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Unit information: Educational and Professional Studies SEND Investigation in 2020/21

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Unit name Educational and Professional Studies SEND Investigation
Unit code EDUCM0072
Credit points 20
Level of study M/7
Teaching block(s) Academic Year (weeks 1 - 52)
Unit director Mrs. Lythgoe
Open unit status Not open




School/department School of Education
Faculty Faculty of Social Sciences and Law


This unit allows PGCE trainees to use their practical experience in their placement schools to explore professional issues in teaching in secondary schools. The main strands of the programme are the classroom craft, pastoral issues, developing as a professional and inclusion. The trainees will carry out an investigation in school which will support the development of their professional skills. The unit promotes evidence and research-based practice as a foundation for career-long personal and professional development. It provides opportunities for working with other professionals in school and in other subject areas.


This unit aims to set trainees’ practical teaching experience in the wider context of key issues affecting teaching with a focus on pupil’s individual needs particularly those with Special Educational Needs and Disability (SEND). It aims to provide trainees with opportunities to explore the four strands (see above) through practical experience in school, as well as in dialogue with relevant professionals. They will reflect on and analyse their learning through engagement with a wide range of appropriate literature and research. The unit sets their subject based work in a wider school context, in order to enhance their classroom skills and understanding.

Intended learning outcomes

Following successful completion of this unit trainees will be able to:

  1. develop their understanding of practice in schools through investigation;
  2. use ideas from a wide range of professional and academic literature to develop own thinking and practice;
  3. understand key educational issues which arise in their practice;
  4. collaboratively work with other professionals;
  5. present well-structured and organised accounts of their investigations;
  6. reflect on their learning to begin taking responsibility for their continuing professional development as a teacher.

Teaching details

The Programme Lead will deliver lectures to introduce the assignment and research methods. During the school-based placements a seminar series with an involvement from a range of staff will support trainees in undertaking and critically reflecting on their investigations. Formative feedback will be provided by University tutors.

Assessment Details

Trainees will draw on their reading and investigations in school in order to critically evaluate the effectiveness of the educational provision observed. They will submit the equivalent of a 4000-word assignment which will consist of a variety of components, including a literature review, an investigation of key educational issues and a reflective summative evaluation of their own learning in light of their findings. (ILO - 1-6)

Reading and References

Ainscow, M (Ed.) (1999) Understanding the Development of Inclusive Schools, London: Falmer

Arthur, J., Davison, J., and Lewis, M. (2005) Professional Values and Practice: Achieving the Standards for QTS, London: RoutledgeFalmer.

Bourdillon, H. and Storey, A. (2002) Aspects of Teaching and Learning in Secondary Schools: Perspectives on Practice, London: RoutledgeFalmer

Brooks, V., Abbott, I., and Bills, L. (eds) (2012 edition) Preparing to Teach in Secondary Schools: a student’s guide to professional issues in secondary education, Maidenhead: OUP.

Capel, S., Leask, M. & Turner, T. (eds.) (2016) Learning to Teach in the Secondary School: a Companion to School Experience, London/New York: RoutledgeFalmer.

Cohen, L., Manion, L. & Morrison, K. (2007) Research Methods in Education (6th Edition). London: RoutledgeFalmer

Frederickson, N. and Cline, T. (2015) Special Educational Needs, Inclusion and Diversity (3rd Edition) Oxford: OUP