Postgraduate Certificate in

Advanced Educational Practice

The National Award for SEN Coordination

Oxfordshire: 2012-13

Graduate Studies

Harcourt Hill Campus

School of Education

Faculty ofHumanities andSocial Sciences

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Contents

Welcome 4Your course tutors 4

Course structure 6The National Award for SEN Coordination criteria 6 Timetable overview for the year 8Course communication 9Facilities 9

Student Services 10Module 1: Policy and Practice for Special Educational Needs 12

Content 12Learning outcomes 13Session details 14Online discussion 17Assessment 17

Module 2: Teaching and Learning for Special Educational Needs 19

Content 19Learning Outcomes 20Session details 21Online discussion 22Assessment 22

Module 3: Managing Issues in Special Educational Needs 27

Content 27Learning Outcomes 28Session details 29Online discussion 30Assessment 30

Course Reading list 31

Websites 38Journals 38

Important student information 39

Ensuring you are enrolled as a Brookes student 39Roles and Responsibilities 39Information and communications 40Computer Services 40Complaint procedure 41

Using Brookes Virtual, the online learning environment 42

Accessing the online learning environment 42Guidelines to good online discussions 42

Using the library 45

Library Contact Details 46

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What you need to know about writing your assignment 50

General guidance 50Formatting and setting out your assignment 50Word count 50 Ethics 52

Submitting your assignments 53

Format 53Deadlines 53Extensions 53

How your assignments are marked 54

Markers’ comment 55Merit & distinction 55Assignment matrix 56 Module assignment feedback sheet 57Harvard referencing 58Plagiarism and cheating 62Turnitin 64Examination Committee 65Completion time for the award 65Intermission 65Illness or other exceptional circumstances 65SENDA Statement 65Disability 66Referral 66Reviews of Examination Committee decisions 66

How do you give feedback on the course? 67

What is the course committee? 67

Appendix A Brookes Assessment Compact 68Appendix B Mitigating Circumstances 71Appendix C Assignment Cover Sheet 73

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Welcome

We would like to welcome you to the Postgraduate Certificate in Advanced Educational Practice: Special Educational Needs. The Postgraduate Certificate in Advanced Educational Practice is made up of a suite of programmes that have been designed to support the development of evidence based practice and professional knowledge and also develop your academic skills at Masters level.

Your course tutors

Lynne Cook l.cook@brookes.ac.uk 01865 488518

Lucy Mettyear lucy.mettyear@oxfordshire.gov.uk mob: 07919290341

Rachael Falkner rachael.falkner@oxfordshire.gov.uk mob: 07919298343

Christine Dickinson christine.dickinson@oxfordshire.gov.uk mob: 07919298344

Please contact Lynne Cook in the first instance for issues relating to the Brookes based course and Lucy, Rachael or Christine for in-school and /or Portfolio support.

As well as the core team indicated above, we will have a number of guest speakers from the university and from Oxfordshire Children’s Services.

Lynne Cook: is a senior lecturer in special educational needs and inclusion at Oxford Brookes University. She is programme leader for the postgraduate National Award in SEN Coordination and also teaches across the School of Education on the BA Primary Teacher Education, primary and secondary PGCE courses and supervises MA dissertations.

Lynne is an experienced teacher of young people with social, emotional and behavioural difficulties. Previously she worked as a Special Educational Needs Coordinator (SENCo) in a large mainstream secondary school, several pupil referral units and as an advisory teacher for the Oxfordshire Behaviour Support Service. She specialises in working with young people deemed ‘hard to teach’ and developed a unique provision in Birmingham to reconnect disconnected learners with education. Prior to joining Oxford Brookes University she was developing the extended schools strategy for Birmingham within the framework of Every Child

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Matters. She has an MA from Oxford Brookes in Special Educational Needs.

Lucy Mettyear: has taught in secondary and middle schools but with a particular focus in secondary. She has been a SENCo for over 10 years. She was also an Advanced Skills Teacher with the focus being inclusive teaching and learning. Lucy also taught English at KS3, KS4 and A level. For the past six years Lucy has worked for the local authority in the Raising Achievement Service as an Inclusion Consultant working across all phases, with part of her time allocated to Behaviour and Attendance. She has an MA in Special Educational Needs from Oxford Brookes University.

Rachael Falkner: has experience teaching across the primary age range, but with a particular focus in Early Years. She has worked as a Music and Creative Arts Coordinator and helped to set up an Early Years Unit. She worked for five years as a SENCo before becoming a local authority Special Needs Advisory and Support Teacher, giving support and training to teachers with respect to special needs policy and practice. She currently works as a Consultant for Inclusion with Oxfordshire County Council. She has an MA in Special Educational Needs from Oxford Brookes University and is also an Associate Member of the British Dyslexia Association (AMBDA).

Christine Dickinson: has taught English in secondary schools in Durham City and also in Oxfordshire taking on the role of Head of English at The Marlborough School in Woodstock and Assessment Coordinator at The Warriner School in Bloxham. She has had a particular focus on pupils with SEN during her career. Since leaving the classroom to work for the local authority in the Raising Achievement Service nine years ago Christine has led on Assessment for Learning and Literacy Across the Curriculum as a Secondary Strategy Consultant. More recently she has joined the Inclusion team working across all phases supporting the provision of pupils with SEN.

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Course structureThe course is made up of 3 modules, taught in the autumn, spring and summer terms:

Module 1: Policy and Practice for Special Educational Needs

Module 2: Teaching and Learning for Special Educational Needs

Module 3: Managing Issues in Special Educational Needs

Each module involves approximately 30 hours of contact time. This is made up from approximately 27 hours of face-to-face work and 3 hours of online discussion (depending on the balance within a particular module). The details of the sessions for each module follow in the next section.  Each module represents 20 M level CATS (the national Credit Accumulation Transfer Scheme).  The Postgraduate Certificate is awarded on successful completion of a 60 CATS programme of study at postgraduate / masters level. 

The 60 ‘M level’ credits attributed to the Postgraduate Certificate can count towards the MA in Education (9 programme units – 180 M level credits), if study is resumed within the next five years. To complete the MA in Education at Oxford Brookes your programme would consist of one further taught module (one unit), a course on research methods (two units) and a dissertation study (three units).

The National Award for SEN CoordinationTo achieve the National Award for SEN Coordination, in addition to the successful completion of the Postgraduate Certificate in Special Educational Needs, you are required to submit a Portfolio of evidence demonstrating your achievement of the 55 Teaching Agency (TA) learning outcomes for SENCos.

You will be introduced to the Portfolio on the first day of the course when you complete your first audit. The Portfolio is a way of tracking and celebrating your progress through the course. This will be marked on a pass/resubmit basis.

To support and coach you in the role of SENCo and to assist with the development of your Portfolio you will have the personal support of a named Inclusion Consultant from the Oxfordshire LDD/Inclusion Team, Raising Achievement Service. There will also be one workshop per module dedicated to portfolio development.

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Your Inclusion Consultant will inform you of any additional short courses to help develop your knowledge and understanding of the SENCo role, may arrange for you to shadow other SENCos, offer guidance with aspects of your practice in school, help you to reflect on your role, discuss your progress and support you with the development of your portfolio.

There will be additional guidance on the Portfolio throughout the course.

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Timetable for the year

Module 1: Policy and Practice for SEN

Course schedule:Afternoon session 4 - 7.00 Wednesday 12th September 20Afternoon session 4 - 7.00 Wednesday 26th OctoberWhole day session 9 - 4.00 Friday 12th OctoberAfternoon session 4 - 7.00 Wednesday 7th NovemberAfternoon session 2 - 4.00 Wednesday 21st November: Portfolio workshop

4 - 7.00 : Teaching sessionAfternoon session 4 - 7.00 Wednesday 5th DecemberOnline discussion 3 weeks 15th October – 4th November

Module 2: Teaching and Learning for SENCourse schedule:

Afternoon session 4 - 7.00 Wednesday 9th January 2013Day course 9 - 4.00 Friday 18th January Afternoon session 4 - 7.00 Wednesday 30th JanuaryAfternoon session 2 – 7.00 Wednesday 20h February: Portfolio workshop

4 – 7.00 : Teaching sessionAfternoon session 4 – 7.00 Wednesday 6th MarchAfternoon session 4 – 7.00 Wednesday 20th MarchOnline discussion 3 weeks Monday 28th January – 17th February

Module 3: Managing Issues in SEN Course schedule:

Afternoon session 4 – 7.00 Wednesday 24th April Day course 9 – 4.00 Friday 3rd May Afternoon session 4 - 7.00 Wednesday 15th May Afternoon session 2 – 4.00 Wednesday 5th June: Portfolio workshop

4 – 7.00 : Teaching session Afternoon session 4 – 7.00 Wednesday 19th June Afternoon session 4 – 7.00 Wednesday 3rd July Online discussion 3 weeks 13th May – 2nd June

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Course communicationWe will be using Brookes Virtual as the major means of communication over the year.  Please always check the Brookes Virtual announcements page the day before you come to a session as information will be posted about any changes in arrangements for the sessions, reminders of anything you need to have done / need to bring to the sessions.  The notice board is also used for informing you about local courses or university open sessions that may be of interest, new books for the library, changes in library and refectory opening times in the vacations etc.  Please see the section entitled Information and Communications on p.40 for further details about course communication.

We will also be contacting you by email throughout the course. Please make sure you let the course administrator know if this changes.

Facilities

Common roomThe Glasgow room is available as a common room for staff and postgraduate students. The room has a microwave oven, kettle and fridge, should you wish to self-cater. The Glasgow room also has two networked computer hot desks for short time online access (up to 15 minutes).

Sports facilitiesThe campus has a swimming pool, gym and other sports facilities and training sessions which you and your family can use by paying a small joining fee. For details see http://www.brookes.ac.uk/sport/westminster

The Library and Computer ServicesYou will find open access computer facilities in rooms FLG/01, FLG/02, FLG/06, and the library training room. You are welcome to use computers in any of these rooms if no teaching sessions are scheduled, and FLG/01 is always available for student use.

If you are studying at a distance, you can still take advantage of most of the online facilities. Brookes Computer Services offer a range of support materials, including free, helpful guides to common software packages. These may be accessed and downloaded from:www2.brookes.ac.uk/services/cs/documentation/guide_to/doclist.html.

Paper copies of these guides are also available to purchase from Computer Services for a reasonable charge of approximately £4.00. These are available from the Computer Services Reception Shop at the main Headington Campus and can also be delivered to the Harcourt Hill library

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for collection. For more information, phone Computer Services Reception (01865 483333) or Melissa Day (01865 483336).

Free anti-virus software is also available to Brookes’ students. To access this, go to: www.brookes.ac.uk/services/cs/virus_info/.

For detailed information on the library and computer services please see the later sections in this handbook entitled Brookes Virtual (p.42) and Using the Library (p.45).

Student ServicesA range of services for teacher participants is available both on the Harcourt Hill Campus and at the main university site Headington Campus. If you are on campus, you can check the various notice boards or access the student services page of the Brookes website: www.brookes.ac.uk/students/

There are a range of dedicated student services and student union events and membership concessions.  Please see next section for details.

