you receive any important University communications that we may need to send you.
2 Studying on this Course
2.1 Programme Specification
The programme specification is a concise description of your course's aims and objectives and how you will be taught and assessed to achieve the required learning outcomes. It includes information on course structure and the maintenance of academic standards. The full programme specification for this course can be found in appendix A of this handbook.
Course Structure
The course structure outlines the modules that will be delivered on this course. Full details of the structure for this course can be found in the programme specification.
Course Learning Outcomes
All courses are benchmarked against the Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (FHEQ-DAB). The FHEQ-DAB can be viewed on the Quality Assurance Agency website: www.qaa.ac.uk. For more details on the Course Learning Outcomes specific to this course please view the programme specification.
2.2 Course Resources
The programme specification specifies the physical and online resources available to students on this course.
2.3 Skills you will Gain during the Course Skills Developed
The award embraces skills for the development of academic learning and for employability appropriate to Masters Level. This is in line with the aim to provide a course of study that is
11 The award has identified a range of key skills that reflect higher order skills of the FHEQ and the university taxonomy of assessment domains. All key skills identified are taught, developed and assessed within the programme. Each module maps the skills to be developed or assessed. Teaching and learning in the award is based on principles which aim to:
Develop a ‘community of enquiry’ where students are supported in finding answers to questions relating to their programme of study through a form of Socratic dialogue;
Systematically develop knowledge and conceptual understanding through collective and independent approaches to learning;
Engage in research activity that examines and tests the boundaries of childhood studies;
Provide diversity through sessions in seminar and tutorial groups balanced with full cohort lectures and class workshops to create the opportunity for interaction and engagement in a variety of ways, and to meet the needs of a range of learning styles; Develop skills in reflection, synthesis and critical evaluation that are integral to the
module;
Integrate techniques to enhance problem solving skills to support creative approaches to resolving issues;
Employ a variety of teaching and learning methods including ICT and web based learning;
Use learning from work related settings and experiential learning in professional contexts for later critical reflection, analysis and evaluation.
All key skills identified are taught, developed and assessed within the programme. Each module maps the skills to be developed or assessed.
Additional Activities/Recognition
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.
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2.4 Employability
This is a vocational course aimed at practising teachers and hence the overwhelming proportion of participants will already be working as teachers in schools or in other educational settings. It is intended nevertheless that this course will enhance the career prospects of students in terms of allowing them to become SENCOs (if they are not already), securing their employment as SENCOs or further promotions within schools in in education more generally.
2.5 Opportunities for Graduates
The programme specification includes details of any accreditations, career paths, further study options and other opportunities for graduates.
2.6 External Examiner
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 United Kingdom. The details of the External Examiner for this course are as follows:
Dr Peter Bradshaw
Joint Acting Programme Director Open University
Your Student Administrator can provide details of the External Examiner’s report on request. Further details on all External Examiners’ reports can be located here:
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3 Assessment and Feedback
3.1 Assessment Assessment Strategy
Information on the various methods of assessment can be found in the programme specification (appendix A).
University Assessment Regulations
Our University’s assessment regulations are contained within the Academic Principles and Regulations (sections C3 and C4 in particular). The regulations are available at:
www.leedsbeckett.ac.uk/public-information/student-regulations.
Assessment Schedule
Please note the exam/assessment periods in the academic calendar (see Section 1) and make sure that you are available during those periods.
Coursework
Your coursework schedule can be found in your module handbook, normally along with any reassessment coursework and schedule.
Submitting Assignments
The handing in of completed assessment will be in accordance with agreed Faculty submission procedures. In all but exceptional cases these should be via the faculty receptions and/or Turn-it-in where specified.
Normally assignments should be handed in to the faculty receptions via designated
assignment post boxes. All hand-in dates will be advised in the module handbooks and will be between Monday and Thursday each week.
Assignment post boxes will be emptied periodically by the Receptionist/Student
Administrator who will record receipt of work on the appropriate class list. This will take place at least once each day in accordance with hand-in deadlines.
14 Students have a responsibility to abide by the required presentation and submission
requirements for assessment. This should include the preparation of the formal assignment hand-in form for all coursework submissions. Copies will be available for students at the point of submission and via MyBeckett.
All assignments will be logged within the faculty. Receipts will not be given. You are expected to keep a copy of your work.
Academic staff will not take assessment submissions and will direct students to the formal process. In the event of you submitting an assessment other than through the formal procedure, the date of submission will be recorded as the date the assessment is received at reception. Any exceptional agreement for submissions by post should be by recorded delivery to the faculty offices. The process for assessments requiring electronic submission will be detailed in the module handbook.
Student administrators will arrange for return of work and notification of marks to students. In normal circumstances collection will be via the relevant reception and provisional marks notified via MyBeckett or through your Module tutor.
