OCR LEVEL 5 CERTIFICATE FOR TEACHING OF PUPILS WITH SPECIFIC LEARNING DIFFICULTIES (DYSLEXIA)
Start Date: 23rd September 2008 or 25th September 2008
Day and Time:.Tuesday 9.30 a.m –12.30 p.m or Thursday 1.00 pm to 4.00 pm
Venue: Potters Bar or Enfield - POTTERS BAR NOW FULL
Length of Course: 1 year
Cost: £1100 plus exam fees ( approximately £195)
Term 1 – ten three hour sessions
Term 2 – six three hour sessions incl. group seminars plus individual tutorials
Term 3 – four three hour sessions incl. group seminars plus individual tutorials.
Aim of the Course
The OCR Level 5 Certificate in Teaching Learners with Specific Learning Difficulties (Dyslexia) has been developed to recognize candidates' skills, knowledge and understanding of the Special Educational Needs sector and their ability to deliver effective teaching sessions to learners with specific learning difficulties (dyslexia) affecting literacy and numeracy.
Target Group
The qualification is designed primarily to provide a route for continued professional development for teachers working with learners with specific learning difficulties in literacy and numeracy acquisition. The qualification would be appropriate for teachers and other professionals (Educational psychologists/Speech and Language Therapists) working within one phase of educational provision – primary, secondary or adult (post-16), who support learners experiencing significant difficulties with the acquisition and development of literacy and (basic) numeracy skills.
Entry Requirements
Candidates should possess an appropriate level of learning support experience and should have unrestricted access to appropriate teaching and assessment practice.
Course Outcomes
To develop candidates' understanding of specific learning difficulties (dyslexia) affecting learning and cognition.
To develop candidates' understanding of the context of learning and of the national and regional policies which affect SEN policies and provision within their own workplace.
To develop candidates' ability to identify and assess the needs of learners with specific learning difficulties, using observation and evidence-based assessment.
To develop candidates' ability to plan, deliver, review and evaluate effective teaching programmes for learners with learning difficulties, both in individual and small group settings. To plan, deliver and evaluate programmes which include both literacy and numeracy, and to understand how difficulties with language and literacy will affect the development of numeracy skills
To develop candidates' ability to work with others in supporting learners with specific learning difficulties.
To develop candidates' professional values and commitment to professional standards.
Course Plan and Management
There are four mandatory units. Each unit is designed to be delivered in approximately 60 guided learning hours. Therefore, guided 240 learning hours are recommended for delivery of the Certificate. All units are equally weighted and contribute one quarter to the overall qualification.
Assessment
Units 1, 2, 3 and 4 are locally assessed and internally verified by the centre, and externally verified by OCR.
Unit 1 Special Educational Needs Policy and Context
Element1.1
Demonstrate knowledge of national and regional legislation and practice
Element 1.2
Understand the role of specialist educators within a multi-professional team
Candidates must independently:
a. Produce a report of approximately 1500 words, focusing on one phase of either pre-16 or post-16 education and demonstrating their knowledge of local policies and procedures for learners with special educational needs.
b. Produce two reports (approximately 1000 words each) describing how they use specialist reports to inform their own understanding of the learners' needs.
Unit 2 Assessing Learners with Dyslexia
Element 2.1 Identify learners with specific learning difficulties affecting the development of literacy and numeracy skills.
Element 2.2 Plan and manage assessment sessions
Element 2.3 Interpret data and plan teaching programmes to support development of literacy and numeracy skills.
Candidates must independently:
a. Produce a self-devised checklist/questionnaire to collect information on background of learners and indicators of specific learning difficulties, indicating the rationale behind it. b. Carry out assessment of the attainments and areas of difficulty of two learners (one learner who has literacy difficulties and one learner who has literacy and numeracy difficulties). The two learners should be at two different stages within the same phase of education.
c. Plan a teaching programme for two learners (one learner who has literacy difficulties and one learner who has literacy and numeracy difficulties) based on an analysis of assessment results.
Unit 3 Teaching Learners with Dyslexia
Element 3.1 Plan lessons and prepare resources
Element 3.2 Deliver lessons and learning support
Candidates must independently:
a. Produce a list of reading materials and teaching resources which are suitable for use with learners in the age group with which they work.
b. Produce lesson plans to cover 12 hours of learning support over a minimum of 10 weeks. This learning support should be divided into two blocks of approximately six hours each. For this unit, the learning support must be provided to either a learner with literacy difficulties or a learner with literacy and number difficulties. Whichever is used for this unit, the other must be used for Unit 4.
c. Produce one purpose-made game or worksheet.
d. Produce a teaching diary covering a minimum of 12 hours of teaching support. At least one session of learning support must be observed on video by the candidate's assessor. e. Produce an evaluation of their teaching practice.
Unit 4 Teaching Methods and Reflective Practice
Element 4.1 Plan Lessons and Prepare Resources
Element 4.2 Deliver lessons and learning support
Element 4.3 Review learners' progress and evaluate effectiveness of teaching
Candidates must independently:
a. Produce a list of reading materials and teaching resources which are suitable for use with learners in the age group within which they work.
b. Produce lesson plans to cover six hours of learning support over a minimum of five weeks. For this unit, the learning support must be provided to either a learner with literacy difficulties or a learner with literacy and number difficulties.
c. Produce one purpose-made game or worksheet.
d. Produce a teaching diary covering a minimum of six hours of teaching support. At least one session of learning support must be observed on video by the candidate's assessor.
e. Produce an evaluation of their teaching practice.
