PGCert Special Educational Needs Coordination

Transcription

1 PGCert Special Educational Needs Coordination 2015/16 Postgraduate Students- Distance Learners Award title Postgraduate Certificate Special Educational Needs Coordination Programme code PCSED Faculty Carnegie Faculty School School of Education and Childhood

2 Leeds Beckett University Student Charter Working together for success Leeds Beckett University and our Students Union are committed to working in partnership with our students to ensure that our University is an inclusive, safe and engaging learning environment which is conducive to study for its students and work life for its staff. Our Student Charter sets out how we aim to achieve this by working together to understand and fulfil our commitments to one another. Our Student Charter has been produced jointly with the Students Union and we will review it, together, every year. Our University s Vision seeks to put students at the centre of all our activities and this Student Charter is a contribution towards that goal. The Leeds Beckett Student Charter is not a contractual document, but provides a guide to what members of the Leeds Beckett Community can expect of each other in terms of engagement and behaviour. We work to shape and sustain a supportive, safe, inclusive community for active learning and the building of skills for life. We will Work together within a progressive, independent, and active environment which promotes lifelong learning. Support a culture of personal and academic resilience. Collaborate to build partnerships for learning. Work together to sustain our bold, industrious spirit. We forge an environment which builds trust, accountability and transparency. We will Maintain mutually respectful codes of behaviour. Promote the availability of information and support for all. Ask each other for help when we need it. Be honest, clear and assertive with each other. Use the means available to give a compliment, raise a concern or make a complaint. Take advantage of opportunities for formal and informal learning. 2

3 We foster inclusive academic, cultural, social, emotional and creative development for all. We will Share an exciting and challenging curriculum which is contemporary and relevant. Promote a culture of critical enquiry and rigorous scholarship. Support participation in extracurricular opportunities which enhance career and personal development Enable one another to plan, develop, and drive forward our individual educational and career goals. Acknowledge and celebrate our joint and separate successes. We are responsible, diligent, reliable and considerate in our academic and professional actions and behaviours. We will Act with academic integrity. Listen to, and respect, differing perspectives, including those from different cultures and backgrounds. Work together within a positive collaborative learning and working environment, wherever, and however, we engage. Take care with our personal and professional digital identity and recognise the impact it may have on us and others. We seek active engagement, feedback and participation in the issues that affect us. We will Work together to enhance our experience of our University. Collaborate to promote learning and support enhancement, through mutual reflection and feedback. Build partnerships to enable our University communities to engage with our external stakeholders. Support the development of courses which prepare our graduates to be ready for work, ready for life and ready to seize the opportunities that lie ahead. Use our knowledge of local and world issues to strengthen our global outlook and build a sustainable environment for a thriving future for all. 3

4 Contents 1 Welcome to the Course Studying on this Course Assessment and Feedback Where to get help What to do if you Relevant Policies Appendix A Programme Specification

5 1 Welcome to the Course 1.1 Message from the Dean It gives me great pleasure to welcome you to Carnegie Faculty. I hope you are as proud as I am to be here. I speak for all the staff when I say that we trust you find our faculty and, indeed, our whole university a place of great opportunity, potential and growth for you as a student. We will see you grow academically, through your lectures, tutorials and assignments, but also see you develop as a person through all the other amazing activities that take place at Leeds Beckett University. We will give you the opportunity to make a difference, however that connects with you, both now and in your future employment. We will encourage you to be involved as soon as possible in a wide variety of extra-curricular activities; from joining Students Union societies, work placement experiences, volunteering opportunities both in the UK and abroad, studying another language, representing our university in a sports team, or taking work opportunities through the Job Shop. All will help build your CV and enhance your employability. So remember to use your time at university wisely, as the time you are here will seem to go very fast. Make great new friends, learn a lot, grow as a person, be proud of your accomplishments and rise to all the opportunities and challenges that life as a Carnegie student will offer you. Dr John Minten Dean, Carnegie Faculty 1.2 Message from your Course Leader This handbook provides you with information that you will need to succeed on your course. You should find it helpful when you first start, when you are preparing for assessment and at any time that you need help or advice in connection with your studies here. You will also receive a PG Cert SENCO Module Handbook for your course. 5

6 The course team is looking forward to working with you this year and we hope that your time studying with us at Leeds Beckett University is both enjoyable and successful. On behalf of our University and the whole course team I would like to wish you well in your studies. Dr Michalis Kakos Course Leader, PGCert Special Educational Needs Coordination 1.3 Message from your Head of School Welcome to the School of Education and Childhood At the heart of all that we do is the belief that education, in its broadest sense, changes individual lives, enhances our life choices and improves society This statement underpins the School of Education and Childhood academic objectives and is shared by all; it represents our common purpose. The School forms an inclusive community of well qualified academics from a wide range of backgrounds whose research informs their teaching. We are committed to helping you grow throughout your career and we aim to make sure that studying with us is a memorable experience. I hope that you enjoy your course with us and I look forward to seeing you at your Graduation ceremony! All the best with your studies and future career, Dr Marie-Odile Leconte 6

7 1.4 Academic Calendar and Timetable Distance learning students will have access to resources from the teaching days which are primarily for students studying on the campus. However, there may be an opportunity for distance learning students to attend some parts of the teaching days. Attendance is not compulsory and should be negotiated with your distance learning course tutor. Our student calendar is summarised below. Date Student Calendar Bank Holiday Student Welcome and Induction Week Teaching day Teaching day Teaching day Teaching day UG Christmas Break Teaching day Teaching day UG Easter Break Bank Holiday Bank Holiday Teaching day Spring Bank Holiday Teaching day Portfolio submission 7

8 Full details of this and future standard student academic calendars are available at: Once you have enrolled, you will have a student login. You can then gain access to all resources on the course website by selecting the appropriate link after logging on the Student Hub from Key Contacts Course Leader Dr Michalis Kakos Room 107, Carnegie Hall, Headingley Campus Telephone: [email protected] Personal Tutor Distance learning students are allocated a personal tutor who is the first point of contact for academic and pastoral matters. Students will be notified about the name of their personal tutor during the first week of the course. The key contact point for advice about the distance learning route is: Pauline Pitman [email protected] Telephone: Student Liaison Officer Student Liaison Officers (SLOs) are our recent graduates who are here to support you throughout your time here and to make sure you have access to and are aware of the support, opportunities and services our University provides In Carnegie we have two Student Liaison Officers. They are: Tim Slatford Cavendish G08, Headingley Campus [email protected] Telephone:

9 Charlotte Webster Cavendish G08, Headingley Campus Telephone: Course Representative Course Representatives are student volunteers who represent your views at course-level, at Faculty Forums and in meetings with academic and administrative staff. Details about being a Course Representative are available at and on the Students Union website Student Administrator Jane Sadler Room G01, Carnegie Hall, Headingley Campus Telephone: [email protected] Academic Librarian Maria Kulas Room 125, James Graham Building [email protected] Telephone: Keeping in Touch Academic and administrative staff at our University use your student address to contact you. It is important that you check this account regularly. You can forward s from your student address to a preferred personal address, however, quarantine and spam filters needed by our University mean that s sent from external addresses may be delayed, blocked or deleted. It is therefore important that your student address is the only address that you use to contact University staff. You can find how to forward your student address to a preferred personal address or mobile device from: We will inform you of cancelled classes / activities / course notices as soon as possible. Please monitor MyBeckett and your student address for announcements 9