Written feedback provides information about performance, but more importantly, information about how to improve and learn from the assignment. Summative feedback reflects the criteria and marking scheme combined. It provides commentary under each criterion.
You should plan to ensure your availability to meet deadlines for assessment and possible reassessment. Students are advised not to book holidays or time away from the University during this period. Exceptionally arrangements may change or need clarification, for example, specific details of examinations. This will be communicated via MyBeckett and your student e-mail account.
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
15 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 section 3.6 of this handbook. Without any form of extenuating circumstances, standard penalties apply for late submission of assessed work. These range from 5% to 100% of the possible total mark, depending on the number of days late. Full details (section C1.5) of the penalties for late submission of course work are available at: www.leedsbeckett.ac.uk/public-information/academic-regulations/.
3.2 Giving your Feedback about this Course
We are keen to work with you to enhance your course. Opportunities for you to feedback to us formally include: course meetings, end of module evaluation, mid module review, internal student experience surveys, Course Rep forums (through MyVoice in MyBeckett), the National Student Survey and other student surveys. Informal feedback is also welcome at any time either via your personal or module tutor or via your Couse Representative.
3.3 What Happens with your Feedback about this Course?
Your feedback helps us to continually enhance this 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. Your Faculty also provides updates on action taken through the “Better Beckett” posters prominently displayed around our University.
3.4 Getting Feedback on your Assessed Work
Written feedback provides information about performance, but more importantly, information about how to improve and learn from the assignment. Summative feedback reflects the criteria and marking scheme combined. It provides commentary under each criterion.
Our University has committed to a four week turnaround for feedback. Each Module Handbook will provide you with specific guidelines on how and when you will receive this.
16 The programme specification explains how feedback will be provided on both formative and summative assessments (see appendix A).
3.5 How do I Get my Results?
Provisional results in most cases will be made available through MyBeckett. These results are not final and are subject to change following scrutinisation by the External Examiner. Results from module assessments are available on the Results Online system from:
www.leedsbeckett.ac.uk/studenthub/results-online.htm.
Results will only appear within Results Online five working days after the date of the Board of Examiners’ meeting (the meeting where your end of year outcome will be decided) or the Examination Committee 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 Student Administrator.
3.6 Extenuating Circumstances and Mitigation
If you are experiencing problems which are adversely affecting your ability to study (called 'extenuating circumstances'), then you can apply for mitigation. The University operates a fit to sit/fit to submit approach to extenuating circumstances which means students who take their assessment are declaring themselves fit to do so.
Examples of extenuating circumstances include personal or family illness, bereavement, family problems or being a victim of crime. You will need to provide evidence to prove your situation; the Students’ Union Advice Service can offer guidance on what evidence you will need to present.
Further information can be found at www.leedsbeckett.ac.uk/studenthub/mitigation. You can collect an extenuating circumstances form from your student admin office, your Student Liaison Officer, reception or you can print one via the student hub web pages. Completed forms along with appropriate evidence must be submitted to your student admin office within the timescales given in the guidance. Late submissions will normally be
17 rejected. Outcomes from the mitigation panels, which are held once a month, will be e-mailed to you via your student e-mail account.
3.7 Re-assessment
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).
Reassessment details can be found in your module handbook along with the date for resubmission. You will be advised via Results Online of your options for re-assessment. It is your responsibility to make yourself available for reassessment. You are advised to contact your Course Leader, Student Administrator or personal tutor for any necessary clarification. Re-assessments
1. If you have received a mark of under 40% for a module or have a non-submission for one or more components within the module you are advised to always take the re-assessment opportunity – You are taking a risk of having to repeat part or all of the year of study if you don’t.
2. If you have received a mark of under 30% for a module you have to take the re-assessment opportunity – You cannot progress to the next level if you have an overall module mark under 30%
3. Where there is more than one component of assessment, individual grades can be lower than 30% as long as the overall module mark is at least 30% and you have submitted in each component.
4. If you have failed a module that runs over both semesters (sometime referred to as a long-thin) then the assessments will always take place in the semester 2
re-assessment period, even if the failed re-assessment took place in semester 1
5. Re-assessment details (dates, times and assessment type) will normally be published in the module handbook or on My Beckett
6. If you have to do a re-assessment of any type and your mark is lower than in the original assessment the higher mark will be counted
18 7. If you receive mitigation for the original assessment, you will be expected to complete
the re-assessment topic not the original assessment
8. If you are required to complete a reassessment arising out of cheating, plagiarism or unfair practice then your mark will also be capped. The level of the cap will be determined by the Unfair Practice Board. (This would apply for all types of assessment).