Students’ UnionMembership of the Students’ Union is free to Brookes students. The many benefits include:

student discounts in shops, travel and entertainment venues

representation

free entry into all union bars around the country for you and guests

right to vote and stand in union elections

membership of any of the various student clubs and societies.

For a full list of services go to: www.brookes.ac.uk/student/union/union.html.

The SU Advice Centre provides free, confidential and independent advice on all matters. An academic representation officer deals with all problems and queries concerning academic issues.

 

Study Advice Service - UPGRADEUpgrade is the University’s confidential study advice service for anyone who wants advice on:

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Study skills – planning and writing essays, assignments and dissertations

Statistics, maths

It is best to book a tutorial (30 minutes)        

Email:      upgrade@brookes.ac.uk

Check out the website for times and locations

www.brookes.ac.uk/services/upgrade

Any student - Any course - Any year

 

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Module 1: Policy and Practice for SEN

Module number: P70665

Module leader: Lynne Cook

Module descriptionThis module explores the key aspects of concern for the rights of children and young people which has led to a commitment to the development of inclusive practices in order to meet diverse needs. In this programme of study, participants will investigate the history and provenance of the concept of special and inclusive education and critically examine approaches to inclusive practice. Consideration will be given to the role of the Special Educational Needs Coordinator (SENCo) in contributing to the development of a positive ethos in which all pupils have access to a broad and balanced curriculum.

ContentContent will be drawn from the following:

overview of the legislative and policy background to the concept of special and inclusive education

critical review of the range of understandings of the notion of inclusion in the UK and internationally

investigation of children’s needs, rights and opportunities and issues of labelling and categorisation, stereotyping and prejudice

analysis of the role of the SENCo

auditing and reviewing effective policy and practice

accessing specialist knowledge: supporting diverse needs in mainstream contexts.

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Learning outcomesHaving completed the module successfully, students will be able to:

Knowledge and understanding (1)Taught Practised Assessed

i. recognise the theoretical perspectives and legislation shaping the growth of the concepts of special and inclusive education

√ √ √

ii. critically examine the relationship between policy and provision at national, local and school level

√ √ √

iii. evaluate strategies for supporting diverse needs in mainstream contexts

√ √ √

Disciplinary/professional skills (2)Taught Practised Assessed

i. audit and critically review an aspect of school policy and practice

√ √ √

ii. present a rationale for the development of a school policy/practice

√ √ √

General/transferable skills (3)Taught Practised Assessed

i. analyse and synthesise data from research and policy documentation

√

ii. argue a clear case and present as a written report

√

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Session details

Wednesday

12th September

Room AG/09

4.00 – 4.45

4.45 -5.15

5.15- 5.45

5.45-6.15

6.15-6.45

6.45-7.00

Welcome to the course and staff introductions

Student enrolment

Brief overview of the course structure and assessment requirements

Support from your Inclusion Consultant – what to expect.

Additional Local Authority (LA) training opportunities and networks

Lecture: The Changing role of the 21st century SENCo

Break and tour of the campus

SENCo Audit - complete the pre-course audit.

Writing your opening statement

Questions

Directed activities:

Portfolio task one: email your opening statement to: lmills@brookes.ac.uk by Friday 28th September

Read the course handbook and bring any questions to the next session

LC

L. Mills

LC

LM

LC

Wednesday

26th September

Room: AG/09

4.00-4.15

4.15-4.30

4.30-5.00

5.00-5.30

5.30 6.00

6.00-7.00

Icebreaker: Getting to know each other and establishing a community of learners

Questions

Lecture: Setting the context: a look back in time: a brief history of special needs policy and provision 1870-Warnock.

Tour of the library

Break

Lecture: From special needs to inclusion: after Warnock…

LC

Librarystaff

LC

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Directed activities:

Bring a hard copy of all the current policies in your school related to SEND

Read the article: Tomlinson, Sally (2012) The irresistible rise of the SEN industry. Oxford Review of Education, 38, (3), 267-286.

Friday

12th October

Room: AG/09

9.00 – 11.00

11.00-11.20

11.20-12.45

12.45-1.30

1.30- 3.30

3.00-3.10

3.15-3.45

3.45 - 4.00

Seminar: Disability and Discrimination: legislation and duties including reasonable adjustments. Is your school compliant?

Break

Introduction to the library

Lunch

Seminar: Evaluating your school SEN policy. What makes a good policy? Using an audit tool

Break

Moodle training

Plenary

Directed activities

Think how you would like to evaluate your SEN policy with stakeholders

Pilot a questionnaire/activity with one member of staff and one pupil.

Bring your findings to the next session.

Online discussion 1: Read the articles for the online discussion 1: The Labelling debate, and post a comment

tbc

Librarystaff

LC

LC

Wednesday

7th November

Room: AG/09

4.00 – 5.30

5.30-6.00

6.00 – 6.30

6.30-7.00

Lecture: What is the current national and local policy context for SEND? A review of recent and forthcoming policy documents for discussion. (part 1)

Break

Workshop: findings from your pilot questionnaires. Next steps to evaluating your policy.

Workshop: How to write your online summary

LC

All

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Directed activity:

Finalise design of questionnaires and issue to a minimum of two stakeholder groups

Online summary – write up

Wednesday

21st November

Room: AG/09

2.00 – 4.00

4.00 – 5.30

5.30 – 6.00

6.00-7.00

PORTFOLIO WORKSHOP – working in groups with your Inclusion Consultant: LM/RF/CD - rooms to be confirmedPlease bring your learning outcome audit to the session

Lecture: What is the current national and local policy context for SEND? A review of recent and forthcoming policy documents for discussion. (part 2.) The Lamb Inquiry and Support and Aspiration.

Break for supper/visit the library

Lecture and discussion continued

Directed activity:

Gathering and analysing the data collected to inform your evaluation

LMRFCD

LC

Wednesday

5th December

Room: AG/09

4.00 – 5.30

5.30 – 6.00

6.00 – 7.00

Assignment workshop; analysing your data and making recommendations

Please bring one set of completed questionnaires to start your analysis

Break for supper/visit the library

Seminar: Writing at M level. Harvard referencing. Submitting your assignment

Directed activity:

Assignment planning and preparation

15th October – 4th November

Online discussion

The labelling debate

Friday

18th January 13

Assignment hand in date for module 1

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Online discussion

Monday 15th October – Sunday 4th November

Title: The labelling debate

Preparatory reading: This collection of papers encourages us to think about how we talk about children and asks the question are labels helpful? What are the effects of these labels on the pupils themselves? Try to illuminate the discussion with examples from your experience in schools.

Frederickson Norah (2010) Bullying or befriending? Children’s responses to classmates with special needs. British Journal of Special Education, Vol. 37, No. 1. pp. 4-12.

Kelly, N. and Norwich, B. (2004) Pupil’s perceptions of self and of labels: Moderate Learning Difficulties in mainstream and special schools. British Journal of Educational Psychology, 74, pp.411-435.

Lauchlan, F. and Boyle, C. (2007) Is the use of labels in special education helpful? Support for Learning, Vol. 22, No. 1, and pp.36-42.

Moore Charlotte (2008) Thoughts About the Autism Label: A Parental View. Journal of Philosophy of Education, Vol. 42, No. 3-4, p493-498.

Note: See page 41 for guidelines to good online discussions

Assessment There are two elements to the assessment:

1. A summary of the online discussion (500 words)

2. An essay: With reference to the changing national and local policy context, guidance and research, critically review your school’s Special Educational Needs policy. Using stakeholder input, evaluate the extent to which the policy promotes effective, inclusive practices and make recommendations as to how its impact might be enhanced. (2500 words).

Both elements of your assignment are due on: Friday 18th January 2013. 

For further information on the assignments, please see the sections later in this handbook, entitled, What you need to know about writing your assignment.

Further guidance will also be given in the assignment workshop session.

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Writing up the online summary

Each discussion will initially be led by three or four students each allocated to one of the discussion papers. All members of the group are then expected to read the articles, participate fully in the discussion and make at least three visits during the three weeks the debate is live.. When writing up the online summary you do not need to summarise the whole topic, but rather, identify a theme / debate which is of particular interest to you.

This might include:

discussion of relevant research

issues and controversies

the range of views and perspectives

commentary on the articles

implications for practice

The summary should be entitled summary of discussion: (state theme), and further guidance will be given on presenting this for assessment in the session. It should be emailed in together with your assignment on Friday 18th January 2013.

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Module 2: Teaching and Learning for SEN

Module number: P70662

Module leaders: Lucy Mettyear and Lynne Cook

Module descriptionThis module seeks to support course participants to share best practice with each other and further investigate ways of overcoming barriers to learning, in order to sustain effective teaching within an inclusive classroom. Content will include developing and evaluating models of assessing and supporting learning, and of valuing difference and progress in individual pupils. The assignment involves course participants in supported self-study in order to carry out an in-depth investigation.

ContentContent will be drawn from the following:

exploring the nature of learning, and potential barriers to that learning, particularly in relation to specific areas of SEN

formal and informal methods of assessment within an inclusive context

ways of incorporating assessment information from a range of sources into individual education plans

pupil and parent involvement in the assessment of pupils’ learning needs and in the evaluation of progress

the child’s right to optimum developmental opportunities for learning

supporting children with special educational needs across the curriculum

managing the contributions of colleagues, teaching assistants and representatives from other agencies towards the enhancement of pupil learning

developing differentiated learning experiences and materials

evaluating the impact of interventions

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Learning OutcomesHaving completed the module successfully, students will be able to:

Knowledge and understanding (1)Taught Practised Assessed

i. demonstrate critical awareness of ways in which pupil progress can be enhanced through the removal of barriers to learning

√ √ √

ii. evaluate different models of assessment and differentiation in the inclusive school

√ √ √

Disciplinary/professional skills (2)Taught Practised Assessed

i. review and develop one area of special educational needs with regard to teaching, learning and/or the curriculum for pupils within in an inclusive setting

√ √ √

ii. evaluate the impact of school practice √ √ √

General/transferable skills (3)Taught Practised Assessed

i. manage their own learning development including the ability to evaluate their own performance

√ √

ii. present findings to a professional audience √ √

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Session details: to be confirmed Wednesday 9th January2013

Room: AG/09

Friday 18th January

Room: AG/09

Wednesday30th January

Room: AG/09

Wednesday20th February

Room: AG/09

PORTFOLIO WORKSHOP – working in groups with your Inclusion Consultant: LM/RF/CD - rooms to be confirmedPlease bring your learning outcome audit to the session

LMRFCD

Wed6th March

Room: AG/09Wed20th March

AG/09

28th Jan – 17th Feb

Online discussion

Friday 3rd May Assignment hand in date for module 2

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Online discussion Monday 14th February – Sunday 6th March 2011

Title:

Papers for discussion tbc

Assessment There are two elements to the assessment:

1. A summary of the online discussion (500 words)

2. A portfolio of work following through the assessment and intervention of one child / young person with literacy difficulties (2,500 words).

The Portfolio

The effectiveness of any intervention is the quality of the implementation… Wasik and Slavin, 1993.