10 The SENCO Module Handbook will include the preferred method of communicating general information about that module to you. Please make sure that you inform your Student Administration team whenever you change your address and contact details. It is important that you also update your records yourself. You can do this via the My Account/Update my Data tab on MyBeckett. This will ensure we can always contact you in an emergency, and that you receive any important University communications that we may need to send you. 2 Studying on this Course 2.1 Programme Specification The programme specification is a concise description of your course's aims and objectives and how you will be taught and assessed to achieve the required learning outcomes. It includes information on course structure and the maintenance of academic standards. The full programme specification for this course can be found in appendix A of this handbook. Course Structure The course structure outlines the modules that will be delivered on this course. Full details of the structure for this course can be found in the programme specification. Course Learning Outcomes All courses are benchmarked against the Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (FHEQ-DAB). The FHEQ-DAB can be viewed on the Quality Assurance Agency website: For more details on the Course Learning Outcomes specific to this course please view the programme specification. 2.2 Course Resources The programme specification specifies the physical and online resources available to students on this course. 10

11 2.3 Skills you will Gain during the Course Skills Developed This course develops the following skills from the Level 7 subject benchmarks Application Working with others Reflection Communication and Presentation Use of ICT Improving own learning and performance Analytical and problem solving skills On completion of the course successful students will be awarded the Post Graduate Certificate in Special Educational Needs Coordination. This is a National award. Additional Activities/Recognition You will have opportunities to gain recognition during your time at Leeds Beckett University for the extra activities you do in addition to your studies, including volunteering, student societies, playing in our University sports teams and being a Course Representative. 2.4 Employability The course will support students to develop a range of analytical, management and team working skills to enable them to more effectively coordinate provision and improve outcomes for pupils with a disability and those with special educational needs. The course will enhance the career prospects of students in terms of allowing them to become SENCOs (if they are not already), securing their employment as SENCOs or further p r o m o t i o n s w i t h i n s c h o o l s or in e d u c a t i o n m o r e generally. 2.5 Opportunities for Graduates The programme specification includes details of any accreditations, career paths, further study options and other opportunities for graduates. 11

12 2.6 External Examiner The External Examiner assures that you are assessed fairly in relation to other students on the same course and also that the standard of your own award is comparable to similar courses taken by students in other higher education institutions within the United Kingdom. The details of the External Examiner for this course are as follows: Dr Alison Ekins Co-director Centre of Enabling Learning Canterbury and Christchurch University Your Student Administrator can provide details of the External Examiner s report on request. Further details on all External Examiners reports can be located here: 3 Assessment and Feedback 3.1 Assessment Assessment Strategy Information on the various methods of assessment can be found in the programme specification (appendix A). University Assessment Regulations Our University s assessment regulations are contained within the Academic Principles and Regulations (sections C3 and C4 in particular). The regulations are available at: Assessment Schedule Students will submit a portfolio of work at the end of the academic year which will be formally assessed and a pass or fail grade given. Please note the submission date in the academic calendar (see Section 1). 12

13 Coursework Your coursework schedule can be found in your module handbook, normally along with any reassessment coursework and schedule. Submitting Assignments The handing in of completed assignments and the final portfolio will be in accordance with agreed Faculty submission procedures. In all but exceptional cases these should be via the faculty receptions and/or Turn-it-in where specified. Methods of submission, in accordance with hand-in deadlines, will be confirmed by your course tutor. Students have a responsibility to abide by the required presentation and submission requirements for assessment. This should include the preparation of the formal assignment hand-in form for all coursework submissions. Copies will be available for students at the point of submission and via MyBeckett. All assignments will be logged within the faculty. Receipts will not be given. You are expected to keep a copy of your work. Academic staff will not take assessment submissions and will direct students to the formal process. In the event of you submitting an assessment other than through the formal procedure, the date of submission will be recorded as the date the assessment is received at reception. Any exceptional agreement for submissions by post should be by recorded delivery to the faculty offices. The process for assessments requiring electronic submission will be detailed in the module handbook. Student administrators will arrange for return of work and notification of marks to students. In normal circumstances collection will be via the relevant reception and provisional marks notified via MyBeckett or through your Module tutor. Written feedback provides information about performance, but more importantly, information about how to improve and learn from the assignment. Summative feedback reflects the criteria and marking scheme combined. It provides commentary under each criterion. 13

14 You should plan to ensure your availability to meet deadlines for assessment and possible reassessment. Students are advised not to book holidays or time away from the University during this period. Exceptionally arrangements may change or need clarification, for example, specific details of examinations. This will be communicated via MyBeckett and your student account. It is important for your progression and achievement that you submit all work for all assignments in a timely manner. It is also important that you keep copies of all work submitted until after you have graduated. You should also keep any receipts confirming the submission of assignments. In the event of your submitted work being lost you may be required to produce a copy of the work and submission receipt. If you are unable to do so, your work will not be marked. It is important to note that submitting all assignments is a requirement of your course. Should you experience extenuating circumstances which prevent you from submitting on time please make yourself aware of section 3.6 of this handbook. Without any form of extenuating circumstances, standard penalties apply for late submission of assessed work. Full details (section C1.5) of the penalties for late submission of course work are available at: Giving your Feedback about this Course We are keen to work with you to enhance your course. Opportunities for you to feedback to us formally include: course meetings, end of module evaluation, mid module review, internal student experience surveys, Course Rep forums (through MyVoice in MyBeckett), the National Student Survey and other student surveys. Informal feedback is also welcome at any time either via your personal or module tutor or via your Couse Representative. 3.3 What Happens with your Feedback about this Course? Your feedback helps us to continually enhance this course. You can find out what actions have been taken in response to your feedback through your Course Representative, the Students Union, your tutors or through the Library. Your Faculty also provides updates on 14

15 action taken through the Better Beckett posters prominently displayed around our University. 3.4 Getting Feedback on your Assessed Work Our University has committed to a four week turnaround for feedback. The Module Handbook will provide you with specific guidelines on how and when you will receive this. The programme specification explains how feedback will be provided on both formative and summative assessments (see appendix A). 3.5 How do I Get my Results? Provisional results in most cases will be made available through MyBeckett. These results are not final and are subject to change following scrutinisation by the External Examiner. Results from module assessments are available on the Results Online system from: Results will only appear within Results Online five working days after the date of the Board of Examiners meeting (the meeting where your end of year outcome will be decided) or the Examination Committee meeting (the meeting where modular outcomes are decided). If you are unsure about when you might receive your results or have queries relating to your results, you should contact your Student Administrator. 3.6 Extenuating Circumstances and Mitigation If you are experiencing problems which are adversely affecting your ability to study (called 'extenuating circumstances'), then you can apply for mitigation. The University operates a fit to sit/fit to submit approach to extenuating circumstances which means students who take their assessment are declaring themselves fit to do so. Examples of extenuating circumstances include personal or family illness, bereavement, family problems or being a victim of crime. You will need to provide evidence to prove your situation; the Students Union Advice Service can offer guidance on what evidence you will need to present. Further information can be found at 15