Re-submission of Coursework
1. Re-assessment details will be published in the module handbook or on My Beckett; do not assume that the assessment will be the same and that you will be re-doing the original assignment.
2. If you have the opportunity to do a coursework resubmission your mark will be capped at 40% - Unless you have received Mitigation for the piece of coursework
Resubmission of Presentations, Practicals & Class Tests
1. If you have to do a practical; presentation or class test of any type information can be found in the module handbook or on My Beckett but the module leader will arrange and inform you of the assessment date, time and location
3.8 Student Appeals
If you feel that you have in some way been disadvantaged during your studies and this is reflected in your results, then you may have grounds for an academic appeal.
After your results are available on Results Online you have 15 working days to submit a request for an appeal hearing. You will find the information you need, including grounds for appeal, when and how to appeal and frequently asked questions at:
www.leedsbeckett.ac.uk/studenthub/appeals.htm.
You are strongly advised to seek guidance from the Student Union Advice Service on whether you have grounds for an appeal and the completion of the paperwork – see Section 4 for Student Union Advice Service contact details.
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3.9 Academic Integrity
Our University wants to give you credit for your learning and for work which you have done yourself. Unfair practice occurs when you have not done the work yourself.
Any attempt to gain an unfair advantage, whether intentional or unintentional, is a matter of academic judgement and may be considered to be unfair practice. Examples of unfair practice include, but are not limited to cheating, plagiarism, self-plagiarism, collusion, ghostwriting and falsification of data. Definitions of these offences and the serious consequences of unfair practice can be found in our Academic Principles and Regulations, Section C9: Academic Integrity: www.leedsbeckett.ac.uk/public-information/academic-regulations.
There are a range of resources available to help you understand what is and what is not permitted and how to use other people’s ideas in your assessed work. These include the Skills for Learning website which can be found at http://skillsforlearning.leedsbeckett.ac.uk.
If you are unsure on how to reference your work correctly please seek advice from your tutors or access the Skills for Learning resources online (see section 4).
4 Where to get help
4.1 Personal tutors
Your personal tutor (see Key contacts in Section 1) will usually be an academic member of staff who teaches you on your course. Your Course Leader will make sure that you are given the name and contact details of your personal tutor at the beginning of each year, usually in your course induction. Normally, your tutor will aim to follow you right through the duration of your course.
Your personal tutor has an important role to play in supporting you in academic and personal matters while you are studying on this course. The meetings will include discussion about career aspirations, your course, your progress, and your academic results. You may want to set objectives for academic and life goals which you can store on your e-portfolio. Personal tutors are not trained counsellors and will signpost you to other University services
20 if they can’t help you. These services may, for example, be the Students’ Union, the counselling service or the Student Hub.
In the first year your tutor will probably initiate communication to request a meeting at a mutually convenient time, but later in your course it should be your responsibility to set up the meeting. If you ask information to be kept confidential it will be and a note will be kept securely in your University notes with an indication of who can access the information. You are entitled to have one meeting per semester with your personal tutor in each year of your course. But your personal tutor may ask you to come to see them more frequently and you should feel free to contact them if you need to see them urgently.
Please see Section 6 for details of our personal tutor policy.
4.2 Student Hub
If you have any questions about or problems with life at our University, the first place to call, email or pop into is the Student Hub. The team can help with a broad range of enquiries including: funding and money advice, being an international student, disability, counselling and wellbeing support, student cards, accommodation, fee payments, support from the Students’ Union, how to access on-line services, getting help with your CV, preparing for an interview, careers guidance and getting a part-time job. Details of these and other services are available at www.leedsbeckett.ac.uk/studenthub.
There is a Student Hub on the ground floor of the Rose Bowl at City Campus and one also in Campus Central at Headingley. Their telephone number is 0113 812 3000 and their e-mail address is StudentHub@leedsbeckett.ac.uk. They work closely with Faculties, the Students’ Union, all University Services and external organisations to make sure that if they don’t know the answer to your question they will know who will.
You can also use 'my Hub' https://myhub.leedsbeckett.ac.uk/students/login?ReturnUrl=%2f
which is an online resource available 24/7 where you can access information and guidance about a range of services, register and make appointments with Services, register for workshops and employability tutorials, search for job vacancies and use a range of careers resources.
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4.3 Disability Support
Disability Support is available from our Disability Advice Team. The Disability Advisers will work with students to ensure support is provided to meet their individual needs:
www.leedsbeckett.ac.uk/studenthub/disability-services.htm.
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 at
http://libguides.leedsbeckett.ac.uk/using_the_library/disabled_and_dyslexic_users.
4.4 Library Help The Library
There are two Libraries at Leeds Beckett, Sheila Silver at City Campus and Headingley Library, both open 24/7, 365 days a year. You can use either Library, although the book stock reflects the courses taught at each campus. The website (library.leedsbeckett.ac.uk) also provides access to thousands of resources and information about Library services.