The Portfolio

Overview of the portfolio

The portfolio should provide us with evidence of your thinking about your case study child and in particular the quality of your analysis of their difficulties and your developing expertise in the use of assessment tools and the design of intervention strategies.

Your work also has to show evidence of engagement with the theory and research that underpins good assessment and intervention for children with literacy difficulties.

The kinds of specific evidence we are looking for to achieve both of the above aims, are outlined below and we will also be discussing this in the assignment workshop.

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Structure of the portfolio

The portfolio needs to be organised to present the evidence above. We suggest the following structure in order to achieve this, making three separate elements:

A case report (approx.1250 words) written on the child including recommendations for further support and classroom teaching (Element 1).

A short paper (approx.1250 words) focusing on the research evidence for ONE aspect of the work you are doing with the child. For example, if you are improving handwriting for a 13 year old - what relevant theory and research informs your decision making? You can choose the aspect you would most like to review but keep a tight focus so that some depth can be achieved in the short word limit. This element is important for the 'M' levelness of your assignment. Diagrammatic representation, bullet points, etc. may be used. We are particularly interested here in the debate / alternative perspectives / leading edge work (Element 2).

The final element is a record of the assessment tools used. The best way of doing this is to provide a table which has a comments section re how useful each assessment tool was, time taken to use, overall value for a particular purpose, etc., etc. (Element 3).

The word count of approximately 2500, applies to the first two elements. The assessment table would normally be one side of A4 and can be additional to the 2500 word count.

Appendices: In addition you will need to provide anonomised supporting evidence in the appendices. For example, LAPack data, a NARA assessment (or similar), Blob tree, summary of interview with parent, examples of your session plans and other material you would like to include. Anything in the appendices should be referred to in the main text.

You are also asked to present you findings to different audiences by writing, for example,

a. Letter to parents, b. Report to class teacher

These should both be placed in the appendices and do not count in the word count.

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Your case report should contain the following elements:

A brief background to the child including rationale for selection of the child.

An assessment of the child, including a detailed discussion of the nature of their literacy difficulties, considered options for intervention and a rationale for the starting point adopted. The assessment should include evidence gained from school records, curriculum based assessment, informal (e.g. miscue analysis), formal assessment procedures, discussions with parents and children and liaison with outside agencies if involved. A summary of this data should be presented in each report in tabulated form, with a particular focus on showing progress in performance. Examples of anonomised raw data can be presented in the appendices.

A rationale for, and record of your intervention, demonstrating how your assessment findings and the research evidence leads to your choice of intervention and detailing the purposes, actions and evaluations for each session. This should include a range of approaches with success criteria clearly indicated. Key elements of your intervention should be presented in your reports with reference made to working documents in the appendices, for example, a session planning pro forma using bullet points, diagrams etc. It is acceptable for such evidence in the appendices to be handwritten.

Your report should include a critical evaluation of the assessment and intervention approaches adopted. This needs to demonstrate your understanding of the strengths and weaknesses of particular interventions / assessment tools and your rationale for selecting the approaches taken. It is assumed that extended work with a child (the action / reflection cycle) may result in ineffective action being taken in the first instance. You do not have to demonstrate success but have to show a clear rationale for the actions taken in working towards success! The critical evaluation does not have to appear as a separate section but can run through the reports.

Detail how you have worked with others in supporting the children. You do not need to deliver the whole intervention but do need to be leading the work. You also need to demonstrate how you have drawn on the advice and expertise of other colleagues and parents.

It is important that you make it clear how you have worked with the child / young person, to establish need, to decide on appropriate interventions and to evaluate success. How did you involve the child in the assessment and decision making, and how did they feel the intervention had helped them?

N.B. anonymity should be retained in these reports. Please do not include reference to the surnames of children or colleagues or names of specific institutions.

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Marking criteria - Literacy Difficulties: Assessment and Intervention.

Each individual report will need to address the following 6 themes (which provide the headings for the marking grid):

1.  Range of / rationale for assessment tools and assessment for learning issues

Explain why you have selected particular assessment strategies / tools and record findings concisely (this is usually best presented in a table/s).  Give your rationale for any hypotheses you might have from reviewing existing evidence / data – how has your review of the evidence influenced your thinking, your general approach and the assessment / intervention cycle? 

2.  Analysis of literacy difficulties and rationale / purpose of intervention

Show how you have interpreted the information / data that you have gathered / obtained / observed and how you made an analysis of what was relevant and significant. Explain why you have selected a particular approach / strategy / intervention.

Give a clear account of the purposes and conduct of the intervention and of the ways the child was involved in the process from the beginning.

State clearly your targets / learning objectives and ensure that they are relevant, specific and achievable.

3.  Monitoring of evidence / outcomes

State how you will monitor progress against the aims of the intervention and the specific targets you have set.

What evidence / criteria of progress will be used? How do you know when a child has learnt something and at what level of fluency?

Show how progress has been made by clear presentation of the data collected before / during / after the intervention.

Show how you have adapted your teaching as a result of taking account of these outcomes and how this evidence will link to the next phase of your work with the child – the assessment / intervention cycle.

4.  Critical evaluation of the intervention, including the child / young person’s perspective

Evaluate the outcomes of your work (or this phase of your work).  Ensure the child has a clear and central role in this process.  What has worked well and what might you do differently in future?

5.  Evidence based approach

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It is anticipated that your approach to intervention will be based on best practice research.  This theme should largely be presented through the separate short paper (approx 1250 words) focusing on the research evidence for ONE aspect of the work you are doing with the child (see assignment description above for more detail).

6.  Overall coherence of the report

The aim of the report is to pass on your knowledge of the needs of the particular child who is the subject of the report. It is therefore important to communicate your developing thinking about the child’s learning strengths and needs as well as recording the actions interventions carried out and their outcomes.

Demonstrate clear, accurate, responsive and respectful communication to a variety of audiences e.g. to the child / colleagues / parents / other professionals.

Make clear recommendations for further support and classroom teaching.

Submitting your assignment: Please bring a hard copy of your portfolio and the online summary to the university session on Friday 3rd May 2013.

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Module 3: Managing Issues in SEN Module number: P70663

Module leader: Lynne Cook

Module descriptionThis module will support teachers aspiring to, or with responsibility for, special educational needs and inclusion to review the role of the SENCo within their own institution, through investigation and analysis of policy and practice. Teacher participants will consider the management, resource, partnership and pedagogical implications of the changing role of the SENCo in order to ensure school improvement and the continuing enhancement of pupils’ learning.

ContentContent will be drawn from the following:

the developing role of the SENCo, including responsibility for policy, models of learning support and curriculum development

the role of other agencies in meeting the needs of pupils with social, emotional and behavioural difficulties (SEBD), for example Pupil Referral Units and Learning Support Units

reducing and managing school exclusions

reviewing and updating school behaviour management policy and practice

the effective deployment of teaching assistants (TAs) for enhanced pupil learning and independence

the management and organisation of resources and SEN provision

the SENCo role in relation to inter-agency work and home-school liaison

managing the inclusion element of continuing professional development (CPD) for teaching colleagues and TAs.

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Learning outcomesHaving completed the module successfully, students will be able to:

Knowledge and understanding (1)Taught Practised Assessed

i. apply a critical awareness of the role of the SENCo within their institution

√ √ √

ii. demonstrate an enhanced professional knowledge of managing emotional and behavioural difficulties

√ √

iii. develop a capacity to act collaboratively with colleagues and parents on a multi-agency basis

√ √ √

iv. understand the implications of key legislation such as the Children Acts (1989 & 2004) and show a practical application in the school situation

√ √ √

Disciplinary/professional skills (2)Taught Practised Assessed

i. analyse the inclusion CPD needs of teaching colleagues and TAs, and provide for those needs using a variety of strategies

√ √ √

ii. critically review school policy and practice for one aspect of the SENCo’s role in their school

√ √ √

iii. develop skills in the evaluation of policy and practice in their school

√ √ √

iv. demonstrate the ability to contribute to multi-agency collaboration

√ √ √

General/transferable skills (3)Taught Practised Assessed

i. develop collegiate skills through CPD √ √

Session details will be issued at the end of module 2

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Session details: to be confirmed

Wednesday

24th April

Room: AG/09

Friday

3rd May

Room: AG/09

Wednesday 15th May

Room: AG/09

Wednesday 5th

June

Room: AG/09

2.00-4.00 PORTFOLIO WORKSHOP – working in groups with your Inclusion Consultant: LM/RF/CD - rooms to be confirmedPlease bring your learning outcome audit to the session

LMRFCD

Wednesday 19th June

Room: AG/09

Wednesday 3rd

July

Room AG/09

13th May – 2nd

JuneOnline discussion

Friday 13th September 2013

Assignment hand in date for Module 3

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Online discussion

Monday 2nd May – Sunday 22nd May 2011

Title: The changing role of the SENCo

Papers for discussion: tbc

Assignment briefingThere are two elements to the assessment:

1. A summary of the online discussion (500 words).

2. An evaluative report on a project relating to an aspect of your SENCo role. (2500 words).

The report should include:

Overview of audit and Identification of issues as a focus for the project.

Project development/rationale

Evidence based practice

Work with colleagues

Evaluation proposal/outcomes/evaluation

Your title must be agreed with the Module tutor and further support will be

given in an assignment workshop.

Both components of your assignment are due on: Friday 13th September 2013.

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Course readingPostgraduate study requires you to ‘read around’ the subject and to reflect on research literature to inform your thinking. Initially many students find this difficult to do combined with personal commitments and a demanding job. However, a re-occurring comment on student course evaluations is that ‘the more you read the easier the assignment writing is and the more I gained from the course’.

The book list that follows is intended to provide you with a useful range of well-regarded material relevant to the main course themes but it is not exhaustive. Additional references may be given in individual sessions.

There is no suggestion that you should read everything listed; your choice will be regulated to some extent by your special interests, assignment focus and the borrowing patterns of other library users/bookshop stocks.

You will also be issued with a course reader for you to file any journal articles which can be added to throughout the course and which are often the best source of the most up-to-date ‘best practice’ debates in education. We highly recommend journal articles to support your assignment writing and you will have training in how to search for these online.

Brookes Virtual also has a resource bank of pdf files of journal articles/ government reports, key documents, etc.. which you can link to directly and read online or download and print.

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Recommended texts Three books are highly recommended. There are multiple copies in the library but you may wish to purchase your own copy.

1. Cheminais, R (2010) Handbook for New SENCOs: London: Sage Publications.

This book is aimed directly at newly appointed SENCos to support them in achieving The National Award for Special Educational Needs Coordination. It provides insight into the changing demands of this important role in school and has lots of up to date information, practical suggestions and additional resources to support the busy SENCo

2. Hallett, F & Hallett, G (2010) Transforming the Role of the SENCo. Maidenhead: OUP.

This book meets the needs of those participating in the new 'National Award for SEN Coordination' programme. It evaluates, analyses and critiques the practice of the SENCo role at an academic level suitable to the award.

3. Ekins, A.(2012) The changing face of special educational needs: impact and implications for SENCos and their schools. Abingdon: Routledge

This book presents the issues and challenges facing the 21st century SENCo and raises important issues for his/her strategic leadership role.