16 You can collect an extenuating circumstances form from your student admin office, your Student Liaison Officer, reception or you can print one via the student hub web pages. Completed forms along with appropriate evidence must be submitted to your student admin office within the timescales given in the guidance. Late submissions will normally be rejected. Outcomes from the mitigation panels, which are held once a month, will be e- mailed to you via your student account. 3.7 Re-assessment If you have not passed the module at the first attempt you will be eligible for re-assessment. See your Module Handbook for details of the relevant re-assessment process (e.g. whether it is coursework, an examination, a presentation or other form of assessment/when it will take place/what the deadline is). Reassessment details can be found in your module handbook along with the date for resubmission. You will be advised via Results Online of your options for re-assessment. It is your responsibility to make yourself available for reassessment. You are advised to contact your Course Leader, Student Administrator or personal tutor for any necessary clarification. 3.8 Student Appeals If you feel that you have in some way been disadvantaged during your studies and this is reflected in your results, then you may have grounds for an academic appeal. After your results are available on Results Online you have 15 working days to submit a request for an appeal hearing. You will find the information you need, including grounds for appeal, when and how to appeal and frequently asked questions at: You are strongly advised to seek guidance from the Student Union Advice Service on whether you have grounds for an appeal and the completion of the paperwork see Section 4 for Student Union Advice Service contact details. 3.9 Academic Integrity Our University wants to give you credit for your learning and for work which you have done yourself. Unfair practice occurs when you have not done the work yourself. 16

17 Any attempt to gain an unfair advantage, whether intentional or unintentional, is a matter of academic judgement and may be considered to be unfair practice. Examples of unfair practice include, but are not limited to cheating, plagiarism, self-plagiarism, collusion, ghostwriting and falsification of data. Definitions of these offences and the serious consequences of unfair practice can be found in our Academic Principles and Regulations, Section C9: Academic Integrity: There are a range of resources available to help you understand what is and what is not permitted and how to use other people s ideas in your assessed work. These include the Skills for Learning website which can be found at If you are unsure on how to reference your work correctly please seek advice from your tutors or access the Skills for Learning resources online (see section 4). 4 Where to get help 4.1 Personal tutors Your personal tutor (see Key contacts in Section 1) will usually be an academic member of staff who teaches you on your course. Your Course Leader will make sure that you are given the name and contact details of your personal tutor at the beginning of each year, usually in your course induction. duration of your course. Normally, your tutor will aim to follow you right through the Your personal tutor has an important role to play in supporting you in academic and personal matters while you are studying on this course. Contact with your tutor will include discussion about career aspirations, your course, your progress, and your academic results. You may want to set objectives for academic and life goals which you can store on your e- portfolio. Personal tutors are not trained counsellors and will signpost you to other University services if they can t help you. These services may, for example, be the Students Union, the counselling service or the Student Hub. 17

18 At the beginning of the course your tutor will probably initiate communication to request a discussion at a mutually convenient time. Future discussions can be negotiated between you and your personal tutor. If you ask information to be kept confidential it will be and a note will be kept securely in your University notes with an indication of who can access the information. You are entitled to have at least one discussion per semester with your personal tutor during the year. Further communications will be planned and you should feel free to contact them if you need to see them urgently. Please see Section 6 for details of our personal tutor policy. 4.2 Student Hub If you have any questions about or problems with life at our University, the first place to call, or pop into is the Student Hub. The team can help with a broad range of enquiries including: funding and money advice, being an international student, disability, counselling and wellbeing support, student cards, accommodation, fee payments, support from the Students Union, how to access on-line services, getting help with your CV, preparing for an interview, careers guidance and getting a part-time job. Details of these and other services are available at There is a Student Hub on the ground floor of the Rose Bowl at City Campus and one also in Campus Central at Headingley. Their telephone number is +44 (0) and their e- mail address is [email protected]. They work closely with Faculties, the Students Union, all University Services and external organisations to make sure that if they don t know the answer to your question they will know who will. You can also use 'my Hub' which is an online resource available 24/7 where you can access information and guidance about a range of services, register and make appointments with Services, register for workshops and employability tutorials, search for job vacancies and use a range of careers resources. 18

19 4.3 Disability Support Disability Support is available from our Disability Advice Team. The Disability Advisers will work with students to ensure support is provided to meet their individual needs: Disabled students can also access the Disability Resource Areas in each library and the support provided by the Library Learning Support Officer, more information is available at Library Help The Library Our Library has invested in a wealth of electronic resources, and maintains these so that you can access a wide range of digital resources. The website (library.leedsbeckett.ac.uk) provides access to thousands more resources, plus extensive information about Library services. If you are able to visit Leeds Beckett, there are two Libraries at Leeds Beckett, Sheila Silver at City Campus and Headingley Library, both open 24/7, 365 days a year. If you live close enough to the University you can use either Library, although the book stock reflects the courses taught at each campus. The website (library.leedsbeckett.ac.uk) also provides access to thousands of resources and information about Library services. Additionally, if you are in the UK, you may be able to access your local education institution s library using SCONUL access. Offsite Service As a distance learning student you may be entitled to make full use of Offsite. This offers help with accessing electronic resources, access to other libraries, postal book loans and journal article supply. See the Library website for details of eligibility and more information. 19

20 Academic Librarian Your academic librarian (see contacts in Section 1) liaises with your lecturers to ensure physical and electronic information resources for your subject are available in the Library and they work with you throughout your time here to help you develop information and digital literacy skills. Help and Information Points If you have any questions about using the library or need IT support you can get help: from the Help and Information Point on the ground floor of each library online: library.leedsbeckett.ac.uk/contact-us by phone: +44(0) (including 24/7 IT support). Skills for Learning Skills for Learning provides a wide range of web resources and publications on topics including plagiarism, group skills, research, maths, Harvard referencing, essay writing and time management. Information about workshops and one-to-one tutorials can be found at MyBeckett MyBeckett, the portal and virtual learning environment, is the gateway to all the information you will need to support your studies during your time at University. It provides access to your modules and timetables; your account; your personal storage area on our University IT servers and a wide range of other information. 4.5 Students Union Advice Service The Students Union advice service offers free, independent and confidential advice and representation to students. Professional advisers are employed directly by the Students Union to represent your interests even if you are in dispute with our University. Advice is available on a large number of issues, for example: Academic Problems including: mitigation, complaints, appeals, disciplinary procedures & academic misconduct. 20

21 Housing Problems including: disrepair, problems with your landlord, checking your tenancy agreement before you sign. Money Issues including: problems with your student loan & Debt Health and Wellbeing. Tel: +44 (0) There are full details of all services available at: 5 What to do if you 5.1 are absent for more than one day You must notify your Student Administrator if you are absent for more than one day (for example for an interview, emergency unforeseen circumstances, or for compassionate leave). If you are going to apply for mitigation you will need to provide written evidence of the reason for your absence (see section 3). International students Please be aware that our University fully complies with United Kingdom Visas & Immigration (UKVI) policy at all times. There are legal reporting requirements for all students in the UK on a Tier 4 student visa, and full attendance is mandatory for all Tier 4 students. Failure to meet UKVI attendance requirements could lead to your academic sponsorship being withdrawn and your visa being revoked. Tier 4 students need to be aware of their responsibilities whilst in the UK, please see for full information. For up to date information about visas, immigration issues and other matters relating to international students, please contact the International Student Advice Centre at [email protected]. 21

