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Liverpool Hope University: Specific Learning Difficulties (Dyslexia)
| Institution | Liverpool Hope University View institution profile |
|---|---|
| Department | School of Teacher Education View department profile |
| Web | www.hope.ac.uk |
| Study type | Taught |
Summary
This Postgraduate Certificate aims to support teachers and professionals working in education to gain the confidence, knowledge and skills to identify, assess, plan, teach and support students with Specific Learning Difficulties (Dyslexia).
Through critical reflection, participants on the programme will develop their understanding of the barriers to participation and learning that pupils with Specific Learning Difficulties (Dyslexia) can encounter.
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Develop the specialist knowledge, skills and confidence to be a specialist teacher and/or assessor for dyslexia.
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Be part of a specialist programme for professionals.
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Investigate research and literature relevant to SpLD dyslexia and relate this to specialist teaching and assessment.
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The two modules that make up the award each carry 30 Masters level credits, which can be used towards a Masters programme.
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Successful completion of the course will enable students to apply to the British Dyslexia Association for Associate Membership of the British Dyslexia Association (AMBDA) and for an Assessment Practising Certificate (APC). Professionals with AMBDA / APC are able to be Exam Access Arrangements Assessors.
Postgraduate Certificate - PgCert
| Level | RQF Level 7 |
|---|---|
| Entry requirements | First class or upper second class honours degree in a relevant discipline (applications from students who do not hold a 1st or 2:1 Honours Degree (or equivalent), but have appropriate professional experience may be considered). Qualified Teacher status (QTS) or Qualified Teacher Learning Skills (QTLS). Applicants without Qualified Teacher status (QTS) or Qualified Teacher Learning Skills (QTLS) are able to apply if they are able to demonstrate experience supporting learners of a school age (16 years or under). Enhanced Disclosure from the Disclosure & Barring Service (DBS) We will also consider applications from professionals in related fields, such as speech therapists, educational psychologists and occupational therapists. This PGCert is only open to UK applicants who are currently working in appropriate UK settings. All applicants will need to ensure they are able to work in an appropriate one to one situation with pupils in order to complete the modules before a place is offered on the course. A letter of support from a school headteacher (of an appropriately aged school setting) indicating their support with this will be required. All applicants will require a written statement from head teachers / managers supporting their suitability as a specialist teacher and confirmation that they satisfy the Disclosure and Barring Service’s (DBS) mandatory criteria of ‘Clearance to work with children and/or vulnerable adults’. Currently, there is an expectation that the specialist teaching and assessments that students undertake for the duration of the programme of study (with appropriately aged participants) will take place in 1:1 (face to face) situations. Course applicants must have a minimum of two years relevant professional experience in teaching or experience supporting learners of a school age (16 years or under). In some cases, appropriate professional educational experience in another phase of education may be considered. A letter of suitability, on headed paper, from the applicants line manager will be required. |
| Level | RQF Level 7 |
|---|---|
| Entry requirements | First class or upper second class honours degree in a relevant discipline (applications from students who do not hold a 1st or 2:1 Honours Degree (or equivalent), but have appropriate professional experience may be considered). Qualified Teacher status (QTS) or Qualified Teacher Learning Skills (QTLS). Applicants without Qualified Teacher status (QTS) or Qualified Teacher Learning Skills (QTLS) are able to apply if they are able to demonstrate experience supporting learners of a school age (16 years or under). Enhanced Disclosure from the Disclosure & Barring Service (DBS) We will also consider applications from professionals in related fields, such as speech therapists, educational psychologists and occupational therapists. This PGCert is only open to UK applicants who are currently working in appropriate UK settings. All applicants will need to ensure they are able to work in an appropriate one to one situation with pupils in order to complete the modules before a place is offered on the course. A letter of support from a school headteacher (of an appropriately aged school setting) indicating their support with this will be required. All applicants will require a written statement from head teachers / managers supporting their suitability as a specialist teacher and confirmation that they satisfy the Disclosure and Barring Service’s (DBS) mandatory criteria of ‘Clearance to work with children and/or vulnerable adults’. Currently, there is an expectation that the specialist teaching and assessments that students undertake for the duration of the programme of study (with appropriately aged participants) will take place in 1:1 (face to face) situations. Course applicants must have a minimum of two years relevant professional experience in teaching or experience supporting learners of a school age (16 years or under). In some cases, appropriate professional educational experience in another phase of education may be considered. A letter of suitability, on headed paper, from the applicants line manager will be required. |
The School of Education at Liverpool Hope University - Inspiring future educators and leaders
With a history extending more than 180 years, Liverpool Hope University has developed a strong research provision in key disciplines, which informs our portfolio of high-quality, impactful Postgraduate taught and research courses plus much more.
Hope’s School of Education is a beacon of excellence, dedicated to shaping the future of education through innovative teaching, impactful research, and a strong commitment to social justice.
The School of Education strives to empower educators with the knowledge, skills, and values needed to transform lives and communities. …
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