Note: Several other books are currently being written to support the National Award for SEN Coordination course. The course leader will flag these up when published.

A separate reading list will be issued at the start of Module 2 with a focus on Literacy.

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1. Professional Context

Baker, Roger (2009) The SENCO’s guide to SEN, disability and every child matters: the easy to use guide to SEN, disability and every child matters in all mainstream and special schools. Lydney: Baker-Phillips Educational Communications.

Booth, T., Ainscow, M., Black-Hawkins, K., Vaughan, M. and Shaw, L. (2004), Index for Inclusion: developing learning and participation in schools, Centre for Studies on Inclusive Education (CSIE). Cheminais, R. (2010) Implementing the Every Child Matters Strategy: The Essential Guide for School Leaders and Managers: Abingdon: Routledge.

Cheminais, R. (2005) Every Child Matters: a new role for SENCOs: a practical guide. London: Fulton.

Cigman, Ruth (2007) Included or Excluded? The Challenge of the mainstream for some SEN children. Abingdon: Routledge. Also available as an e-book.

DfEE (1997), Excellence for All Children: Meeting Special Educational Needs, London: HMSO.

DfES (2001), Special Educational Needs Code of Practice, London: DfES

Department for Education and Skills (2001b) Inclusive Schooling: Children with Special Educational Needs: London: DfES. Also available: http://publications.education.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications&ProductId=DfES+0774+2001& (accessed 21 August 2011).

Department for Education and Skills (2003b) Excellence and Enjoyment: A strategy for Primary Schools. Nottingham: DfES publications

DfES (2004), Every Child Matters: Change for Children, London: DfES.Available at: https://www.education.gov.uk/publications/standard/publicationdetail/page1/DfES/1081/2004 (acceed 21 August 2011)

DfES (2004) Removing Barriers to Achievement: the Government’s strategy for SEN. Nottingham: DfES.Available at: https://www.education.gov.uk/publications/standard/publicationdetail/page1/DfES%200117%202004 (accessed 21 August 2011).

DCSF (2009) Lamb Inquiry: Special Educational Needs and Parental Confidence. Nottingham: DCSF. .Also available: http://www.education.gov.uk/schools/pupilsupport/sen/types/a0063735/lamb-inquiry-special-educational-needs-and-parental-confidence (accessed 21 August 2011).

Drifte, C. (2005) A manual for the early years SENCO. London: Paul Chapman

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Ekins, A. and Grimes, P. (2009) Inclusion: Developing an Effective Whole School Approach. Maidenhead: McGraw-Hill Open University Press.

Farrell, Michael (2006) Celebrating the Special School. London: Fulton.

Farrell, M. (2008) Educating Special Children. Abingdon: Routledge.

Florian, L. (2007), The Sage handbook for Special Education: London:Sage Publications

Frederickson, N. and Cline, T. (2009) Special Educational Needs, Inclusion and Diversity. Maidenhead: OUP

House of Commons Education and Skills Committee (2006) Special Educational Needs: third report of the session 2005-2006. Available at:

http://www.publications.parliament.uk/pa/cm200506/cmselect/cmeduski/478/478i.pdf (accessed 21 August 2011)

Lunt, I. and Norwich, B. (1999), Can effective Schools be Inclusive Schools? London: Institute of Education, University of London.

Nutbrown, C. and Clough, P. (2006) Inclusion in the Early Years. London: Sage.

Roaf, C. & Bines, H. (1989), Needs, Rights and Opportunities, Falmer.

Thomas, G. and Loxley, A. (2007), Deconstructing Special Education and Constructing Inclusion, Maidenhead: Open University Press.

Thomas, G. & Vaughan, M. (2004), Inclusive Education: readings and reflections. Maidenhead: Open University Press.

Tutt, R. (2007) Every Child Included. London: PCP.

United Nations. (1989), UN Convention on the rights of the child, London: UNICEF.

UNESCO (1994), The Salamanca Statement and Framework for Action on Special Needs education, Paris: UNESCO.

2. Strategic Development of SEN Policy and Procedures

Bercow, J. (2008) The Bercow Report: A review of services for children and young people (0-19) with speech, language and communication needs. Nottingham: DCSF publications. Also available: http://publications.education.gov.uk/eOrderingDownload/Bercow-Report.pdf

Cheminais, R. (2004) How to create the Inclusive Classroom: Removing Barriers to Learning. London: David Fulton.

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Cowne, E. (2004) The SENCO Handbook: Working within a Whole School Approach. London: David Fulton.

Department for Education and Skills (2002) Autistic Spectrum Disorders: Good Practice Guidance. Nottingham: DfES.

Florian, L. and Hegarty, J. (2004) ICT and Special Educational Needs: a tool for inclusion. Maidenhead: Open University Press.

Gibson, S. & Blandford, S. (2005) Managing Special Educational Needs: A Practical Guide for Primary and Secondary Schools. London: Paul Chapman.

Gross, J. (2008) Beating bureaucracy in special educational needs. London: Routledge.

Jones, Francis, Jones, Kevin & Szwed, Christine (2001) The SENCO as teacher and manager.London: David Fulton.

Lewis, A. (1995) Primary special needs and the national curriculum. London: Routledge.

Peer, L. & Reid, G. (2001) Dyslexia: successful inclusion in the secondary school. London: David Fulton. QCA (2001) Planning, Teaching and Assessing the Curriculum for Pupils with Learning Difficulties (ref: QCA/01/759). London QCA.

Rayner, S. (2008) Managing Special and Inclusive Education: London: Sage

Rogers, B. (2006) Behaviour Management: a whole school approach. London: PCP.

Wall, Kate (2011) Special Needs & Early Years. A prsctioner’s guide (3rd edition). London: Sage.

3. Coordinating Provision

Briggs, A. & Coleman, M. (2007) Research methods in Educational Leadership and Management. London: Sage Publications.

Callanan, M. (2009) Pupils with declining attainment at key stages 3 and 4: Profiles, experiences and impacts of underachievement and disengagement. Annesley:DCSF. Also available: http://www.education.gov.uk/research/data/uploadfiles/DCSF-RR086.pdf (accessed 21 August 2011)

Campbell, A. and Fairbairn, G. (2005) Working with Support in the Classroom. London: PCP.

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DfEE (2000) Working with Teaching Assistants: A good practice guide (ref: 0148/2000) London: DfEE.

Ekins, Alison (2010) Understanding and tackling underachievement : whole school strategies to meet the needs of vulnerable children in primary schools. London: Optimus Education

Glenny, G. (2005) The Ethics of Intervention. Support for Learning. Vol. 20. No.1.pp. 12-16.

Howes, A. (2003) ‘Teaching reforms and the impact of paid adult support on participation and learning in mainstream schools’, Support for Learning, vol.18, no.4, pp. 147-153.

Sheehy, K., Nind, M., Rix, J. & Simmons, K. (2005) Ethics and Research in Inclusive Education: Values into Practice. Abingdon: Routledge.

Soan, S (2005) The SENCO handbook : a comprehensive guide to managing and developing special needs provision in schools. London: Optimus Publishing.

Thomas, G. (1992), Effective Classroom Teamwork: Support or Intrusion? Routledge.

Tilstone, C., Florian, L., Rose, R. (eds.) (1998), Promoting Inclusive practice, London: Routledge.

Vincett, K, Cremin, H. and Thomas, G. (2005) Teachers and Assistants Working Together. Maidenhead: OUP.

4. Leading, Developing and Supporting colleagues

Black-Hawkins, K, Florian, L. and Rouse, M. (2007) Achievement and Inclusion in Schools. Abingdon. Routledge.

Derrington, C. & Groom, B. (2004) A Team Approach to Behaviour Management: A Training Guide for SENCOs working with Teaching Assistants. London: Paul Chapman/

Dixon, G and Addy, L. (2004) Making Inclusion Work for Children with Dyspraxia. Practical Strategies for Teachers .London: Routledge. Available as e-book.

Ecclestone, K. and Hayes, D. (2009) The Dangerous Rise of Therapeutic Education. Abingdon: Routledge. Available as e-book.

Gibson, S. and Blandford, S. (2005) Managing Special Educational Needs: a practical guide for primary and secondary schools. London: PCP.

Hayes, D. (2006) Inspiring Primary Teaching. Exeter: Learning Matters.

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Jones, F., Jones, K. & Szwed, C. (2001) The SENCo as teacher and manager: A guide for practitioners and trainers. London: David Fulton.

Mitchell, David (2008) What Really Works in Special and Inclusive Education. Using evidence-based teaching strategies. London: Routledge.

Munn, P., Lloyd, G. and Cullen, M. (2000) Alternatives to Exclusion from School. London: PCP.

Nind, M. (ed) et al. (2003), Inclusive education: diverse perspectives. London: David Fulton.

Rose, R. and Howley, M. (2007) The Practical Guide to Special Educational Needs in Inclusive Primary Classrooms. London: PCP.

Spooner, W. (2006) The SEN handbook for trainee teachers, NQTs and TAs. London: David Fulton.

5. Working in partnership with pupils, families and other professionals

Beveridge, S. (2005) Children, Families and Schools: Developing Partnerships for Inclusive Education. Abingdon:Routledge Falmer.

Cheminais, R. (2009) Effective Multi-Agency Partnerships: Putting Every Child Matters into Practice. London: Sage Publications.

Glenny, G. & Roaf, C. (2008) Multiprofessional Communication: Making Systems Work for Children. Maidenhead:OUP.

Jelly, M., Fuller, A. & Byers, R. (2000) Involving pupils in practice: promoting partnerships with pupils with special educational needs. London: David Fulton.

Siraj-Blatchford, S., Clarke, K. & Needham, M. (2007) The Team Around The Child: Multi-agency working in the Early Years. Stoke-on-Trent: Trentham Books.

Sylva, K. (2008) Final report from the primary phase: Pre-school, school and family influences on children’s development during Key Stage 2 (age 7-11). Annesley: DCSF Publications .Also available: http://publications.education.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications&ProductId=DCSF-RR061& (accessed 21 August 2011).

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Useful websitesBritish Education Research Association: http://www.bera.ac.uk/

Training and Development Agency: http://www.tda.gov.uk/

Disability legislation: www.direct.gov.uk/en/DisabledPeople/index.htm

Centre of Studies in Inclusive Education: http://www.csie.org.uk

Please see the resources section on Brookes Virtual as you will be able to click directly through to websites online.

JournalsThere are a wide range of journals that may be useful but the ones below make a regular contribution to the debates on aspects of Special Education/Inclusion:

British Journal of Special Education

Disability and Society

Dyslexia: An International Journal of Research and Practice

European Journal of Special Needs Education.

International Journal of Inclusive Education

Journal of Educational Research

Journal of Research in Reading

Support for Learning – (practice orientated, good general reading on

the Special Educational Needs context).