22 5.2 are ill If you are unable to study because of illness for more than seven consecutive days (including weekends), you must provide us with a Fit Note. You can hand in or send a digital copy of your Fit Note to your Student Administrator and then send the original by post. Further information is available in the General Regulations (section 6) at: If you are absent through illness on the day of an examination or assignment deadline and you intend to apply for mitigation, you must also provide us with details and any available evidence as soon as possible. Contact your Student Administrator to get a copy of the appropriate extenuating circumstances form. For more details on mitigation please visit have a comment, compliment or complaint We are committed to providing a high quality experience for all our students. We welcome comments and compliments from students, and find them valuable for on-going improvements to our provision. Comments and compliments about your course can be raised with your course representative or directly with your personal tutor. If you have a specific complaint about an act or omission of our University, you may be able to make a complaint under the Student Complaints Procedure. In the first instance, you should raise the matter as soon as possible with the member of staff most directly concerned, or with the person who can best resolve it. If this does not resolve the matter, or if the complaint is too serious to be addressed in this way, then you should make a formal complaint in writing. Information about how to make a complaint, including the student complaints procedure and a complaints form, is available online at: are considering suspending studies or withdrawing from the course If you are considering withdrawal from your course you should speak to your personal tutor, a member of staff at our Student Hub or the Students Union to discuss your reasons. If there is a problem, University or Students Union staff may be able to help. It may be possible to arrange suspension of studies from your course. 22

23 If you are considering withdrawing, permanently or temporarily, you must complete a withdrawal form. This form must be submitted as soon as possible to your faculty office as withdrawals cannot normally be backdated. For further details see General Student Regulations at: 6 Relevant Policies 6.1 Student Charter Our University and Students Union recently agreed upon the Student Charter which outlines what is expected of students of Leeds Beckett University and what students can expect from our University. The most recent version of our Student Charter is at: Personal Tutors You are entitled to have one meeting per semester with your personal tutor in each year of your course. See Key contacts in Section 1 for details of how to contact your personal tutor. See Section 4 for an overview of the support you can expect from your personal tutor. You can find full details of our personal tutor policy from the Student Hub webpages: Safety, Health and Wellbeing Policy Statement Our University is committed to providing a vibrant, ethical and sustainable working environment that values wellbeing and diversity. This commitment exists alongside our wider legal and moral obligations to provide a safe and healthy working environment for our staff, students and members of the public who may be affected by our activities. There are further details at (see H - Health and Safety Policy Policy Statement). 23

24 Smoking No smoking is permitted in any of our University buildings, this includes the use of vapour cigarettes (or other similar devices); if you do smoke outside our buildings please make sure that you stand at least five metres way from building entrances and boundaries. Use of Laptops within our University If you need to charge your laptop battery, please make sure that the battery charger/lead are undamaged, and only plug it into a designated power socket if you are unsure of where these are, please ask a member of staff. Please make sure your battery charger cables do not create a trip hazard. Fire Safety Procedures Fire information is present on Fire Action Notices displayed in all University buildings. These are normally present in corridors. Please read and follow the instructions. All fire exit routes are clearly identified. You should familiarise yourself with the location of fire exit routes and fire assembly points for the buildings that you may use in the course of your studies. If you discover a fire, you should sound the alarm by operating the Fire Alarm Call Point. You should report the circumstances and site of fire using the emergency number indicated on the Fire Action Notice. Do not tackle the fire unless you have been trained to do so. Evacuate the building to the fire assembly point indicated on the Fire Action Notice. Do not re-enter the building until officially authorised to do so. On hearing the Fire Alarm, everyone should proceed calmly to the nearest available safe fire exit, as indicated by the green and white fire exit signage. Take appropriate action to assist visitors and mobility-impaired persons or wheelchair users to a safe refuge. Upon exiting the building, continue on to the fire assembly point so as not to impede the remaining evacuees exiting the building. Evacuation is practised through fire drills. However, 24

25 you should regard any continuous sounding of the alarm as a fire incident and act accordingly. Disabled Students You are expected to declare any disability that would affect your safety in the event of a fire, e.g. hearing impairment or the use of a wheelchair. If you are referred to the Disability Adviser, a Personal Emergency Evacuation Plan (PEEP) will be developed for you as appropriate. Disabled students must declare their disability, to the University, for it to be taken into consideration. You can find further information about the support available to disabled students studying at our University and contact details on our website: First Aid First Aid Notices (green and white) are displayed in all University buildings alongside the Fire Action Notices (predominantly blue and white) and alongside, or adjacent to, each First Aid box. First Aid Notices provide all the information you may require to seek and summon assistance. First Aider contact details can also be obtained from the Student Hub or from Security: City Campus, internal ext or Headingley Campus, internal ext Accident and Incident Reporting All accidents and incidents and dangerous occurrences, must be reported to, and recorded by University staff. Accident report forms (HS1) are available at faculty reception offices, Security and Student Hubs. Infectious Disease Campus-based students who have been diagnosed with a serious infectious disease such as TB, measles, meningitis or chicken pox should notify their Course Leader or Student Administrator as soon as possible giving information regarding which groups of students (and/or colleagues and clients on placements) you have been in contact with and when. For diseases such as TB or meningitis, the West Yorkshire Health Protection Team may also wish 25

26 to speak to you (or your family) to determine if others require screening or medication. You should follow advice given by the hospital or your GP about when it is safe to return to University. Student Guidance This document has been written to help you construct formal s to staff, fellow students and external agencies. The University policy for staff response timeframes to your s and how you may manage this is also outlined. You must use your university account as your means of communicating with staff and fellow students on the course. Writing your s should be written in a polite and formal manner when communicating with staff and external agencies. You can use the following guidance to help you construct a professional . Subject line All s should include a subject line outlining the content of the . This enables staff to quickly sift through s and respond to those which may be urgent. For example if your is module related then this should be included in the subject line. If your e- mail is personal then please start the subject line with personal, followed by a brief description of the content of the . Font style In accordance with the Equality Act 2010 and the University Equality and Diversity Policy, e- mails should be pre-set in an accessible format i.e. one of Comic Sans, Arial or Verdana and at a minimum of font 12. Appropriate salutation Use Dear or Hi (name). Do not use less formal greetings such as mate. Body of text You should write in plain English, being precise and to the point. Do not use text language. Short s that are to the point and present the facts are much better than lengthy e- 26

27 mails. You need to construct your to ensure that they are polite and request help support etc. rather than demanding help or feedback. Appropriate sign off You need to conclude your with Appropriate sign-off (e.g., Regards/Best Wishes/Thanks ). It is important that you include your full name, student number, course name and level to ensure that a more personal response can be written. Getting a response When ing staff in regards to course matters the university policy is for staff to respond within five working days. There may be times when you get a response much sooner than this if a staff member is dealing with s or the matter is urgent. Please expect that responses are likely to take up to the full five working days in most instances. Typical working hours for staff are between 9am and 5pm. If you after 5pm your response may not be acknowledged until the following day. The five day turnaround will then commence from 9am on that day. If you later in the week please be aware that you may not get a response until the following week as Saturday and Sunday are not formal working days. What do I do if I don t get a response within 5 working days? Please check that your original was written using the guidelines outlined above. If it is not then a staff member may have decided not to reply to your as it was inappropriate. Did you use your university account? You must use your university when communicating with staff and fellow students in regards to university business. If you use an external (hotmail etc.) staff cannot respond to this under the direction of university guidelines. 27