Academic Librarian
Your academic librarian (see contacts in Section 1) liaises with your lecturers to ensure physical and electronic information resources for your subject are available in the Library and they work with you throughout your time here to help you develop information and digital literacy skills.
Help and Information Points
If you have any questions about using the library or need IT support you can get help: • from the Help and Information Point on the ground floor of each library • online: library.leedsbeckett.ac.uk/contact-us
• by phone - 0113 812 1000 (including 24/7 IT support).
Distance Learners
If you are registered on a distance-learning course, you may be eligible for the Library’s Offsite service. This offers help with accessing electronic resources, access to other libraries,
22 postal book loans and journal article supply. See the Library website for details of eligibility and more information.
Skills for Learning
Skills for Learning provides a wide range of web resources and publications on topics including plagiarism, group skills, research, maths, Harvard referencing, essay writing and time management. Information about workshops and one-to-one tutorials can be found at
http://skillsforlearning.leedsbeckett.ac.uk/.
MyBeckett
MyBeckett, the portal and virtual learning environment, is the gateway to all the information you will need to support your studies during your time at University. It provides access to your modules and timetables; your email account; your personal storage area on our University IT servers and a wide range of other information.
4.5 Students’ Union Advice Service
The Students’ Union advice service offers free, independent and confidential advice and representation to students. Professional advisers are employed directly by the Students’ Union to represent your interests – even if you are in dispute with our University. Advice is available on a large number of issues, for example:
Academic Problems including: mitigation, complaints, appeals, disciplinary procedures & academic misconduct.
Housing Problems including: disrepair, problems with your landlord, checking your tenancy agreement before you sign.
Money Issues including: problems with your student loan & Debt Health and Wellbeing.
Tel: (0113) 812 8400
E-mail: suadvice@leedsbeckett.ac.uk
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5 What to do if you…
5.1 …are absent for more than one day
You must notify your Student Administrator if you are absent for more than one day (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 (see section 3).
International students
Please be aware that our University fully complies with United Kingdom Visas & Immigration (UKVI) policy at all times. There are legal reporting requirements for all students in the UK on a Tier 4 student visa, and full attendance is mandatory for all Tier 4 students. Failure to meet UKVI attendance requirements could lead to your academic sponsorship being withdrawn and your visa being revoked. Tier 4 students need to be aware of their responsibilities whilst in the UK, please see www.ukcisa.org.uk for full information.
For up to date information about visas, immigration issues and other matters relating to international students, please contact the International Student Advice Centre at
internationalstudentadvice@leedsbeckett.ac.uk.
5.2 …are ill
If you are absent because of illness for more than seven consecutive days (including weekends), you must provide us with a Fit Note. You can hand in or send a Fit Note to your Student Administrator. Further information is available in the General Regulations (section 6) at: www.leedsbeckett.ac.uk/public-information/student-regulations.
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 and any available evidence as soon as possible. Contact your Student Administrator to get a copy of the appropriate extenuating circumstances form. For more details on mitigation please visit
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5.3 …have a comment, compliment or complaint
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 personal tutor.
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 online at:
www.leedsbeckett.ac.uk/studenthub/complaints.htm.
5.4 …are considering suspending studies or withdrawing from the course
If you are considering withdrawal from your course you should speak to your personal tutor, a member of staff at our Student Hub or the Students’ Union to discuss your reasons. If there is a problem, University or Students’ Union staff may be able to help. It may be possible to arrange suspension of studies from your course.
If you are considering withdrawing, permanently or temporarily, you must complete a withdrawal form. This form must be submitted as soon as possible to your faculty office as withdrawals cannot normally be backdated. For further details see General Student Regulations at: www.leedsbeckett.ac.uk/public-information/student-regulations/.
6 Relevant Policies
6.1 Student Charter
Our University and Students’ Union recently agreed upon the Student Charter which outlines what is expected of students of Leeds Beckett University and what students can
25 expect from our University. The most recent version of our Student Charter is at:
www.leedsbeckett.ac.uk/studenthub/student-charter.htm.
6.2 Student Entitlements
Our student entitlements, listed at the front of this handbook, will help to ensure the student charter is embedded as part of our approach to providing a good quality, consistent learning experience for our students.
6.3 Personal Tutors
You are entitled to have one meeting per semester with your personal tutor in each year of your course. See Key contacts in Section 1 for details of how to contact your personal tutor. See Section 4 for an overview of the support you can expect from your personal tutor. You can find full details of our personal tutor policy from the Student Hub webpages:
www.leedsbeckett.ac.uk/studenthub/.