 

 

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Important student information

Ensuring you are enrolled as a Brookes studentIt is important to ensure that you are correctly enrolled as an Oxford Brookes student, as most of the services and facilities that you will need in order to carry out your studies successfully will otherwise be unavailable to you. Your green enrolment form should be returned to the Graduate Studies administrative office as soon as possible (signed in two places, don’t forget the signature on what will become your student card) as this triggers your status as an enrolled student. Although the green form shows your student number, this is not activated until you sign and return it (so, for example, you will not be able to access Brookes Virtual or the online library facilities). Once the Graduate Studies administrative office has received this form, you are enrolled as a student and you should receive your student card within seven days.

You can check your enrolment status and details the University holds about you by logging in to your Personal Information Portal, commonly known as your PIP page.  This can be accessed from the Staff and Student section of the Brookes home page.

If your course fees are not properly logged at any stage of the course then you will find electronic services will be withdrawn. The finance office will communicate with you through your Brookes email address so it is important to redirect this address to one you would prefer if you do not check it regularly.  You can redirect your Brookes email by logging in to your PIP page and clicking on your personal settings.

Roles and ResponsibilitiesStaying in touch with staff and other students is an integral part of the programme. As a student it is your responsibility to maintain contact with your tutor and with the Graduate Studies office. The programme administrator in the office maintains up-to-date records on student progress. We advise you, therefore, to ensure that extensions, requests to intermit etc are communicated to the Graduate Studies office. In this way the Course Leader will also have access to accurate records.

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You will be kept up to date about important aspects of your course by your tutor on face-to-face days and through the relevant area of Brookes Virtual and by email

For administrative issues, you can contact Laura Mills on 01865 488558; email the postgraduate administrator lmills@brookes.ac.uk. The administrative office is located in BG/20 and is normally open from 9 –5pm on weekdays.

Information and communicationsYou will be kept up to date about important aspects of your course by your tutor on face-to-face days, through the relevant area of Brookes Virtual and by email.For administrative issues, you can contact Laura Mills the course administrator on lmills@brookes.ac.uk or 01865 488558. The Graduate Studies administrative office is located in BG/20 (opposite the Glasgow Room) and is normally open from 8.30 –5pm on weekdays.

Computer ServicesYou will find open access computer facilities in rooms FLG/01, FLG/02, FLG/06, and the library training room. You are welcome to use computers in any of these rooms if no teaching sessions are scheduled, and FLG/01 is always available for student use.

Even if you are studying at a distance, you can still take advantage of some useful online facilities. Brookes Computer Services offer a range of support materials, including free, helpful guides to common software packages. These may be accessed and downloaded from:http://www.brookes.ac.uk/services/cs/

Paper copies of these guides are also available to purchase from Computer Services for a reasonable charge of approximately £4.00. These are available from the Computer Services Reception Shop at the main Headington Campus and can also be delivered to the Harcourt Hill library for collection. For more information, phone Computer Services Reception (01865 483333) or Melissa Day (01865 483336).

Free anti-virus software is also available to Brookes’ students. To access this, go to: www.brookes.ac.uk/services/cs/virus_info/.

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Complaint procedure

This is the mechanism by which students can seek redress for any disadvantage, damage, injury or distress they believe has been caused by acts or omissions of the university, its staff or agents. You can access information about this on: www.brookes.ac.uk/regulations/complaints/SCP_GN00_index_03a.html

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Using Brookes Virtual: the online learning environment

Advice on using the university’s online learning environment can be found on the Brookes Virtual Help Desk area of the website, at:http://www.brookes.ac.uk/mediaworkshop/brookesvirtual/helpdesk.html.

Here you can find advice on ensuring that your computer can support Brookes Virtual, and guidance on using it in the course, for example to contribute to an online discussion or access links to web-based resources.

Accessing the online learning environmentTo access Brookes Virtual:

go to the Brookes Home page: www.brookes.ac.uk

then to the Students and staff menu and click on ‘Brookes Virtual’

you will see a blue heading, ‘VLE’; click on this button

you will see a page asking for your User name and Password, enter these (the same as for library and PIP page access)

on the next page click on 'my home' in the section headed 'Navigation' in the left hand column, and this will take you to the courses to which you currently have access

click on the course name and you will see the menu for your chosen course.

Guidelines for good online discussions

Your tutor will give you further information about the way the online elements of your course will run. The rest of this section outlines some general good practice when participating in discussions and collaborative work in online learning environments. You may already use many of these guidelines yourself in your own teaching, or you may find them helpful if you start to use e-learning in your professional practice.

The online discussion space reflects and, we hope, extends the ethos of the course, which seeks to establish a community of enquiry that is supportive, respectful and professional.

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Remember that the discussion space is public and that everyone on your course can read what you write. Use email if you would prefer to communicate privately with your tutor or a fellow student.

Keep your contributions relatively brief. It’s difficult for readers to follow the gist of contributions if they are too long. If you want to make your points at greater length, put them in an attachment that colleagues can print out and read.

Online discussion cannot replicate the full richness of face-to-face interaction. In the online environment you don’t hear other people’s tones of voice or see their facial expressions or body language. For this reason, it’s helpful to keep reinforcing the sense of group support and ‘connectedness’ by:

– being generous in thanking and praising other people. They won’t know you appreciate what they’ve said unless you tell them!

– using people’s names when responding to something they’ve written

– using jokes, irony or sarcasm with caution, as these often don’t translate successfully on to the computer screen. Some people use emoticons (smiley faces) to indicate jokes and the like.

– ‘owning’ your statements by using phrases like ‘I think’, ‘It seems to me that’ and so on. Without these modulating phrases, bald statements that seem to be laying down the law can stifle discussion.

Normal ‘netiquette’ conventions apply, that is, please don’t SHOUT by using capital letters; if something you’ve read annoys you, give yourself some time away from the computer before immediately replying in anger; try to make every contribution polite, measured and respectful. Your tutor may point you to resources that discuss the etiquette of online discussion in more detail.

If you disagree with someone’s statements, it’s considerate – and will prevent misunderstandings – if you restate your understanding of what they’ve said before going on to give your own point of view. That way, if you have misunderstood, they have a chance to clarify their position.

It’s permissible online (as in life) politely and respectfully to agree to disagree.

The following advice on good conferencing behaviour comes from previous course participants using online discussion.

Short regular visits to the site tend to work better to ensure discussion. Three visits per fortnight is the minimum if you are joining in a debate.

Keep comments brief and relevant and don’t worry about formal writing conventions – this is chat!

If you are linking your points to a discussion thread, ensure that it is a response, not a new point.

If you are making a new point, start a new discussion thread.

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If you are leading a discussion in your group:

post an introduction which provides a short overview of the topic, identifies key issues for discussion (not too many at one time), and provides access to additional resources if you want to extend the discussion beyond the resources given

post issues for discussion as separate ‘new topics’ so that participants can choose their thread and respond easily

try to frame key issues in ways that will encourage discussion, for example draw out controversial elements or alternative implications for practice

model good discussion practice for the group (as outlined in the guidelines above)

provide a brief summary of the discussion at the close of the discussion period.

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Using the library

Oxford Brookes University has three site Libraries. Harcourt Hill Library holds the majority of education material. You are welcome to use any of the site libraries and will need your student card which is also your library card to borrow books. You can give books back and order books to be delivered, at any library, so for example, bear in mind the Wheatley Campus library if you live in Buckinghamshire. If you are unable to visit the Library there is an increasing range of electronic material such as full text journals, newspapers, databases and reference works, e.g. dictionaries, which are available from our Electronic Library.

Finding information

The Library home page at http://www.brookes.ac.uk/services/library provides a range of general and subject specific information about the Library. Select Catalogue for details of all our books, journals and other material. Select Electronic Library for details of and access to all our electronic resources.

The Library’s Education pages provide a range of information specifically for education students: http://www.brookes.ac.uk/services/library/educ.html

Books:

The Library Catalogue is the key to finding out which books (and other materials) are available in the Library. It can be accessed from the Library home page or http://catalogue.brookes.ac.uk/ no password needed. Please note we do not post books out but we can photocopy a chapter from a book and post it to you. If you are able to visit the Library you can:

reserve books in advance on the Catalogue and collect from the Brookes Library site of your choice. Click on ‘reserve’ to the right of a book title and follow the instructions

you can check your own borrower record on the Catalogue and renew your books (if they have not been reserved by another user): select ‘borrower information’.

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Journals

The Library subscribes to a wide range of journals in both print and electronic format. The majority of the electronic journals are available off campus.

Electronic journals a complete A-Z list of e-journals is available from the Library web page at: http://www.brookes.ac.uk/services/library/ejnls.html Select ‘A-to-Z electronic journals service’ from the centre of the screen. Type the journal title into the ‘find’ box. If you are accessing from off campus you will need to log in initially. See overleaf.

We do subscribe to some journals which are only available in print format. The Library Catalogue lists all of our print journals and the majority of our electronic journals. Use the Title search option and select ‘Electronic & Printed Journals Catalogue’. Type the full title of the journal itself, if you are unsure of the title use the keyword option. We can photocopy journal articles and post them out to you.

General information

The Library home page at http://www.brookes.ac.uk/services/library provides a range of general and subject specific information about the Library. Select Catalogue for details of all our books, journals and other material. Select Electronic Library for details of and access to all our electronic resources.

The Library’s Education pages provide a range of information specifically for education students: http://www.brookes.ac.uk/services/library/educ.html

Your Subject Librarians are Hazel Rothera and Ruth Dryden. Please contact them for any help with finding information for your studies or with using the Library. Do please ask if you have any queries or need further help on 01865 488220, by e-mail on educationlibrarians@brookes.ac.uk or in person.

General Library Contact details: Oxford Brookes University Library, Harcourt Hill Campus, Oxford. OX2 9AT. Tel: 01865 488220

Finding articles in journals using Electronic databases (journal indexes)

The Library Catalogue will not tell you which articles are published within a particular journal or on a specific topic. You can browse journals or more efficiently you can use an electronic database.

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The Library subscribes to a wide range of databases for all subject areas. Databases are indexes, available electronically, which can help you to trace journal articles and other publications

You can search databases by keyword/s (and/or authors). The databases will provide you with a list of references that match your search word/s. Each reference will provide details of the article author, title and journal details (or book publication details).

Many references will also provide an abstract (summary). Some references will provide a link to the whole article (the full text). Click on the LinkSource (LS) button next to each reference to see if full text is available.

The button (or a text link to LinkSource) is usually shown next to the brief reference record. On some databases it will only show when you look at the detailed record. If full text is not available, search the Library Catalogue to check if we hold the journal in print format. If you come across any items that we don’t hold but you want to obtain you can use our Interlibrary Loans service – see below.

Useful Databases for Education

British Education Index: a key database for education. It provides brief details of journal articles, books and reports. Some of the reports and articles are full text

ERIC: a key database for education, mainly American journals

Academic Search Premier: a multi-disciplinary database, including education. Indexes journals and book reviews. Many of the articles are full text

Ebscohost: a multi-disciplinary database, including education. All the articles are full text

The Education subject help pages provide further details of useful databases depending on your area of research: http://www.brookes.ac.uk/library/educ.html

How to access the electronic resources including databases and e-journals

The majorities of electronic resources are available on and off campus, most will require a username/password from off campus. However, most electronic resources for education are controlled through a security system called Athens which controls access to many of the Library

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databases and electronic journals. This allows you to access resources from off campus.