28 Have you ed the right person? Modules If your query is relating to a learning activity you should your tutor. If they cannot answer your question(s) then they will forward your to the module leader. However, if your query is a) related to material delivered during lectures and/or b) related to any module organisation matters, not covered by Mybeckett, please the module leader directly. Unless absolutely necessary, you should not copy more than one member of staff into an as this can lead to mixed communication and often end in confusion. Personal Issues If your relates to a personal or course matter then you should your personal tutor in the first instance. If they cannot answer your question (s) then they will forward your to the level or course leader. Only in circumstances where you may want to discuss confidential matters should you contact your level leader or course leader directly. This should only happen if you would feel more comfortable communicating directly with them rather than your personal tutor. Was the information already in the module handbook? If you have asked for information that is already in the module handbook (e.g. assessment hand in dates) then the staff member will not reply to your as you are expected to read this document prior to contacting a member of a module team. Did you receive an out of office reply? If you received an out of office reply then within the reply you will have been directed to contact an alternative person who will be able to help you. You should resend your to the identified person and copy in the original recipient so that they know the conversation has progressed. If you are unsure who to send your too, please use the generic admin address for your course and provide details of who you were trying to get in touch with, what the issue was about and copy in your previous . The admin team should then be able to direct your to the correct person. 28

29 I followed the guidance but haven t had a reply, what do I do? If you have written an appropriate , but have not received a response within the stated time frame then please resend your again. You need to write a further note outlining the date and time of your original and a polite request for the staff member to reply. If you do not receive a response within two working days of this then please forward the s to your personal tutor who will help you get a response from the member of staff. Sample template Subject: Module, Introduction to Research and Study Skills Dear (seminar tutor s name) I have recently collected the feedback for my literature review assessment. I have read my work and the feedback that you have provided. If it is possible I would like to meet you with to help to clarify a few of the points that you have raised around the content of my submission to help me improve my academic writing for future assessments. Please could you let me know a convenient time at which you would be able to meet me? I am free on Tuesdays after 2pm and Thursdays before 1pm. Kind Regards Your full name Student ID Course name and level 6.4 University Regulations There are two sets of regulations you need to be aware of, the University Academic Principles and Regulations and the General Regulations: Leeds Beckett University Students. The Academic Principles and Regulations relate specifically to your studies and your course. They cover issues such as assessment, progression and award requirements amongst a range of other issues. 29

30 The General Student Regulations deal with a range of issues which apply to all students of our University. 6.5 Academic Principles and Regulations Our University Academic Principles and Regulations can be found at: You should familiarise yourself with the Academic Principles and Regulations. The following sections are of particular relevance to your course: Assurance of Academic Standards: Assessment (C1) Achievement of Credit (C2) Student Progression (C3) Conferment of Awards (C4) Management of Assessment (C5) Conduct of Assessment: Coursework and Other Assessed Work (C6) Administration and Conduct of Examinations (C7) Written Examinations: Regulations for Candidates (C8) Academic Integrity (C9) Disabled Students (C10) Boards of Examiners and Examination Committees (C12) Disclosure of Assessment Results (C14) Extenuating Circumstances and Mitigation (C15) Request for an Appeal Hearing (C16) The Students Union Advice service ( is able to offer advice and guidance on how to understand and use the Academic Principles and Regulations. Where students are undertaking any form of research project, reference should be made to the Research Ethics Policy and Research Ethics Procedures which can be found at: 30

31 6.6 General Regulations The General Student Regulations are available at the following web link: yourself with the student regulations relevant to you. You should familiarise 31

32 Appendix A Programme Specification Course Overview and Aims The Postgraduate Certificate in SEN Coordination is intended to fulfil all the requirements of the National Award for Special Educational Needs Co- ordination which all SENCOs are required to complete within their first three years in post. The Leeds Met Postgraduate Certificate in SEN Coordination is a single 60 Masters credits module course, developed in collaboration with local specialists, academics and practitioners and covering all the requirements of the National Award. The distance learning students on this course all learn through access to online resources and individualised learning. In addition to specific learning activities, students will have access to learning resources from the eight University-based teaching days include inputs from a current OfSTED SEN specialist inspector, experts on Autism, Dyslexia and ADHD and experienced primary, secondary and early years SENCOs. The course aims to stimulate individualised learning through SENCOs networking with colleagues from other schools via electronic forums and discussions, having the chance to step outside their own setting and see how others tackle similar challenges or by simply taking time away from their day to day work to spend on self study. Distant learning students will be offered virtual opportunities to discuss and share practice. Students will also access the University s Virtual Learning Environment where purpose designed study material, further reading and practical exercises are available and participants will have the support of a personal tutor who will carry out an initial needs audit and oversee progress throughout the course. They are assessed through a portfolio of four practical tasks, tailored to students individual practice and experience. Postgraduate Employability and Professional Context This is a vocational course aimed at practising teachers and hence the overwhelming proportion of participants will already be working as teachers in schools or in other educational settings. It is intended nevertheless that this course will enhance the career prospects of students in terms of allowing them to become SENCOs (if they are not already), securing their employment as SENCOs or further promotions within schools or in education more generally. A wide range of opportunities for further 32

33 study are available in Leeds Beckett University. The course team considers the MA in SEN as the natural continuation of this course and students who complete the PCSED can use the 60 postgraduate credits that have acquired towards their Master s level study. Course Learning Outcomes The PGCert in Special Educational Needs Coordination is linked to the set of learning outcomes set by the National College for Teaching and Leadership: Part A: Professional Knowledge and Understanding The Award should enable SENCOs to know and understand the implications of: 1. The statutory and regulatory context for SEN and disability equality and the implications for practice in their school or work setting Guidance within the SEN Code of Practice and how it is interpreted locally; Mediation and the SEND Tribunal; The Local Offer; OfSTED Frameworks relevant to their school or work setting; New funding models, including the right to personal budgets; The policy and legislative context for health and social care, including safeguarding and the health and well-being agenda; Relevant guidance on data protection and confidentiality, health and safety, including governor accountabilities. 2. The principles and practice of leadership in different contexts: The characteristics of highly effective leadership; Leadership and management processes and tools that support change in schools; The role of leadership and professional challenge in supporting and promoting a culture of continuous professional development linked to improvement; Their own leadership, including strengths and areas for development; The professional qualities of effective team leadership. 33

34 3. How SEN and disabilities affect pupils participation and learning The breadth and complexity of the causes of under achievement; How children s development is affected by SEN and/or disabilities, including mental health needs, and the quality of teaching they receive; High incidence SEN and their implications for teaching and learning and inclusive practice; Planning provision for children and young people with more severe and complex SEN. 4. Strategies for improving outcomes for pupils with SEN and/or disabilities Theories of learning as the basis upon which to design effective interventions; Removing barriers to participation and learning for children and young people with SEN and/or disabilities; Addressing discrimination, stereotyping and bullying related to SEN and disability; The potential of new technologies to support communication, teaching and learning for children and young people with SEN and/or disabilities; Relevant theory, research and inspection evidence about effective practice in including pupils with SEN and/or disabilities. Part B: Leading and Coordinating Provision The Award should enable SENCOs to: 5. Work strategically with senior colleagues and governors to: Advise on and influence the strategic development of a person-centred and inclusive ethos, policies, priorities and practices; Promote a whole school culture of high expectations and best practice in teaching and learning to improve outcomes for children and young people with SEN and/or disabilities; Ensure that the school s SEN policy is embedded within the school s performance management, self-evaluation and improvement planning; Establish systems to collect, analyse and interpret data, including Raise On-line, to inform policy and practice, raise expectations and set challenging targets for children and young people with SEN and/or disabilities; 34