6.4 Safety, Health and Wellbeing Policy Statement
Our University is committed to providing a vibrant, ethical and sustainable working environment that values wellbeing and diversity. This commitment exists alongside our wider legal and moral obligations to provide a safe and healthy working environment for our staff, students and members of the public who may be affected by our activities. There are further details at www.leedsbeckett.ac.uk/partners/safety-health-and-wellbeing-a-z.htm
(see H - Health and Safety Policy – Policy Statement).
Smoking
No smoking is permitted in any of our University buildings, this includes the use of vapour cigarettes (or other similar devices); if you do smoke outside our buildings please make sure that you stand at least five metres way from building entrances and boundaries.
Use of Laptops within our University
If you need to charge your laptop battery, please make sure that the battery charger/lead are undamaged, and only plug it into a designated power socket – if you are unsure of
26 where these are, please ask a member of staff. Please make sure your battery charger cables do not create a trip hazard.
Fire Safety Procedures
Fire information is present on Fire Action Notices displayed in all University buildings. These are normally present in corridors. Please read and follow the instructions.
All fire exit routes are clearly identified. You should familiarise yourself with the location of fire exit routes and fire assembly points for the buildings that you may use in the course of your studies.
If you discover a fire, you should sound the alarm by operating the Fire Alarm Call Point. You should report the circumstances and site of fire using the emergency number 4444 - indicated on the Fire Action Notice.
Do not tackle the fire unless you have been trained to do so. Evacuate the building to the fire assembly point indicated on the Fire Action Notice.
Do not re-enter the building until officially authorised to do so.
On hearing the Fire Alarm, everyone should proceed calmly to the nearest available safe fire exit, as indicated by the green and white fire exit signage. Take appropriate action to assist visitors and mobility-impaired persons or wheelchair users to a safe refuge.
Upon exiting the building, continue on to the fire assembly point so as not to impede the remaining evacuees exiting the building. Evacuation is practised through fire drills. However, you should regard any continuous sounding of the alarm as a fire incident and act accordingly.
Disabled Students
You are expected to declare any disability that would affect your safety in the event of a fire, e.g. hearing impairment or the use of a wheelchair. If you are referred to the Disability Adviser, a Personal Emergency Evacuation Plan (PEEP) will be developed for you as appropriate.
27 Disabled students must declare their disability, to the University, for it to be taken into consideration. You can find further information about the support available to disabled students studying at our University and contact details on our website:
www.leedsbeckett.ac.uk/studenthub/disability-services.htm.
First Aid
First Aid Notices (green and white) are displayed in all University buildings alongside the Fire Action Notices (predominantly blue and white) and alongside, or adjacent to, each First Aid box. First Aid Notices provide all the information you may require to seek and summon assistance.
First Aider contact details can also be obtained from the Student Hub or from Security: City Campus, internal ext. 23154 or Headingley Campus, internal ext. 23165.
Accident and Incident Reporting
All accidents and incidents and dangerous occurrences, must be reported to, and recorded by University staff. Accident report forms (HS1) are available at faculty reception offices, Security and Student Hubs.
Infectious Disease
Campus-based students who have been diagnosed with a serious infectious disease such as TB, measles, meningitis or chicken pox should notify their Course Leader or Student Administrator as soon as possible giving information regarding which groups of students (and/or colleagues and clients on placements) you have been in contact with and when. For diseases such as TB or meningitis, the West Yorkshire Health Protection Team may also wish to speak to you (or your family) to determine if others require screening or medication. You should follow advice given by the hospital or your GP about when it is safe to return to University.
Student E-mail Guidance
This document has been written to help you construct formal e-mails to staff, fellow students and external agencies. The University policy for staff response timeframes to your
28 e-mails and how you may manage this is also outlined. You must use your university e-mail account as your means of communicating with staff and fellow students on the course. Writing your e-mail
E-mails should be written in a polite and formal manner when communicating with staff and external agencies. You can use the following guidance to help you construct a professional e-mail.
Subject line
All e-mails should include a subject line outlining the content of the e-mail. This enables staff to quickly sift through e-mails and respond to those which may be urgent. For example if your mail is module related then this should be included in the subject line. If your e-mail is personal then please start the subject line with personal, followed by a brief description of the content of the e-mail.
Font style
In accordance with the Equality Act 2010 and the University Equality and Diversity Policy, e-mails should be pre-set in an accessible format i.e. one of Comic Sans, Arial or Verdana and at a minimum of font 12.
Appropriate salutation
Use Dear or Hi (name). Do not use less formal greetings such as “mate”. Body of text
You should write in plain English, being precise and to the point. Do not use text language. Short mails that are to the point and present the facts are much better than lengthy e-mails. You need to construct your e-mail to ensure that they are polite and request help support etc. rather than demanding help or feedback.