Log in to Athens, following the steps below:

Go to the Library web site at http://www.brookes.ac.uk/services/library/

Choose Electronic library from the menu, left-side of screen. Click on the ‘Log-in to Athens’ link

At the Athens login page enter your Brookes student number and password.

When you have logged in you can select any of the options from the menu left side of screen or you have the option to go to ‘Subject help’ or ‘Electronic library’ from the centre of the screen.

Select ‘Subject help’ and Education for details of, and access to, electronic resources for Education, including databases.

‘Electronic library’ provides an A-Z list of and access to all our databases, e-journals and electronic reference desk which includes dictionaries.

N.B. Some resources may present you with another log in page after you have already logged in. Do not log in again, select the Login button or Athens link, and you will then get to the search screen.

If you are unable to access the on-line library using the above instructions further guidance is given using this following web address - http://www.brookes.ac.uk/services/library/athens/loginproblems.html. Or try the excellent tutorial Having trouble getting into e-journals off-campus? on the Education subject help page at http://www.brookes.ac.uk/library/educ.html

Internet resources

There is a huge amount of information available on the Internet, from academic research to misinformation and trivia. You need to be selective in the sites you choose for your academic research and evaluate them just as you would printed sources.

The Education Subject help pages provide information on evaluating and citing internet resources, and useful web sites: http://www.brookes.ac.uk/services/library/educ.html

Subject gateways are a good way of finding good quality resources on the Web. Gateways collect and evaluate internet sites. Key gateways for Education include:

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Intute: http://www.intute.ac.uk/socialsciences/education/ provides access to free high quality education sources.

InterLibrary Loans Service

You may come across books or articles which are not held by the Library. We can get hold of items for you for a charge. Further details and a request form are available from the Library and at: http://www.brookes.ac.uk/services/library/lending/obtain.html Please note we do not post books out. We can obtain photocopies of book chapters and post them to you.

Using Other Libraries

SCONUL Access gives borrowing facilities to part-time and distance learning students and full-time postgraduate students, in many university libraries nationwide. Our Library is a member of this scheme. The SCONUL Access web site at http://www.access.sconul.ac.uk/ provides details of participating libraries. Application forms are available from the web site and from the Library.

We do need to sign and stamp the form. You can download a form and send it in to us.

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What you need to know about writing your assignment

General guidanceFor details of the principles that underpin the assessment process, please see Appendix A, the assessment compact

Technical accuracy in your writing – sentence construction, spelling and punctuation – is essential and will be taken into account during assessment.

The structure of written assignments can use the conventions of a report, so you may use subheadings and bullet points, but do take care to write in continuous prose. Your account may be written in the first person (for example, ‘My classroom data-gathering revealed that…’). Appended material should normally only be included if it is necessary to inform the main text.

Formatting and setting out your assignment

Set out your text using double line-spacing and block paragraphing (i.e., a space between paragraphs, no indentation) and leave margins on the left and right hand side for annotated feedback by the marker. Your assignment should normally include the following elements:

An assignment front cover sheet. This can be found electronically on Brookes Virtual or in Appendix 6, page 72.

Title page: include the title of the assignment, the name of the module, the module leader and your name and student number

Contents page: this is only required if there is more than one section to your work, for example appended material

Main discussion, with a clear and intelligible structure, headings, etc

References: this section should be at the end and should contain references to all material cited in the text, using the Harvard convention (see below)

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Appendices: you may wish to append material, for example data, policy documents or examples of pupils’ work. Any material appended should be directly referred to in the main text.

Word Count

For each written assignment we will specify in the module guidance contained in your handbook the expected number of words you should submit. We advise you to stick closely to the word count, not least because a crucial skill in postgraduate level writing is precision and succinctness.

You should put your exact word count at the top of each assignment, using the facility in the ‘Word’ programme.

We ask you to submit BOTH a hard copy (to the course administrator) and an electronic copy of your assignment (on Brookes Virtual). This ensures that we have another copy of your assignment should it be mislaid, lost in the post, defaced, etc. You do not need to include all the appendices for the Module 2 assignment 'the portfolio' in your electronic copy.

The total word count for your assignment can be 10% either side of what is specified in the handbook without incurring a penalty.

If your word count is over 10% below that specified you may be penalised by the marker(s).

If it is over 10% above that specified, the assignment may be returned to you for re-submission. In this case the work will be treated as a re-submission and therefore you can only score a maximum mark of 50%.

Appendices - Your word count need not include appendices BUT we would not expect to see an appendix which is not discussed in the text.

Footnotes – We advise you to avoid using footnotes altogether.

The mark for each module shall be reported to the student with the proviso that this is subject to the approval of the Examination Committee.

Students should be aware of the university regulations on Cheating/ Plagiarism/ Syndication which can be found on page 62, or at:

http://www.brookes.ac.uk/students/studentdirectory/cheating

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EthicsYou will probably write about pupils, staff and schools in your assignment. Always preserve confidentiality by keeping these people and places anonymous, for example, by fictionalising the names of schools and pupils.

Your assignment is subject to the British Educational Research Association Ethical Guidelines. If you are in any doubt about the ethics of what you are writing about, consult your tutor or access a copy of the guidelines at www.bera.ac.uk. Briefly, the relevant BERA principles stipulate that:

participants in a research study have the right to be informed about the aims, purposes and likely publication of findings involved in the research, and to give their informed consent before participating in research

care should be taken when interviewing children and students up to school leaving age; permission should be obtained from the school, and if they so suggest, the parents

participants have the right to withdraw from a study at any time

researchers have a responsibility to be mindful of cultural, religious, gender, and other significant differences

informants and participants have a right to remain anonymous.

If your assignment involves human participants, whether in a professional capacity, in schools or as members of the public, you must complete form EE1, which is available in the handy forms section at:

http://www.brookes.ac.uk/res/ethics/documents/wie_ee1

This applies whether you are going to interview individuals, conduct focus groups, ask people to complete a survey questionnaire or observe them.

Exceptions are: Routine audit or evaluation of organisational practice, Data collected for the evaluation of an educational activity or

classroom practice Research in which individuals are asked to provide information but

in which they are not subjects of the research

However, you should always check that data is ‘in the public domain’ before you include it in your research.

In the vast majority of cases this should be a simple and brief procedure. You are likely to answer ‘no’ to all the questions in part 1 of the form. You then simply submit the signed form with your assignment. If there are any areas of difficulty, your supervisor will contact the Institute’s Research Ethics Officer before allowing you to proceed. (Any ticks in the yes boxes of the form will indicate that you need to do this).

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Submitting your assignments and receiving feedbackFormat

The hard copy of your assignment should be presented in a clear plastic wallet. This allows us to photocopy and post your work easily if it is sent to the external examiner. Please do not use:

A4 ring binders

multiple staples

individual plastic pockets for each page

spiral bindings.

DeadlinesDeadlines for handing in work are set and published (see the assignment deadlines earlier in this Student Guide). These are rigorously adhered to so that all teacher participants have the same amount of time to complete an assignment.

ExtensionsExtensions must be negotiated at least 48 hours before the hand-in time. These can only be granted in exceptional, unexpected, and/or mitigating circumstances, including ill-health, bereavement, political or domestic crises (including computer failure and exceptional work commitments). In cases of ill-health, we will ask you for a medical certificate.

If you wish to ask for an extended deadline, please discuss in the first instance with your course leader. A Mitigating Circumstances Request form (MCR) will then need to be completed electronically through your PIP page. Details of the regulations that govern requests for extensions are given in appendix B on mitigating circumstances and are further information is available at:

http://www.brookes.ac.uk/services/asd/registry/sas/mit%20circs.html

In brief the options are:

The relevant Module Leader (ML) can grant an extension for a piece of coursework of up to one week.  The School Mitigating Circumstances Panel (MCP) can grant an extension for a piece of coursework of up to five weeks.

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Assignment submissionYou need to present a hard copy and an electronic copy of each assignment.  Hand in / send your work – to arrive on or before the specified date – to:

Laura Mills

The Graduate officeSchool of EducationOxford Brookes UniversityHarcourt Hill CampusOxford OX2 9AT

email:  lmills@brookes.ac.uk

Load the electronic copy on to Brookes Virtual - instructions will be given on the announcements board.

Please be sure to keep another copy in case the original is lost in the post. Please also ensure that you attach the assignment front cover sheet which has the following information to the front of your assignment:

o assignment titleo name of courseo course leader’s nameo your nameo your student numbero your email address so we can acknowledge receipt of your work.

How your assignments are markedYour work will be marked on a percentage basis, with a pass mark of 50%. All work is marked initially by your course tutor; another tutor ‘second marks’ a sample of assignments. This second marking is usually undertaken ‘blind.’ A sample is also sent to an external examiner. Occasionally a student fails an assignment. They then have the right to be offered one opportunity to resubmit work. It is only possible to score a maximum of the pass mark for a resubmitted piece of work.

There is normally a six-week schedule for the return of written work. This excludes vacations, when staff may be on leave. This period is needed so that the work can be fully marked by internal markers and then sent to the external examiner and returned. You may receive an indication that you have passed your assignment before the Examination Committee sits, but your course tutor will always point out that this is subject to the approval of the Examination Committee, which has the power to adjust your result.

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Markers’ commentsThe overall tone of comments will be positive, so when we comment on your work the emphasis will be on what you have done well and what can be improved. Comments about improvement will be specific and focused on particular aspects of your assignment.

We will hand-write comments on your text, for ease of reference, on either side of the essay in margins and/or at the end of a page. In addition there will be a final comment on the feedback form. If you fail a piece of work we will endeavour to explain precisely what you need to do to be successful when you resubmit the assignment.

For specific assignments there may also be especially designed pro forma to give you specific feedback about key aspects of the assignment, please see the assignment section for individual modules for details.

Merit & distinctionAn examination committee may recommend an award with merit if you have passed all modules and achieved an average of between 60% and 69% inclusive over the whole programme, or a distinction if you have passed all modules and achieved an average of 70% or above over the whole programme.  Please see the section on the examination committee for further details.

Assignment matrixThis matrix is intended to provide feedback on performance in relation to general features of your work. It does not link directly to the achievement of the overall percentage mark because some categories are regarded as more important than others.  However by having a common source of feedback across your module assignments you will be able to gauge your strengths and weaknesses and progress over the course as a whole.

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Assignment matrixThis matrix is intended to provide feedback on performance in relation to general features of your work. It does not link directly to the achievement of the overall percentage mark because some categories are regarded as more important than others.

Grade and mark

80 % and above distinction

70% - 79% distinction

60 – 69% merit 50 – 59% pass 0 – 49% resubmission

Focus / structure of

argument

Strong rationale, extremely well planned and sharply focused. Coherent & original argument, rigorously pursued.

Strong rationale, well planned and sharply focused. Cogent argument consistently pursued.

Good rationale, clear focus, consistent, carefully structured argument

Clear rationale, adequate focus, issues defined, relevant argument, satisfactory structure

Limited rationale and argument, poor focus, issues ill-defined, confusing structure

Knowledge and

understanding of literature

Authoritative and original interpretation of and engagement with an extensive range of relevant literature. Skilful application of key concepts.

