SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code. MODULE CODE: SCFD202 MODULE TITLE: Special Needs CREDITS: 20 FHEQ Level: 5 JACS CODE: L510 PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y SHORT MODULE DESCRIPTOR: (max 425 characters) This module explores issues of disability and special educational need, definitions and terms and considers the differing models of disability. It aims to provide the candidate with a critical understanding of the needs of people with disabilities/children with special educational needs and how these needs may be articulated and met. ELEMENTS OF ASSESSMENT Use HESA KIS definitions] WRITTEN EXAMINATION COURSEWORK PRACTICAL E1 (Examination) % C1 (Coursework) 100 % P1 (Practical) % or Pass/Fail (delete as appropriate) E2 (Clinical Examination) % A1 (Generic Assessment) % T1 (Test) % SUBJECT ASSESSMENT PANEL Group to which module should be linked: Saltash Professional body minimum pass mark requirement: N/A MODULE AIMS: This models and definitions of disability and special educational need. It aims to provide the candidate with a critical understanding of the needs of people with disabilities including children with special educational needs and how these needs may be articulated and met. It will introduce student to methods of intervention, and existing service provision will be investigated and evaluated. An understanding of people with disabilities and additional needs including children with special educational needs will be considered. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: Explain and analyse societal attitudes to disability/special need Explain the range of needs of people with disabilities including children with special educational needs. Identify and evaluate provision for people with disabilities and children with special educational needs Identify and explain the legislation underpinning the provision of social care services for people with disabilities and/or children with special educational needs Identify and evaluate ways of working effectively with people with disabilities and children with special educational needs DATE OF APPROVAL: 01 Jun 2004 FACULTY/OFFICE: Academic Partnerships DATE OF IMPLEMENTATION: 01 Sep 2004 SCHOOL/PARTNER: Cornwall College
DATE OF IMPLEMENTATION: 01 Sep 2004 SCHOOL/PARTNER: Cornwall College DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: Autumn Additional notes (for office use only): SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes. ACADEMIC YEAR: 2015 - 2016 NATIONAL COST CENTRE: 135 MODULE LEADER: Tracy Gearon OTHER MODULE STAFF: None SUMMARY of MODULE CONTENT •The content of the syllabus will be drawn from current guidelines, including The Early Years Foundation Stage Framework and national curriculum documents. •Numeracy: Develop understanding of use of number. Matching, sorting, and counting. Application of number, calculations, solving problems, using a calculator, maths language. Develop understanding of use of shape, space and measures. Practical activities, estimate, measure, compare, use maths language related to shape, space and measure, data presentation. •Literacy: Helping children to develop their reading skills. Develop confidence, fluency and understanding using graphic, phonic, grammatical and contextual reading strategies. Encouraging children to develop their writing skills. Letter formation, punctuation, grammar and spelling. Supporting children in developing their speaking and listening. Develop and extend vocabulary and structural command of language, attentive listening and taking turns to speak. •The importance of shared responsibilities with parents and early years professionals for the development and collaborative enhancement of numeracy and literacy skills. SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Guided Independent Study 17.5 Core Material Guided independent Study 182.5 Students are expected to put in time outside of taught session Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc) Category Element Component Name Component Weighting Comments include links to learning objectives Written exam E_ % Total = 100% T_ % Total = 100% Coursework C1 C2 Written Assignment Presentation 70% 30% Total = 100% Practical P_ % Total = 100%