PCHN63020 15 Semester 2 Postgraduate Taught Level 7 Helen Chilton Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 <ul><li>Identify the special educational needs of deaf children/young people both as a group and as individuals</li><li>Demonstrate the ability to communicate effectively and apply these skills to promote learning with a range of deaf children/young people</li><li>Devise a range of appropriate and differentiated teaching methods for deaf children/young people</li><li>Plan, deliver and evaluate an appropriate curriculum for the deaf children/young people</li><li>Monitor children’s progress in order to inform decision-making</li><li>Create a stimulating teaching/learning environment for deaf children/young people form and sustain productive working relationships with deaf children/young people</li><li>Demonstrate how to work effectively with professional colleagues and other adults employed to support deaf children/young people</li><li>Demonstrate the use of a range of audiological equipment with confidence and consistency to promote the effective use of residual hearing apply theoretical knowledge and skills gained in other parts of the course to the practical teaching situation</li><li>Critically appraise their own practice and respond flexibility to improving their own professional practice</li></ul><p>Competencies relating to the requirements of teaching placement have been developed with the framework of the Specialist Skills required of teachers undertaking a mandatory qualification (DfE) and are explained in the teaching placement guidance.</p><p>Content:</p><ul><li>MQ competencies</li><li>Attitudes and expectations</li><li>Liaison with mainstream staff and other professionals</li><li>Inclusive practice in diverse settings</li><li>Planning and delivery of strategies to promote language development</li><li>Planning and delivery of materials for deaf learners, use of differentiated materials, language modification strategies</li><li>Assessment of learning environments, physical, linguistic and social dimensions</li><li>ICT facilitating access for deaf pupils in the classroom</li><li>Presentation skills, effecting communication and positive classroom practice</li><li>Roles of classroom and peripatetic Teachers of the Deaf</li><li>Planning and working effectively with Teaching Assistants</li><li>Self evaluation and appraisal</li></ul> <ul><li>Identify the special educational needs of deaf children/young people both as a group and as individuals</li><li>Demonstrate the ability to communicate effectively and apply these skills to promote learning with a range of deaf children/young people</li><li>Devise a range of appropriate and differentiated teaching methods for deaf children/young people</li><li>Plan, deliver and evaluate an appropriate curriculum for the deaf children/young people</li><li>Monitor children’s progress in order to inform decision-making</li><li>Create a stimulating teaching/learning environment for deaf children/young people form and sustain productive working relationships with deaf children/young people</li><li>Demonstrate how to work effectively with professional colleagues and other adults employed to support deaf children/young people</li><li>Demonstrate the use of a range of audiological equipment with confidence and consistency to promote the effective use of residual hearing apply theoretical knowledge and skills gained in other parts of the course to the practical teaching situation</li><li>Critically appraise their own practice and respond flexibility to improving their own professional practice</li></ul><p>Competencies relating to the requirements of teaching placement have been developed with the framework of the Specialist Skills required of teachers undertaking a mandatory qualification (DfE) and are explained in the teaching placement guidance.</p><p>Content:</p><ul><li>MQ competencies</li><li>Attitudes and expectations</li><li>Liaison with mainstream staff and other professionals</li><li>Inclusive practice in diverse settings</li><li>Planning and delivery of strategies to promote language development</li><li>Planning and delivery of materials for deaf learners, use of differentiated materials, language modification strategies</li><li>Assessment of learning environments, physical, linguistic and social dimensions</li><li>ICT facilitating access for deaf pupils in the classroom</li><li>Presentation skills, effecting communication and positive classroom practice</li><li>Roles of classroom and peripatetic Teachers of the Deaf</li><li>Planning and working effectively with Teaching Assistants</li><li>Self evaluation and appraisal</li></ul> <p>The aim of the classroom based components of training courses for teachers of the deaf is to extend professional knowledge, competence and experience to the specialist area of deafness.</p> <ul><li>Identify the special educational needs of deaf children/young people both as a group and as individuals</li><li>Demonstrate the ability to communicate effectively and apply these skills to promote learning with a range of deaf children/young people</li><li>Devise a range of appropriate and differentiated teaching methods for deaf children/young people</li><li>Plan, deliver and evaluate an appropriate curriculum for the deaf children/young people</li><li>Monitor children’s progress in order to inform decision-making</li><li>Create a stimulating teaching/learning environment for deaf children/young people form and sustain productive working relationships with deaf children/young people</li><li>Demonstrate how to work effectively with professional colleagues and other adults employed to support deaf children/young people</li><li>Demonstrate the use of a range of audiological equipment with confidence and consistency to promote the effective use of residual hearing apply theoretical knowledge and skills gained in other parts of the course to the practical teaching situation</li><li>Critically appraise their own practice and respond flexibility to improving their own professional practice</li></ul> <ul><li>Written communication: presentation of lesson plans, self reflection, summary reports and audiological profiles within the teaching placement file.</li></ul> <ul><li>Lectures</li><li>Seminars</li><li>Workshops</li><li>A&nbsp;20 day assessed teaching placement in educational provision for deaf children and young people in each of the&nbsp;two modules</li></ul> 0 Other 100% <ul><li>Four-week teaching placement worth 100% (Year 1 and FT).</li></ul> PG Dip Deaf Ed PG Dip Deaf Ed (DL) PGDT Taught Component Mandatory PG Dip. Deaf Education PG Dip. Deaf Education PGDT Taught Component Mandatory PG Dip. Deaf Education PG Diploma Deaf Education PGDT Taught Component Mandatory MSc Deaf Education MSc Deaf Education 3 Yr OnCamp PGDT Taught Component Mandatory N <p>All references and reading materials, as well as links to other resources, are online and available through Links2list.</p> Lectures 10 Placement 140 0