Original interpretation of a wide range of literature. Applying engagement with application of key concepts.

Thorough review of relevant literature.

Effective use of key concepts.

Background reading is evident and adequate. Key concepts discussed.

Material cited either irrelevant or insufficient

Use of primary

research data (when applicable)

Thorough and reflective data collection, analysis and interpretation.

Demonstrated consideration of ethical issues

Appropriate and rigorous data collection and interpretation.

Demonstrated consideration of ethical issues

Research data used effectively to illustrate issues and views.

Demonstrated consideration of ethical issues

Data provided to substantiate arguments.

Demonstrated consideration of ethical issues

Data provided insufficient to substantiate arguments.

Inadequate consideration of ethical issues

Critical analysis

Original analysis of key approaches and theoretical framework.

Excellent level of criticality

Rigorous analysis of key approaches and theoretical framework.

High level of criticality

Sound analysis of key approaches and theoretical framework.

Good level of criticality

Understanding of the key approaches.

Some criticality evident

Little or no relevant analysis of theory.

Tendency to description.

Application of

understanding within a

professional context (as applicable)

Insightful and innovative contribution to developments within a professional context.

Integrated and innovative application of learning to a professional context

Thorough consideration of relationship between theory and practice

Discussion of the implications of theory for practice

Little or no link between theory and practice

Writing style Assured and highly articulate discourse

Clear, fluent and engaging discourse

Clear and cohesive writing style

Coherent writing style

Writing style tends to lack coherence

Presentation of

References **

Accurate Editorial quality, spelling, grammar and punctuation **

accurate

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mostly accurate mostly accurate

Inaccurate inaccurate

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Postgraduate Certificate in Advanced Educational Practice

Module assignment feedback sheet

Name:

Module Title: Grade:

Please note: grade is provisional, subject to confirmation at the examinations committee.

Comments:

Points For Development:

MARKER:

MODERATOR:

DATE:

SENT TO EXTERNAL EXAMINER? YES / NO

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Harvard referencingIn the Harvard system the authors are listed in alphabetical order with the year of publication given immediately afterwards. A written account of the method is illustrated below, but the PLATO course available through Virtual Brookes provides a very useful tutorial tailored to your current expertise with referencing, and is highly recommended.

The example below is a typical reference list using the Harvard method.

Bale, J.R. (1981), Geography, sport and geographical education, Geography 66, pp. 104-15.

Graves, N.J. (1979), Curriculum Planning in Geography, London: Heinemann.

Hackett, J. and Hackett, A.M. (1963), Economic Planning in France. London: Edward Arnold.

Haggett, P. (1966), Changing concepts in economic geography in Chorley, R.J. and Haggett, P. eds. Frontiers in Geographical Teaching, London: Methuen, pp. 101-117.

Perry, G.A., Jones, E. and Hammersley, A. (1974), The Teachers' Handbook for Environmental Studies, 3rd edition, London: Blandford Press.

Using the Harvard referencing system

Referencing within the text

Using the Harvard system, in the text the year of publication is given in parentheses immediately after the name of the author(s), with the full reference given in the references section at the end of the article/dissertation/book, etc. For example, ‘Tomlinson (1982) suggests that categories of special educational need have as much to do with the views of those making categorisations as with innate qualities of children, a point which has also been made by Squibb (1981) and Jones and Gibson (1978).'

Where there are more than two authors, use ‘et al'. For example, 'However this point of view is questioned by Croll et al (1985) who feel that children may have genuine difficulties'. Then cite the names of all the authors in the reference section.

Where more than one work by an author in any one year is cited, use (1982a) (1982b), etc, according to order of citation, unless another order is more appropriate.

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Page numbers may also be needed (for example, when quoting or paraphrasing) ‘Smith (1982, p. 34)’.

Referencing In the references section

Give citations to books, journals and web sources in alphabetical order according to the author’s name. When citing:

a book: give author(s), date of publication, title, place of publication, publisher

a chapter or article in a book: author(s), date of publication, title of chapter or editors of book, title of book, place of publication, publishers, page numbers of article

an article in a journal: author(s), date of publication, title of article, journal, volume and issue number, pages of article.

There are some variations in layout and typography, as you will see from looking at bibliographies and reference sections in articles and books. These are acceptable, as long as recognised conventions, clarity and consistency are used. The most important thing is to ensure that a reader has the necessary details to obtain a reference. However, we recommend that you use the following conventions:

Book (one author)

Tomlinson, S. (1982), The Sociology of Special Education, London: Routledge and Kegan Paul.

Book (several authors)

Galton, M.J., Simon, B. and Croll, P. (1980), Inside the Primary Classroom, London: Routledge and Kegan Paul.

Note full stop and comma use in authors’ names and initials, comma after date, book title in italics, comma immediately after book, colon between place of publication and publisher, end with full stop.

Chapter or article in book

Hargreaves, D.J. (1980), 'The occupational culture of teachers', in: P. Woods (ed.) Teacher Strategies, London: Croom Helm, 125-148.

Note quotation marks around article title and use of lower case except for first word, comma after chapter or article title, colon after 'in', editor name(s) with initial first, use of (ed.) - or (eds.) where appropriate.

Article in journal

Tomlinson, S. (1985), 'The expansion of special education', Oxford Review of Education, 11 (2), 157-165.

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Note journal title in italics, comma after title, details of volume, issue, page numbers.

How to quote from an author

You can paraphrase (put in your own words) what the author has said. In this case, you just need to cite the author and date, with the page number if the point is specific. The following examples illustrate the differences.

Galloway (1985) considers a number of issues related to the 1981 Education Act and provision for special needs in secondary schools.

This is a very general reference, so just the author and date need to be cited.

Galloway suggests that there are three approaches to the problem of teacher stress, namely the 'engineering' approach, the 'physiological' approach and the 'interactive' approach (1985, pp 143-44).

This is quite specific and your reader might want to refer to it, so you should give the page number.

You can quote directly from an author's words, but use sparingly! You must distinguish these as the author’s words either by quotation marks within the sentence (where the quote is short) or by indenting and single spacing. Italics may also be used. The latter two formats require no quotation marks. Any change (for example, omission) in the text as quoted should be indicated. In both cases the page number should be given. The following examples illustrate these cases.

Galloway suggests that 'children with special needs frequently become the focus for stress and for lack of job satisfaction' (1985, p 141).

Galloway suggests that:

Without a clear policy from the head, provision for children with special needs inevitably becomes haphazard and uncoordinated... There is remarkably little research, though, on how head teachers affect school climate and even less on the sort of training from which they might benefit. (1985, p156).

Citing electronic sources

Electronic sources may include websites, newslists and email messages.

Although no standard, agreed method has yet evolved for citing these, the following information represents good practice, and again, consistency, clarity and usefulness to the reader should inform your approach. Note that, if you think you might use information from a website in your academic work, you are advised to print it out when you see it. Information on the Internet tends to be more fluid than printed sources, and webpages can be removed, replaced or updated, making re-accessing more difficult. The printed copy will give a record of the date you accessed and retrieved the information.

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In citing an electronic source in the body of your text, give the author (for example, an individual or organisation) and the date, if known. If it is unclear who authored the page, use the first few words of the page title.

In the references list, integrate electronic sources with print sources in the alphabetical list. As far as possible, include the same information you would provide for a print source, with the addition of the web-address and the date you retrieved the material.

Suggested elements to cite for electronic sources include:

author (if known)

year of publication (in parentheses)

title of complete work if appropriate

type of medium (if appropriate, for example CD-Rom, newslist)

place of publication

publisher (if relevant and ascertainable)

internet address (if appropriate)

date of access/ retrieval.

The following are acceptable examples of references for electronic sources.

Grotberg, E. (1996). The International Resilience Project: findings from the research and the effectiveness of interventions. ResilienceNet: University of Illinois at Urbana-Champaign. Retrieved 8 October 2004 from www.http://resilnet.uiuc.edu/library/grotb97a.html.

University College London (2000) Citing electronic resources. Retrieved 10 September 2004 from the World wide Web: www.ucl.ac.uk/Resources/Searching/citing.htm.

The library also has an information leaflet on citing web sources, and you might also wish to consult:

Li, X. and Crane, N. (1996), Electronic style: a guide to citing electronic information, 2nd edition, Medford, N.J.: Information Today.

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Plagiarism and cheating

Cheating: university regulations and policies

All assessments are intended to determine the skills, abilities, understanding and knowledge of each of the individual students undertaking the assessment. Cheating is defined as obtaining or attempting to obtain an unfair academic advantage. Cheating or assisting someone else to cheat (including attempting to assist someone else to cheat) may be subject to disciplinary action in accordance with the University's Disciplinary Procedure. The University takes this issue very seriously and students have been expelled or had their degrees withheld for cheating in assessments. If you are having difficulty with your work it is important to seek help from your tutor rather than be tempted to use unfair means to gain marks. Do not risk losing your degree and all the work you have done.

The University defines a number of different forms of cheating, although any form of cheating is strictly forbidden not only those listed below. These are:

Submitting other people's work as your own – either with or without their knowledge. This includes copying in examinations; using notes or unauthorised materials in examinations; submitting work you have paid for as your own; impersonation – taking an assessment on behalf of or pretending to be another student, or allowing another person to take an assessment on your behalf or pretend to be you.

Plagiarism – taking or using another person's thoughts, writings or inventions as your own. To avoid plagiarism you must make sure that quotations from whatever source are clearly identified and attributed at the point where they occur in the text of your work by using one of the standard conventions for referencing. The Library has a leaflet about how to reference your work correctly and your tutor can also help you. It is not enough just to list sources in a bibliography at the end of your essay or dissertation if you do not acknowledge the actual quotations in the text. Neither is it acceptable to change some of the words or the order of sentences if, by failing to acknowledge the source properly, you give the impression that it is your own work.

Collusion – except where written instructions specify that work for assessment may be produced jointly and submitted as the work of more than one student, you must not collude with others to produce a piece of work jointly, copy or share another student's work or lend your work to another student in the reasonable knowledge that some or all of it will be copied.

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Duplication – submitting work for assessment that is the same as, or broadly similar to, work submitted earlier for academic credit, without acknowledgement of the previous submission.

Falsification – the invention of data, its alteration, its copying from any other source, or otherwise obtaining it by unfair means, or inventing quotations and/or references.

Custom Writing Services – this includes the use of any service which produces custom materials for a fee or other benefit. The University may consider any request placed with any form of custom writing service to be a form of cheating, whatever use is then made of the material produced, and therefore to be an offence under the Student Conduct Regulations. This extends to include any request for any piece of work (either formative or summative assessment or work which is not linked to any form of assessment or credit-bearing element of your programme) including, but not limited to, essays and dissertations (including outlines and guides), reports, exam notes, proposals, posters, presentations, the editing or improvement of existing work, statistical services and computing services including programme and code development.

Matthew Andrews (Academic Registrar), June 2011

The university’s full regulations may be accessed at www.brookes.ac.uk/regulations/cheatingi00.htm !