35 Commission, secure and deploy appropriate resources to reinforce the teaching of children and young people with SEN and/or disabilities, and evaluate and report upon their impact on progress, outcomes and cost effectiveness. 6. Lead, develop and, where necessary, challenge senior leaders, colleagues and governors to: Understand and meet their statutory responsibilities towards children and young people with SEN and/or disabilities; Promote improvement in teaching and learning to identify, assess and meet the needs of children and young people with SEN and/or disabilities, within a personcentred approach; Model effective practice, coach and mentor colleagues; Lead the professional development of staff so that all staff improve their practice and take responsibility for removing barriers to participation and learning; Deploy and manage staff effectively to ensure the most efficient use of resources to improve progress of children and young people with SEN and/or disabilities. 7. Critically evaluate evidence about learning, teaching and assessment in relation to pupils with SEN to inform practice and enable senior leaders and teachers to: Select, use and adapt approaches, strategies and resources for assessment to personalise provision for children and young people with SEN and/or disabilities; Draw upon relevant research and inspection evidence about teaching and learning in relation to pupils with SEN and/or disabilities to improve practice; Undertake small-scale practitioner enquiry to identify, develop and rigorously evaluate effective practice in teaching pupils with SEN and/or disabilities. 8. Draw on external sources of support and expertise to: Engage with the Local Offer to develop effective working partnerships with professionals in other services and agencies, including voluntary organisations, to support a coherent, coordinated and effective approach to supporting children and young people with SEN and/or disabilities; 35

36 Promote, facilitate and support effective multi-agency working for all children and young people with SEN, through, e.g. person-centred planning, team around a child or family, the Common Assessment Framework and the Education, Health and Care Plan; Interpret specialist information from other professionals and agencies and demonstrate how it has been used to improve teaching and learning and outcomes for children and young people with SEN and/or disabilities; Ensure continuity of support and progression at key transition points for children and young people with SEN and/or disabilities. 9. Develop, implement, monitor and evaluate systems to: Identify pupils who may have SEN and/or disabilities; Inform all staff about the learning needs, emotional, social and mental health needs and achievement of children and young people with SEN and/or disabilities; Set challenging targets for children and young people with SEN and/or disabilities; Plan and intervene to meet the needs of children and young people with SEN and/or disabilities; Record and review the progress of children and young people with SEN and/or disabilities; Make effective use of data to evaluate and report upon the effectiveness of provision and its impact on progress and outcomes for pupils with SEN and/or disabilities; Ensure appropriate arrangements are put in place for children and young people sitting national tests and examinations or undertaking other forms of accreditation. Part C: Personal and Professional Qualities The Award should enable SENCOs to develop and demonstrate the personal and professional qualities and leadership they need to shape an ethos and culture based upon person-centred, inclusive, practice in which the interests and needs of children and young 36

37 people pupils with SEN and/or disabilities are at the heart of all that takes place. This is evident when: There are high expectations for all children and young people with SEN and/or disabilities; Person-centred approaches build upon and extend the experiences, interests, skills and knowledge of children and young people with SEN and/or disabilities; The voice of children and young people with SEN and/or disabilities is heard and influences the decisions that are made about their learning and well- being; Family leadership is encouraged and parents and carers are equal partners in securing their child s achievement, progress and well-being. Students with QTS successfully completing the PGCert SENCO will also be awarded the National Award this is a vocational award with a competency- based framework 37

38 Reflective statement Case study Presentation Contextual analysis Course Learning Outcomes Mapping Course Learning Outcomes A. PROFESSIONAL KNOWLEDGE AND UNDERSTANDING Assignments addressing this learning outcome LOs addressed through teaching resources included in teaching days LOs addressed during self-study 1. Statutory and regulatory context for SEN and disability equality and the implications for practice 2. The principles their school and practice or work of setting leadership in different contexts 3. How SEN and disabilities affect pupils participation and learning 4. Strategies for improving outcomes for pupils with SEN and/or disabilities B. LEADING & COORDINATING PROVISION 5. Work strategically with senior colleagues and governors 6. Lead, develop and, where necessary, challenge senior leaders, colleagues and governors 7. Critically evaluate evidence about learning, teaching and assessment in relation to pupils with SEN to inform practice 8. Draw on external sources of support and expertise 9. Develop, implement, monitor and evaluate systems C. PERSONAL AND PROFESSIONAL QUALITIES Have high expectations for all children and young people with SEN and/or disabilities Develop person-centred approaches build upon and extend the experiences, interests, skills and knowledge of children and young people with SEN and/or disabilities 38

39 Consider the voice of children and young people with SEN and/or disabilities and allow them to influence the decisions that are made about their learning and well-being Encourage family leadership and the partnership with parents and carers in securing their child s achievement, progress and well-being Course Structure The course consists of a single module Level 7 The following is an indicative plan of the structure of the course for distance learning students: Term 1 Practical Master s Level Learning Outcomes Initial discussion with personal tutor Electronic induction: introduce course objectives, assignments and structure Offsite library introduction Self-evaluation audit Introduction to academic study searching for, engaging with, note taking from and referencing literature. University library resources and support for academic study are introduced A1 A2 B7 B8 Access to Teaching Day 1 Links between literature, government resources : Key note speaker initiatives and practice. Access to Teaching Day 2 resources: What is Special about SEN? Normality, exceptionality and Inclusion (MK) Group discussion: Literature, government initiatives & practice A1 A3 B7 B9 Area C Access to Teaching day 3 resources: The role of the SENCO Group discussion: The SENCO role: Threats, challenges, opportunities and needs. Tutor discussion: Assignment 1 Access to Teaching Day 4 resources: Systematic approaches to SEN Group discussion: Monitoring and evaluating the impact of Literature on the SENCO role is analysed and discussed. Students critically review current government legislation and policies. Students discuss their practice in the light of academic literature and evidence gathered in their school. They analyse policy and evaluate implementation and monitoring of relevant policies. A2 A4 B5 B6 B8 B9 Area C A3 A4 B5 B6 B7 39

40 provision Tutor discussion: Planning your case study B9 Area C Term 2 Access to Teaching day 5 resources: The role of the Educational Psychologist, Working with parents, Pupil Participation. Group discussion: Working with others Tutor discussion: Assignment 1 Access to Teaching Day 6 resources: Thinking critically about inclusion, exclusion and identity. Exploring the ethical aspect of SEN and implications for the SENCo role Group discussion: Inclusion Tutor discussion: Assignment 2 Term 3 Access to Teaching Day 7 resources: Types of SEN Group discussion: Identification and provision for SEND Tutor discussion: Assignment 3 Access to Teaching Day 8 resources: SENCO as leader: Principles of leadership in education. Group discussion: Reflection on the SENCO role and planning ahead. Tutor discussion: Self-evaluation audit and assignment 4 Students look critically at academic literature in relation to: multi-agency work on SEN; parents choice & involvement in education students voice and participation Students explore the theoretical basis of inclusion, relating that critically to the practice in their setting Students critically explore issues of data collection and policy implications of target setting and inspection Students explore academic literature on specific SEN categories of need and the implications for practice. Students familiarise themselves with academic literature on Leadership and Management in education. Reflection on the learning journey of this year. Students are encouraged to reflect on the literature that they used this year and identify / evaluate learning outcomes. A1 B5 B6 B7 B8 B9 Area C A1 A3 B6 B7 B9 Area C A1 A3 A4 B6 B8 Area C A1 A2 B5 B6 Area C Learning & Teaching Approaches The course will be: Inspiring. The course will be taught with commitment and passion by staff committed to the profession who will provide a conduit between teachers and theory. Personal tutors and discussion time will offer the opportunity for 40

