Level 4 Course

NCFE LEVEL 4 AWARDS FOR SPECIAL EDUCATION NEEDS COORDINATORS (EARLY YEARS)

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Course Introduction

Teachers Train Teachers as a multi accredited teachers training provider offers this course with the approval of the NCFE Cache. Building on the Level 3 Award for Special Educational Needs Coordinators in Early Years Settings, this qualification offers Continuing Professional Development (CPD) and is aimed at Level 3 Early Years practitioners in a private, voluntary or independent setting. The qualification is designed for those already working in a lead SENCO role as an Early Years practitioner and who wish to increase confidence in relation to leadership and management progression. Learners will be prepared for leadership and management in specific aspects of the SENCO role including:

  • enabling best outcomes for children and their families
  • enriching professional development
  • liaison with parents/carers, colleagues, other professionals
  • undertaking and applying research for improved outcomes.

Course Delivery and Support

  • It is classroom training that requires minimum of 16 hours study.

Course Schedule

3-Hours a week

Course Fee

£2000 (with exam + VAT)-Self Funded 

Course Duration

14- 18 Weeks

Who is it suitable for?

This qualification is suitable for learners already working as an Early Years practitioner in a Special Educational Needs Coordinator (SENCO) or Special Educational Needs and Disability (SEND) related role and who wish to progress to leadership and management roles and responsibilities, leading best practice for their setting. This qualification offers Continuing Professional Development (CPD) and is aimed at Level 3 Early Years practitioners in a private, voluntary or independent setting progressing from the Level 3 Award for Special Educational Needs Coordinators in Early Years Settings.

Course Content

Learners must achieve three (3) mandatory units

  • Unit 1: Leading effective practice in the role of the Special Educational Needs Coordinator (SENCO) within Early Years Settings
  • Unit 2: Evaluate Special Educational Needs and/or Disability (SEND) provision for effective practice within an Early Years Setting
  • Unit 3: Lead change to inform Special Educational Needs and/or Disability (SEND) provision in an Early Years Setting

Key benefits

Learners can progress to leadership and management roles and responsibilities within Special Educational Needs and/or Disability (SEND) related roles in Early Years Settings.

Teaching & Learning:

How will I learn? 

We offer a blended training that will typically consist of active learning in a classroom environment as well as remote learning with online webinars. You will also have access to guest speakers who will share their expertise around safeguarding, using technology in the classroom and managing classroom behavior. You will also learn on the job through your teaching practice and reflecting on your practice. 

How will I be assessed? 

This qualification will be internally assessed through a portfolio of evidence.

Entry Requirements:

Learners must be aged 19+ and working as an Early Years practitioner in a lead SENCO or SEND related role.

Progression and Career opportunities:

Learners can progress to leadership and management roles and responsibilities within Special Educational Needs and/or Disability (SEND) related roles in Early Years Settings.

This qualification is suitable for those interested in pursuing careers in the following areas:

  • Early years
  • Childhood studies
  • Community, youth and families
  • Social work
  • Health and social care
  • Primary teaching
  • Nursing.

Placement & Practice Teaching:

The student teaching experience is designed to give the student a full time internship under the supervision of a cooperating teacher.  The Education Department requires that the student’s total scholastic effort be devoted to the student teaching experience.  There are no other college course responsibilities during this time period.  Specifically, the student will:

  • Observe and teach for a minimum period of 100hours in a primary or secondary school.
  • Create and teach from lesson plans made under the supervision of a licensed school teacher.
  • Gradually assume responsibilityfor teaching from three to four classes a day during this period.  (Teaching load may vary in relationship to the subject being taught and the school schedule.)
  • Be responsible for administrative dutiesassociated with these classes.  This should include attendance reports and other routine duties previously handled by the cooperating teacher.
  • Assume responsibility for the gradingof students in assigned classes.
  • Construct, administer, correct, and grade examinations for classes being taught.
  • Visit with administrative personnel and special education teachers about the total educational system.
  • Assume duties in addition to daily classes.  This could include study hall, small group tutoring, or whatever is deemed necessary to make the schedule and experience as complete as possible.

Our Teaching Goal

The broad goal of student teaching is that the student have the best possible introduction to the teaching field. Major responsibility rests with the cooperating teacher to set reasonable and specific objectives befitting the individual ability and development of the student teacher. It is assumed that the cooperating teacher will guide the student through a variety of experiences ranging from the practice of basic teaching skills to classroom management. The cooperating teacher should decide on specific goals and objectives after observing the student in a classroom teaching situation. It is quite possible that many competencies will be proven early, while others such as asking high order questions, will need more practice. In addition to learning about teaching skills and methods and dealing with classroom management, the student should gain knowledge about the community in which he or she is teaching. The Education Department recommends, but does not insist, that the student live in the community while student teaching. It is hoped that this will help him/her to better understand the children being taught. It is also our desire that the student teacher develop in the area of professionalism. Ethical behavior towards students and peers is essential. The cooperating teacher and school supervisor should be alert to counsel and advise the student on these matters.

Progression Routes on Completion:

PROGESSION ON TO A BACHELOR OF EDUCATION (BEd) DEGREE

The DET qualification is recognized as equivalent to the Certificate of Education qualifications in the Framework for Higher Education Qualifications. Learners who have achieved the Pearson BTEC Level 5 Diploma in Education and Training can progress to further higher education studies (Level 6) in Bachelor of Education (BEd) or BA (Hons) Education at numerous universities in the UK.

On completion of the course, students may choose to:

  • Complete portfolios with SET for
  • Progress to a BA in Education / Bachelor of Education (BEd).
  • Gain employment in various positions ranging from functional skills teacher, online/e-tutors, further education teacher, tutor to training officer and manager.

Tuition Fee

The tuition fee for the course starting from £2000.For some students the course is fully funded by the student finance. To check your student finance eligibility, please speak to our admissions team at E:Admissions@teacherstrainteachers.co.uk or call us on +44 203 633 2344 or visit student finance website:https//www.gov.uk/student-finance

How to Apply

If you are interested in teaching and want to have a career in special education need schools, please apply online ,  complete and return it to Teachers Train Teachers with the relevant qualification documents,a copy of passport, CV and personal statement and send them to admissions@teacherstrainteachers.co.uk.