Appropriate sign off
You need to conclude your e-mail with — Appropriate sign-off (e.g., “Regards/Best Wishes/Thanks”). It is important that you include your full name, student number, course name and level to ensure that a more personal response can be written.
29 Getting a response
When e-mailing staff in regards to course matters the university policy is for staff to respond within five working days. There may be times when you get a response much sooner than this if a staff member is dealing with e-mails or the matter is urgent. Please expect that responses are likely to take up to the full five working days in most instances.
Typical working hours for staff are between 9am and 5pm. If you e-mail after 5pm your response may not be acknowledged until the following day. The five day turnaround will then commence from 9am on that day. If you e-mail later in the week please be aware that you may not get a response until the following week as Saturday and Sunday are not formal working days.
What do I do if I don’t get a response within 5 working days?
Please check that your original e-mail was written using the guidelines outlined above. If it is not then a staff member may have decided not to reply to your e-mail as it was inappropriate.
Did you use your university e-mail account?
You must use your university e-mail when communicating with staff and fellow students in regards to university business. If you use an external e-mail (hotmail etc.) staff cannot respond to this under the direction of university guidelines.
Have you e-mailed the right person?
Modules
If your query is relating to a learning activity within the seminar you should email your seminar tutor. If they cannot answer your question(s) then they will forward your e-mail to the module leader. However, if your query is a) related to material delivered during lectures and/or b) related to any module organisation matters, not covered by Mybeckett, please email the module leader directly. Unless absolutely necessary, you should not copy more
30 than one member of staff into an e-mail as this can lead to mixed communication and often end in confusion.
Personal Issues
If your e-mail relates to a personal or course matter then you should e-mail your personal tutor in the first instance. If they cannot answer your question (s) then they will forward your e-mail to the level or course leader. Only in circumstances where you may want to discuss confidential matters should you contact your level leader or course leader directly. This should only happen if you would feel more comfortable communicating directly with them rather than your personal tutor.
Was the information already in the module handbook?
If you have asked for information that is already in the module handbook (e.g. assessment hand in dates) then the staff member will not reply to your e-mail as you are expected to read this document prior to contacting a member of a module team.
Did you receive an out of office reply?
If you received an out of office reply then within the reply you will have been directed to contact an alternative person who will be able to help you. You should resend your e-mail to the identified person and copy in the original recipient so that they know the conversation has progressed. If you are unsure who to send your e-mail too, please use the generic admin email address for your course and provide details of who you were trying to get in touch with, what the issue was about and copy in your previous e-mail. The admin team should then be able to direct your e-mail to the correct person.
I followed the guidance but haven’t had a reply, what do I do?
If you have written an appropriate e-mail, but have not received a response within the stated time frame then please resend your e-mail again. You need to write a further note outlining the date and time of your original e-mail and a polite request for the staff member to reply. If you do not receive a response within two working days of this e-mail then please forward the e-mails to your personal tutor who will help you get a response from the member of staff.
31 Sample e-mail template
Subject: Module, Introduction to Research and Study Skills
Dear (seminar tutor’s name)
I have recently collected the feedback for my literature review assessment. I have read my work and the feedback that you have provided. If it is possible I would like to meet you with to help to clarify a few of the points that you have raised around the content of my
submission to help me improve my academic writing for future assessments. Please could you let me know a convenient time at which you would be able to meet me? I am free on Tuesdays after 2pm and Thursdays before 1pm.
Kind Regards Your full name Student ID
Course name and level
6.5 University Regulations
There are two sets of regulations you need to be aware of, the University Academic Principles and Regulations and the General Regulations: Leeds Beckett University Students. The Academic Principles and Regulations relate specifically to your studies and your course. They cover issues such as assessment, progression and award requirements amongst a range of other issues.
The General Student Regulations deal with a range of issues which apply to all students of our University.
6.6 Academic Principles and Regulations
Our University Academic Principles and Regulations can be found at:
32 You should familiarise yourself with the Academic Principles and Regulations. The following sections are of particular relevance to your course:
• Assurance of Academic Standards: Assessment (C1) • Achievement of Credit (C2)
• Student Progression (C3) • Conferment of Awards (C4) • Management of Assessment (C5)
• Conduct of Assessment: Coursework and Other Assessed Work (C6) • Administration and Conduct of Examinations (C7)
• Written Examinations: Regulations for Candidates (C8) • Academic Integrity (C9)
• Disabled Students (C10)
• Boards of Examiners and Examination Committees (C12) • Disclosure of Assessment Results (C14)
• Extenuating Circumstances and Mitigation (C15) • Request for an Appeal Hearing (C16)
The Students’ Union Advice service (www.leedsbeckettsu.co.uk) is able to offer advice and guidance on how to understand and use the Academic Principles and Regulations.