41 exploration of alternative approaches to particular cases drawn from students experiences. Creative. The course develops the creativity of participants and empowers teachers to develop their creativity using evidence-based practice. One of the priorities of the course is to question established practices and to deconstruct ideas about the limitations in creating new interventions. Enterprising. The course makes links between practitioners and develops opportunities for collaboration and enterprise. All students on the course will be encouraged to have a Buddy SENCo, i.e. a colleague in the course who will offer support inside and outside the course and offer formative feedback to assignments (peer review). Purposeful. The course has a clear aim and structure designed to meet that aim. Its design and delivery is directly linked to the requirements of the SEN Code of Practice. Respectful. The course is committed to inclusion and valuing the variety of experiences that participants come to the programme with. The course actually draws from these experiences to develop its content. Professional. We hold and promote the highest standards of professionalism including those mandated by regulation. Learning and Teaching Activities The course is taught by experienced professionals, fully committed to maintaining and developing their knowledge base through CPD and research. Assessment is designed to meet the needs of a variety of students and is directly linked to their professional lives and development. For those students on the online course, the assessment is designed to be flexible to allow students living outside the UK to meet the assessment criteria by drawing on examples from their own jurisdiction. For more details on teaching and learning activities see above. 41

42 Use of VLE The course uses the VLE and wider online community to support, enhance & link face to face with online materials and to provide a space for students to communicate with each other and the course team. The course will use a blended learning approach. The approach will involve a combination of face-to-face facilitated learning, online learning and self- study which will differ by module. The remaining hours will then be made up of a mixture of online learning and self-study. It is expected that students would be provided with readings and directed activities to support their learning within the classroom. The blend of these approaches will differ by module. For distance students the VLE supplies all the learning materials and activities students require successfully to complete the course. Similarly to the p/t course students are led through an initial needs audit and are encouraged to take part in an online community and complete a series of formative tasks throughout the module which complement the four module assessment activities. The VLE content consists of an editorial script moving students through the module and which signposts other materials, some of which are held on the VLE, others which are either available to Leeds Beckett students of freely available online. Students attending the p/t course are encouraged to participate in forums structured on specific topics and which are available on MyBeckett. For the DL students the VLE is the primary means by which students and tutors communicate, where the course content is housed and managed and which provides the means whereby students can assess and manage their progress at any time whether they are domestic or international students. Use of Blended Learning No elements of the p/t (face to face) version of the course are delivered purely online. Online resources that are available to students include videos on school inclusion and SEN and a growing list of academic literature (journal articles) on the same areas. Students of the online (DL) course will be able to access the resources and the formative and summative assessment opportunities available to p/t face to face students. 42

43 Assessment Strategy The course is assessed via portfolio assignments, presentations and written essays. Students are provided with scaffolded assessment structures and exemplar assignments. There are opportunities for formative assessment on assignments prior to submission. Students on this course will progressively build on their practical skills as a leader and manager of pupil learning and at the same time will develop their academic and intellectual skills through engagement with literature and the critical questioning of practice in the light of theoretical frameworks. Feedback on Student Assessments Formative feedback is given orally and in written form against all formative submissions. Tutorial support is available of students require oral feedback. Written summative assessment with targets is provided for submitted assignments. How is feedback from students gathered and used in course design/ enhancement? Module evaluations, oral feedback by students, feedback. This is all used to develop course materials, timings of submissions and forms of assessment. The initial needs audit completed by each student at the start of the programme is used to shape the presentation of the course on each occasion The CDT will be considering other ways to gain feedback from students given that we do not have the resources to reimburse schools for attendance at the University. We will explore the potential of using technology as a means of gathering feedback from students. How are students informed of actions taken/how is the feedback loop closed? Annual review and feedback through electronic communication. Presentations to SENCO groups and on other occasions will stress the contribution student feedback has made to developing this course. We will consider ways in which feedback can more effectively be given to students who have completed the course. 43

44 Indicators of Quality and Standards Rationale for Change We are reviewing our Postgraduate courses, drawing on past and current successes, to ensure that all courses are: flexible in terms of place, mode and pace distinctive to encourage market responsiveness, employer engagement and professional body engagement. We will enable student access to mentoring, internships, work related learning and career advice, where appropriate. Streamlined in content and utilise on- line learning resources, where available and appropriate. Inclusive of shell modules drawing on existing on-line learning. The course will respond to changing Governmental agendas and policies in education and emerging research findings. This course is heavily influenced by outside pressures. It is, after all, a mandatory course effectively designed by the National College for Teaching and Leadership. Whilst we make every attempt to improve course quality through our academic inputs (for example by enhancing the teaching around the use of and referencing of literature by students), we have to work within externally-set parameters and in response to an agenda set by policy makers and practitioners. We are proud of the way in which our course has met the changing needs of practitioners over the past four years. Outcomes of PG Related Student Surveys N/A part time students. 44

45 Analysis of Course Trend Data Students April October Feb October February October Total 282 students Completion (including projection for current cohort) 249 completing - 88% completion rate all part time 90% female, 10% male 90% white British 5% identified disability All students (with very few exceptions) employed throughout the course and beyond. Many examples of promotions following the course but it is impossible to isolate the effect of this course on career prospects. Module Evaluation What Methods Are Used to Monitor and Assess Quality? Module evaluations have to date suggested that students are satisfied with the course Students requested more essay/portfolio type assessments as they find these easier to construct, we altered assessment in modules as a result. Peer observation of teaching all sessions are attended by more than one member of University staff or associate tutor hence informal feedback is given. Student feedback Students comment on their learning in their final assignment and informal feedback is collected through the year of the presentation. External examiner comments these are reviewed by the course team following receipt each year Quality of submitted work by students. This is monitored in consultation with the external examiner. 45

46 External Examiner Reports In response to external examiner reports in previous years we increased the attention we gave to particular pieces of literature within the course teaching days. Responding to external examiner comments that students referencing was inconsistent, we have continued to emphasise accurate referencing through the taught sessions and this has been supplemented by an improved and enlarged set of online resources prepared by the University (and including the ReferenceMe App). Examples of good referencing practice are shared with students and tutors on the course are reminded of the need to develop students abilities in this respect. Many of the lessons learned from the course are now being applied to future course design for example in the new Cert HE/Advanced Diploma in SEN. The good practice identified through external examiner reports here will be built into the rebid for the National Award contract in We have continued to build our specialist staffing capacity over the past year and will be holding master class dissemination sessions to professionals beyond this course. Research and Scholarly Activity The course content is reviewed regularly. The course content is audited against new legislation and emerging issues in education. Staff Development Staff attend conferences and suitable CPD opportunities. Staff are engaged in their own research relevant to the p rogramme. Membership of suitable organisations such as BERA. Commitment to reading and accessing new research in relevant areas. 46