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TurnitinTurnitin is a web-based tool that supports students in the development of good academic practice when preparing written work for assessment. This text-matching tool allows academic staff to check students' work for improper use of sources or potential plagiarism by comparing it against continuously up-dated databases (including web-pages and student work). Turnitin produces an ‘Originality Report’ for each submitted piece of work which indicates all the matches in the student assignment to the web-based sources on its database, and thus can provide academic staff with the opportunity to help students develop proper citation methods as well as to safeguard students' academic integrity.

At Oxford Brookes University, all students studying for a Postgraduate Certificate are required to use Turnitin once during one taught module. In addition, Turnitin may be used optionally on other modules for one or all pieces of assessment in that module as decided by the Module Leader. Turnitin may be used as part of an investigation into an alleged case of plagiarism but its primary use is to support students’ academic development and enhance good academic practice.

You will be advised how to submit your assignment through Turnitin on Brookes Virtual before your first assignment is submitted.

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Membership and functions of the Examination Committee

The Examination Committee will comprise external examiners, the internal examiners from the course team, the course leader and a committee chair. The Examination Committee will meet at least twice yearly to consider your marks and recommend you for the award, if appropriate.

Completion time for the awardNormally the postgraduate certificate in SEN is designed to be completed in three semesters (approximately 13 months). In ordinary circumstances, your enrolment on the course will be valid for up to two years.

In addition, to achieve the National Award in SEN Coordination you will also need to submit a Portfolio demonstrating your achievement of the 55 Learning Outcomes for SENCOs. Normally this is completed by most students within 18 months and must be achieved within 3 years of starting the course.

IntermissionExceptionally, and subject of the approval of the Chair of the Examination Committee, you may be permitted to suspend registration on the course for a specified period. This intermission period is normally limited to no longer than one year.

Illness or other exceptional circumstancesIf poor performance in an assessment was due to illness or another valid cause please contact your course tutor to discuss this.

SENDA StatementThe Institute welcomes applications from students with disabilities, and seeks to make all its courses as inclusive as possible. It takes seriously its responsibilities under SENDA, and has a close working relationship with the Student Disability Service in the University.

Applicants with disabilities:

The University will give full and fair consideration to applicants with disabilities. It will ensure that promotional material about courses and programmes include positive written information about students with disabilities in line with the Policy on Equal Opportunities for Students. It is

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recognised that for applicants with disabilities certain access restrictions may apply. Nevertheless, the University recognises that Government legislation requires educational institutions to make whatever reasonable adjustments are necessary in order to allow students with disabilities access to educational and related services. The process of considering an applicant with disabilities, however, will be undertaken on the merits of the application. Once a provisional decision has been made the application will be returned to the Admissions Office for consideration by the Disability Advisor who shall assess whether the University is able to offer an acceptable level of support, determined by reference to the Disability Rights Commission Code of Practice for providers of post 16 education and related services.

Equal Opportunities and DiversityThe Faculty of Humanities and Social Sciences promotes an inclusive learning environment in which individuals are valued and supported in achieving their full potential. The Faculty endeavours to meet its duties under the Equality Act 2010 to eliminate unfair discrimination and promote equality of opportunity and good relations among members of the university community.   For the university statement on Equal Opportunity and Diversity please seehttp://www.brookes.ac.uk/services/hr/eod/statement.html

The link to the Equality Act 2010 can be found at

http://www.equalities.gov.uk/equality_act_2010.aspx

DisabilityIf a teacher participant is unable, through disability, to be assessed by the normal methods, examiners may vary the methods as appropriate.

ReferralIf you fail an assessment you may normally be re-examined on one occasion only. The Examination Committee will specify the extent and form of the re-examination.

Reviews of Examination Committee decisionsReview of and appeals against decisions of the Examination Committee will be in accordance with the university’s appeals procedures. www.brookes.ac.uk/regulations/acadc213.htm !

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How do you give feedback on the course?

To help us maintain quality in our courses it is important that we receive regular student feedback, particularly from students who are studying on a part-time basis. There are several mechanisms for you to offer feedback:

at face-to-face sessions at which staff can address ongoing course-related concerns

through anonymous student feedback sheets which are regularly distributed at the end of a module. These are considered by your course tutor and presented to relevant university committees. The programme leader analyses these and the results are considered when staff develop the course for the following year

through course committee meetings which take place once a term. These are chaired by the programme leader and attended by staff and student representatives

through the annual course review which distils and evaluates a range of information about the quality of the course, and results in an action plan for the following year.

If you are seldom on campus because, for example, you live a long way from Oxford, you can still offer feedback for the regular course committee meetings. Towards the end of the course your tutor will convene a short meeting of the teacher participant group chaired by a representative of the teacher participants and the course tutor. A record of this meeting will be forwarded to the termly course committee meeting, which will consider your feedback and respond to any actions suggested.

What is the course committee?The purpose of the course committee is principally to:

provide a forum for the discussion of staff and student views about our programmes

monitor and review the academic standard and quality of the student experience.

The course committee has up to four student representatives. These representatives work with staff to gather and summarise student feedback and report to course committee meetings on academic course management and representative domestic and student services issues, both positive and negative.

Your course tutor will arrange the election and seek to secure appropriate representation for students who are infrequently on campus or who attend sessions at a distance from the university. If you are prepared to serve as a representative, please tell your tutor or contact the programme leader.

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Appendix A Brookes Assessment* Compact

[*assessment encompasses all judgements made about the work of a student and/or their skills, abilities and progress, and the associated provision of feedback]

1. There are five fundamental tenets behind this compact, namely that:

1.1 Effective assessment is central to learning

1.2 To be effective the relational nature of the assessment and feedback process needs to be emphasised, particularly in terms of the need for active dialogue between students and staff

1.3 To be effective, assessment must be recognised as a joint responsibility between staff and students

1.4 The ability to assess, the work of both self and others, is an essential skill for all graduates

1.5 For the above tenets to be met in full, students and staff need to be ‘assessment literate’ and actively participate in disciplinary communities of assessment practice.

2. The University will therefore ensure that:

2.1 Assessment is central to the curriculum, and there should be no distinct boundary between assessment, teaching and learning. All academic staff will therefore be encouraged to regard assessment as a fundamental and integral part of programme design, and one that is intended to shape and develop learning, as much as to judge and measure it.

2.2 Assessment is designed at programme level, to integrate module assessment and ensure that assessment shapes learning in a coherent and holistic fashion, consistent with the aims and learning outcomes of the programme so that identified knowledge, skills and qualities ('graduate attributes') can be developed and recognised, and validly assessed, whilst recognising progressive levels of attainment and different modes of study.

2.3 The relationship between learning outcomes and assessment tasks is made explicit. In addition, clear assessment criteria should be provided whenever possible, and always when the

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assessment contributes to marks, grades, or decisions about progression. Assessment judgements must focus on the achievement of the learning outcomes against the assessment criteria, and this achievement authenticated as the student’s own.

2.4 Every effort is taken to ensure that there is no bias in the type of assessment task, or method chosen, or the criteria applied, that would unfairly disadvantage any student.

2.5 Students are given supportive, constructive and timely feedback as an essential part of their learning. Such feedback will enable students to build on their positive achievements and have a clear sense of what they need to do to improve, with subsequent opportunities provided to act on the feedback and to put the advice given into practice.

2.6 Programmes include activities (e.g. marking exercises, self and peer-assessment, etc) specifically designed to involve students in assessment, to encourage dialogue between students and their tutors, and students and their peers, and to develop their abilities to make their own informed judgements (assessment literacy).

2.7 Programmes produce assessment schedules of summative assessment, and make every effort to avoid the concentration of assessment deadlines.

2.8 Academic staff are provided with staff development in assessment literacy, and awareness of new ideas and techniques

2.9 Disciplinary communities of assessment practice are developed through, for example, regular peer discussion and student involvement.

2.10 Institutional values and policies consistently support this compact, and adequate resources are provided.

3. Students will be expected to take responsibility for their own learning through:

3.1 Actively engaging with assessment tasks, including carefully reading the guidance provided, spending sufficient

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time on the task, ensuring their work is authentic and their own (whether individual or groupwork), and by handing work in on time.

3.2 Actively engaging in activities designed to develop assessment literacy, including taking the initiative when appropriate (e.g. asking for clarification or advice).

3.3 Actively engaging with, and acting on, feedback provided.

3.4 Actively engaging in the development of assessment policy at course and programme level through the established processes and student representative system.

13/5/09

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Appendix B: Regulations for the Consideration of Mitigating Circumstances

The University has approved a new way in which circumstances that may have affected your performance in an assessment will be considered – these are called ‘mitigating circumstances’. The new regulations are designed to make the process easier to understand, be more transparent, and to help you appreciate the way in which the University is able respond to your mitigating circumstances. This short summary describes the way in which the process operates.

What are mitigating circumstances?

Mitigating circumstances are circumstances which were beyond your control and which could not be reasonably accommodated by you and which seriously impaired your performance in assessment. All three parts of this definition must be met for the University to agree you were affected by mitigating circumstances. For example, these circumstances could be medical or personal. In all cases you will be required to provide satisfactory documentary evidence to support your claim – if you fail to supply satisfactory documentary evidence your request will be turned down. The only exception is for very short extensions to an assessment deadline (up to one week), where you may be allowed to self-certify your difficulties if there is a valid reason why you cannot provide evidence.

When should I submit my evidence of mitigating circumstances?

In all cases, you should submit your claim and your evidence as soon as possible and in any case always before an assessment deadline or exam. If you miss a deadline you will not only need to demonstrate that you were affected by mitigating circumstances but you will need to provide evidence that you were unable to submit your claim by the deadline. So don’t delay if you wish to claim mitigating circumstances!

What if I miss a deadline without mitigating circumstances?

If you miss an assessment deadline or an exam without approval for valid mitigating circumstances you will receive zero for that assessment. You must not miss deadlines!

If mitigating circumstances are approved, what will happen?

If your claim for mitigating circumstances is approved then you will be granted an extension to your submission deadline of up to four weeks or allowed to re-sit your examination (or, in certain situations only, an entire module). The University does not increase marks on the basis of mitigating circumstances. This is because the University wants you to demonstrate your full potential in assessments – if it is agreed you were affected by mitigating circumstances then we will give you an extension or a re-sit so you can demonstrate your potential unaffected by such circumstances.

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Where can I find out more?

You can view the entire new set of regulations now, they are available on Brookes Virtual.

Applications for the consideration of mitigating circumstances should be submitted through the link on your PIP page.

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Appendix C – Assignment Submission Form

Assignment Submission Form

*Please attach this form when submitting your assignment*

Name:

Student Number:

Module Number:

Module Title:

Module Tutor:

Word Count:

Assignment Title

Assignment Due Date:

Is this a re-submission? Yes/No* (*delete as appropriate)Resubmission Date:

CHECKLIST:Before you submit your assignment please check that you have followed the guidelines below.

Have you: Included page numbers on all pages? Remained within the word limit stipulated for the assignment? Followed the guidelines for referencing? Read and understood the information on plagiarism? Used the correct font and line spacing?

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