Where students are undertaking any form of research project, reference should be made to the Research Ethics Policy and Research Ethics Procedures which can be found at:
www.leedsbeckett.ac.uk/studenthub/research-ethics.htm.
6.7 General Regulations
The General Student Regulations are available at the following web link:
www.leedsbeckett.ac.uk/public-information/student-regulations/. You should familiarise yourself with the student regulations relevant to you.
33
Appendix A – Programme Specification
Course Overview and Aims
The MA in SEN aims to develop and extend practitioners’ theoretical understanding and practice in working with learners with a wide range of learning needs. The course is intended to be personalised, with students learning at a pace and in a way which is appropriate for their current professional and future career needs as well as improving the learning of all their pupils.
The students on this course all learn through a combination of face-to-face teaching, and individualised learning. The five University-based teaching days include inputs from a current OfSTED SEN specialist inspector, experts on Autism, Dyslexia and ADHD and experienced primary, secondary and early years SENCOs.
The course aims to stimulate individualised learning through SENCOs networking with colleagues from other schools, having the chance to step outside their own setting and see how others tackle similar challenges or by simply taking time away from their day to day work to spend on self study. That is why five days of self-directed learning are incorporated into the programme.
Students will also access the University’s Virtual Learning Environment where purpose study material, further reading and practical exercises are available and will have the support of a personal tutor who will carry out an initial needs audit and oversee your progress throughout the course. They are assessed through a portfolio of four practical tasks, tailored to students’ individual practice and experience.
Postgraduate Employability and Professional Context
This is a vocational course aimed at practising teachers and hence the overwhelming proportion of participants will already be working as teachers in schools or in other educational settings. It is intended nevertheless that this course will enhance the career prospects of students in terms of allowing them to become SENCOs (if they are not already), securing their employment as SENCOs or further promotions within schools in in education more generally.
34
Course Learning Outcomes
On successful completion of this course, students will be able to: -
1. Show a Systematic understanding of research, national frameworks and practical knowledge in relation to SEN.
2. Demonstrate an understanding of child development pedagogy, curriculum and diversity and their relationship with professional practice in connection with pupils with a range of learning needs.
3. Critically reflect on and analyse the impact of this understanding on outcomes for children and young people through developing practice as a classroom teacher and in other professional roles
4. Critically reflect on and analyse the identification, diagnosis, monitoring, interventions, and teaching and learning strategies with respect to different groups of learners
5. Research your own practice and show an open and questioning mindset in developing professional practice
35
Course Learning Outcomes Mapping
Title and Level
Core (Y)
CLO 1 CLO 2 CLO 3 CLO 4 CLO 5
Special Educational Needs Coordination Level 7 N X X X X X Curriculum Perspectives level 7 Y X X X X X Diversity and Learners level 7 Y X X X X X The Dynamics of Teaching, Learning and Assessment level 7 Y X X X X X Accreditation of Prior Experiential Learning N X X Dissertation Level 7 Y X X X X X Developing Professional Inquiry Skills Level 7 Y X X X X X Leadership, Management and Collaborative Working in SEN Level 7 Y X X X X X Reflecting on Professional Practice in SEN Level 7 Y X X X X X
36
Course Structure
Level 7
Successful candidates at this level will demonstrate:
• systematic understanding of, knowledge, and critical awareness of current issues in SEN
• conceptual understanding of the SENCO practice, enabling students on completion to evaluate critically: policy initiatives, strategies, initiatives, current research and advanced scholarship in relation to SEN and wider issue of pupil achievement and underachievement
Successful candidates will be able to
• deal with complex issues arising in practice both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences
• demonstrate self-direction and originality in tackling and solving problems, act autonomously in their professional practice and hence provide leadership to others In year 1, students can elect to do the 60 credit SENCO module instead of the three core modules in order to gain the National Award for SEN – which, at the time of writing, is a mandatory qualification for new to post SEN Coordinators in schools. The course is then identical in years 2 and 3 for those who have chosen either route in the first year.
Level 7
Year 1 Core (Y) Year 2 Core (Y)
PG Cert SEN Y Teaching, Learning and Assessment
Y
Curriculum Perspectives Y
Diversity and Learners Y Year 3 Core (Y)
37 Learning & Teaching Approaches
The course will be:
• Inspiring. The course will be taught with commitment and passion by staff committed to the profession who will provide a conduit between teachers and theory.
• Creative. The course develops the creativity of participants and empowers teachers to develop their creativity using evidence-based practice.
• Enterprising. The course makes links between practitioners and develops opportunities for collaboration and enterprise.