47 Resources Libraries and Learning Innovation Libraries and Learning Innovation (LLI) plays a key role in the student and staff experience at Leeds Metropolitan University, supporting the teaching, learning and research needs of staff and students. The service has a total staff of about 103 (full time equivalent) and total expenditure of approx 5.1m. LLI holds the Customer Service Excellence Standard and is committed to the development of a quality service for its customers and to a close partnership with the faculties in supporting students learning. Academic Librarians represent these services on course development teams to ensure that there is appropriate support for new courses at the earliest stage, as well as at approval events. They are also represented at course annual reviews and Faculty and University committees by a Senior Academic Librarian. The annual financial allocation for library materials and information access is approximately 1.5 million. A Collection Development Strategy describes how these funds are allocated in discussion and agreement with the Faculties and provides information on how LLI stores, arranges and facilitates access to the wide variety of information and learning resources to support the curriculum. Academic Librarians are responsible for the identification and selection of materials to support courses and research in their subject area and work closely with their faculty colleagues to develop Library Resources Agreements which highlight strengths, weaknesses and priorities for development in each subject area. A separate Collection Development Fund is available to provide pump-priming funding for new and revised courses, increases in student numbers and to remedy identified weaknesses in the library collections. The course has a designated academic librarian (currently Maria Kulas) whose main remit is to monitor and maintain provision of library services for the students and to liaise with staff regarding academic text and journal requirements. Each Academic Librarian has a subject specialism and is responsible for evaluating electronic information sources. Library Online provides access to information and resources available through The Library, including subject pages and Discover, a single search access point for users to the whole range of information sources available through the University Library services and beyond. The University also offers a range of services for remote learners (see offsite below). Library Online Discover Offsite hat_is_offsite 47

48 The Library purchases a range of quality electronic and print resources to support the curriculum, numbering over almost 400,000 items for , in addition to guiding users to high quality free content, for example journals published on an open access basis. Information and learning resources are acquired in electronic format in preference to print, wherever possible, enabling simultaneous multi-user access 24/7 from both on and off campus. An Interlibrary Loan service is available to taught masters students working on dissertations to facilitate access to information resources not held by The Library and support is given to students and staff to use the nearby British Library Document Supply Centre at Boston Spa. Integrated library, computing and media facilities are provided in libraries based on each of the University s campuses at City Campus and Headingley. Some facilities are also available in Cloth Hall Court and in the Carnegie Stand and Pavilion. LLI aims to maximise choice and flexibility in the way in which students and staff learn by providing a range of study environments, off-campus support, online access and dispersed facilities. The Library opens 24/7 every day of the year providing over 2100 study places of which approximately 800 offer access to computing or multi-media facilities with the latest operating software. Wireless networking is available throughout The Library and wireless enabled laptop PCs are available for loan within The Library. A service to off campus users (Offsite) offers a package of services to support students who are seldom required to attend classes on campus. This includes postal loans, journal articles, enquiries, and referral to libraries near to where they live. A Pay-to-Post service also enables any student to have an item from stock or photocopied journal article posted to them. The University Virtual Learning Environment, supplied by Blackboard and branded as MyBeckett within the University, supports the University s Learning and Teaching Strategy providing a range of online facilities and tools to support staff and students in the provision of flexible online learning and communication (see sections 42 & 43 for further detail). MyBeckett also provides portal access to integrated announcement, and group communication tools to facilitate communication across the university community. All students have an account and calendar facilities provided by Google in partnership with the University. Distance learning students can all draw on support from the Distance Learning Unit at the University. Alongside the provision of library, information and IT help services in person (including roving IT Help throughout The Library), LLI works in partnership with colleagues in other universities to provide help by telephone 24 hours a day, 365 days a year alongside a single address. More complex enquiries can be referred to specialist in all 3 areas, such as Academic Librarians who have subject specialisms and are responsible for evaluating electronic information sources, as well as providing training and tutorials. 48

49 The needs of international students are addressed by an LLI working group whilst students registered with Leeds Metropolitan Disability Services can benefit from the specialist help of a Learning Support Officer based at each campus library. Students can book one-to-one appointments or take advantage of informal drop in sessions. There is a Disability Resource Area in The Library on each campus containing adaptive software and hardware which will assist users with disabilities. All new students are offered an induction session and follow up information skills teaching complemented by online guides, web pages and online tutorials to inform students of relevant resources and activities to support their programme of study. Academic Librarians provide tailored information and literature searching sessions to students and also offer a programme of drop in information workshops for students. Skills development is increasingly recognised as making a significant contribution to the careers of graduates in terms of the achievement of their full educational potential and adding value to their lifelong learning through preparing them for employment and/or career progression. The Library has a strong commitment to teaching information literacy skills and the encouragement and development of truly independent learners and is increasingly embedding information skills teaching within the curriculum. Online learning objects allow students to independently learn and practice their information skills and test their progress. The Skills for Learning website provides online resources, services and publications to enable students to develop their academic skills. Skills for Learning was established within LLI to support the transition to higher education, raise student achievement, improve retention, and help to attract new students. It provides useful support particularly for those Masters level students who have not recently been in university level study. The website also offers a wide range of generic learning and teaching resources on topics which include: academic writing, group skills, research, maths, critical awareness and reflective skills. Students can use the website independently; academic staff also use it in teaching sessions and VLE modules. Students are regularly referred to the Skills for Learning website for assistance with referencing their assessments. All the website resources have been produced by Leeds Metropolitan University. Skills for Learning also provides drop-in workshops, customised classes, and group and one-to-one tutorial support in academic communication, maths and IT. In addition, Skills for Learning publishes a series of student guides on essential academic skills. The Employability and Progression team provides a range of resources to support student employability. These can be found principally through: MyHub from where students can access graduate and part time vacancies, an events calendar of workshops and employer talks and careers advice The Employability and Progression website which can be accessed via the Student Hub pages on via the A-Z a range of topics are covered such as Career Planning, CVs and Applications, Interviews and Assessment Centres, Graduate Employment and Volunteering Opportunities MyCareer in MyBeckett. This includes sections on self-development, job hunting, CVs, Applications, Interviews and Managing Change. Under My Resources there is a Knowledge Hub which includes employer video clips, audio podcasts and written tutorial materials on these topics. 49

50 On-line Futures Workbooks. - they take the students on a career journey from making career choices, researching careers, volunteering, applying for work experience and jobs, psychometric tests, assessment centres and interviews. Additionally an overview of jobs overseas, visa requirements and vacancies are provided via Going Global which can be found on the Employability and Progression website under Graduate Employment/International Jobs Learning Objects are available to support academic staff in the delivery of employability: ts/index.htm For staff there is a full range of resources available to support Employability accessed via: Students will also have access individually and through careers education lectures and workshops to the Employability and Progression team which offers both a careers advisory service and an employment agency. This team of experts can help students to make well-informed decisions about student and graduate employment or postgraduate study. Through their vacancy database, regular careers & jobs fairs and their employer links, students will be supported in accessing employment and further appropriate study opportunities. Practical help and resources are also available to assist in exploring and researching careers, job hunting and professional presentation in CVs, applications and interviews in an increasingly competitive market. 50