• Purposeful. The course has a clear aim and structure designed to meet that aim • Respectful. The course is committed to inclusion and valuing the variety of
experiences that participants come to the programme with.
• Professional. We hold and promote the highest standards of professionalism including those mandated by regulation.
Learning and Teaching Activities
The course is taught in a variety of educational establishments centring practice within the field wherever possible. The course is taught by experienced professionals who are fully committed to maintaining and developing their knowledge base through their own 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.
Responding to the PG Course development principles
http://www.leedsbeckett.ac.uk/staff/files/Postgraduate_course_development_pri nciples.pdf
To what extent do the postgraduate modules and course content achieve balance between breadth and depth of study? Should the content be slimmed down to facilitate greater depth?
The course is designed to meet the professional and academic needs of a range of participants. In that sense, breadth and depth are achieved in different ways by each individual student pursuing their own individual pathway through the course. Depth of
38 study is achieved progressively and culminates in the preparation of an extended critical literature review as part of the Major Independent Study. The ‘core’ content of the course is relatively slim as the true subject matter for this course is the individual practice of each student reviewed and interrogated in relation to the practice of others and the research base.
Do the approaches to teaching and learning on this course encourage student engagement via active, collaborative and applied learning opportunities which really stimulate critical thinking, innovative thinking and the synthesizing of different views?
I would argue that our approach of teaching the course through a focus on the solving real practitioner problems by drawing on a rigorous evaluation of current practice in the light of a critical appreciation of the latest research and guidance in a particular field is one which combines all of the elements of active, collaborative and applied learning reviewed critically, drawing on innovative thinking and the understanding of different conflicting viewpoints.
Are there multiple opportunities for considering research papers, articulating and critiquing different philosophies and research papers and embedding practitioner informed teaching?
Yes, each module in the course is founded on the need to move the practitioner towards becoming a critical practitioner/researcher. So core texts on SEN, Inclusion and underachievement are the academic bedrock of this Masters.
Do assessment methods and criteria require students to demonstrate deep learning and critical thinking for M level, or are they focussed largely on reproduction of module content?
All the assessment for this course is always linked to participants’ practice hence requires critical engagement at an individual, bespoke level.
Is duplication of activity type e.g. group work purposeful and developmental? Does it allow students to build on what they have done before in the same module, concurrent modules and/or earlier modules at postgraduate level?
39 The course is designed to achieve in participants a journey from practitioner to practitioner/researcher and the content of the modules is there to scaffold that change. Activities are always purposeful: teachers (the majority of our course participants are teachers) are the most critical consumers of any learning experience so our learning activities are always purposeful!
Do restrictions such as word counts allow students to demonstrate depth of understanding?
Yes, students are encouraged to add appendices where appropriate to extend the amount of material they can have considered.
Are assessment criteria potentially unhelpful by (for example) requiring breadth at the expense of depth?
No, we balance both. The end result, we believe, meets masters criteria but also generates outputs that develop professional in ways that are frequently transformational.
Use of VLE
The course uses the VLE and wider online community to support, enhance & link face to face with online materials and to provide a space for students to communicate with each other and the course team.
The course will use a blended learning approach across all modules. The approach will involve a combination of face-to-face facilitated learning, online learning and self-study which will differ by module. The remaining hours will then be made up of a mixture of online learning and self-study. It is expected that students would be provided with readings and directed activities to support their learning within the classroom. The blend of these approaches will differ by module.
For distance students the VLE supplements the face to face teaching they receive. For all students the VLE allows them to access learning materials in a way that helps meet the needs of part time students in full time employment.
40 Use of Blended Learning
Students on this course are expected to be independent learners, capable of accessing and critically making use of online resources. The course is intended to develop this aspect of students practice so whilst we will assemble, collate and evaluate online resources, we will expect students to access materials themselves. Face to face students will also have access to online materials which will supplement their learning.
Assessment Strategy
The course is assessed via portfolio assignments, presentations and written essays. Students are provided with scaffolded assessment structures and exemplar assignments. There are opportunities for formative assessment on assignments prior to submission.
Responding to the PG Course development principles
http://www.leedsbeckett.ac.uk/staff/files/Postgraduate_course_development_principles. pdf
• What will a student’s assessment experience or assessment journey through this
postgraduate course look like?
Students on this course will progressively build on their practical skills as a leader and manager of pupil learning and at the same time will develop their academic and intellectual skills through engagement with literature and the critical questioning of practice in the light of theoretical frameworks
• Does our approach to assessment support our students’ learning and development of life skills e.g. leadership skills?
All students on this course are employed at the start of the course and the vast majority remain so throughout the course. They are therefore developing those skills in the workplace and this course facilitates and reinforces this process. We invite students to take progressively more of a leadership role in their setting and the assessments reflect this general aim
