University of Chester

Programme Specification
Leading and Managing Behavioural Approaches to Teaching and Learning PGCert
2016 - 2017

Postgraduate Certificate

Leading and Managing Behavioural Approaches to Teaching and Learning

Leading and Managing Behavioural Approaches to Teaching and Learning

University of Chester

University of Chester

University of Chester campuses;  educational and professional settings

Postgraduate (Taught)


Classroom / Laboratory,

1 year

3 Years

Annual - September




17a. Faculty

17b. Department

Education & Children's Services Academic and Professional Programmes

QAA (2010: updated 2014) Master’s Degree characteristics

Academic and Professional Programmes Postgraduate Module Assessment Board

Wednesday 22nd July 2015

  • To enhance skills, knowledge and understanding about Special Educational Needs (SEN) in a climate of change.
  • To employ a practice-based approach to professional development which will improve outcomes and real-life chances for children and young people with SEN.
  • To add capacity to professional potential in mainstream and special school and Further Education (FE) settings.

At the end of the programme students will have:

  • Critically engaged with policy and practice and demonstrated informed perspectives about Leading and Managing Behavioural Approaches to Teaching and Learning in educational settings.
  • Interrogated, examined and applied a range of theoretical ideas and frameworks for thinking conceptually about the process of Leading and Managing Behavioural Approaches to Teaching and Learning  in different contexts.
  • Developed key knowledge, understanding and skills in Leading and Managing Behavioural Approaches to Teaching and Learning.
  • Identified approaches to promote and evaluate impact, influence and outcomes.

Knowledge and Understanding in all taught modules

  • Critically engaged with theoretical frameworks and literature;
  • Harnessed insights into subject knowledge;
  • Critically reflected on the ways in which research methodology supports professional enquiry;
  • Applied critical considerations when undertaking research;
  • Made effectual use of professional learning to assess impact on practice.
(CD7706, CD7709, CD7714)

In all taught modules

Thinking or Cognitive Skills

  • Made critical use of research evidence;
  • Formulated valid conclusions that link theory to practice;
  • Thought independently about essential issues, concepts and ideas.

Selected and used appropriate research methodology, methods and applications for data handling.

  • Information Literacy and Technology

Used the University's VLE to access information;
Used electronic research skills;
Accessed databases for research and information;
Used the University's e-Portfolio to maintain a professional learning journal where appropriate.

  • Improving own learning and performance

Critically reflected on professional practice;
Developed new pedagogical and leadership skills;
Used initiative and managed own learning;
Made independent use of supervision.

(CD7706, CD7709, CD7714)

In all taught modules

Practical Skills

  • Critically reflected upon aspects of professional practice in the light of key theoretical perspectives;
  • Made effectual use of professional learning to assess impact on practice.

Transferable Professional Skills

  • The qualities and transferable skills necessary for employment requiring:

The exercise of initiative and personal responsibility;
Decision-making in complex and unpredictable situations;
The independent learning ability required for continuing professional development

  • Working with others

Engaged in group presentations and disseminations;
Worked with professional colleagues to share ideas, research and good practice

  • Problem solving

Generated and applied new knowledge;
Analysed complex concepts.

(CD7706, CD7709, CD7714)

Key Skills in all taught modules

  • Communication

Written to academic standards required at level 7;
Engaged in meaningful debate and critical discussion;
Read critically;
Synthesised written and oral information;
Maintained a learning journal where appropriate.

  • Application of Number
(CD7706, CD7709, CD7714)



This PG Cert will be of interest and relevance to those working with children, young people and adults with an interest in behavioural approaches to teaching and learning. Collectively, these three modules provide comprehensive coverage of advanced and specialist knowledge, skills and understanding.


CD7706: Emotions and Attachment in Learning Relationships offers an opportunity to look beyond the orthodoxy of a behaviourist response to children, young people and adults who cannot conform and considers theories of behaviour from a pyscho-social perspective. It considers separation and attachment, emotional development and the impact of trauma and neglect.


CD7709: Complex Behaviour Difficulties: Theory and Practice considers those children, young people and adults who display complex and challenging behaviours through a consideration of the whole-school, the setting or organisational. It evaluates interventions, and takes an overview of well-being and mental health, support beyond the work setting and working with parents and carers.


CD7714: Promoting and Managing Positive Learner Behaviour reflects upon behaviour management and intervention strategies used in educational contexts. It analyses the factors that impact on mentoring and coaching techniques when supporting a team and evaluates both assessment and data collection techniques when supporting intervention strategies.



Mod-Code Level Title Credit Single
CD7706 7 Emotions and Attachment in Learning Relationships 20 Comp
CD7709 7 Complex Behavioural Difficulties: Theory and Practice 20 Comp
CD7714 7 Promoting and managing positive learner behaviour 20 Comp

60 Credits at level 7 (CD7706, CD7709 & CD7714) entitles the student to a Postgraduate Certificate Leading and Managing Behavioural Approaches to Teaching and Learning



The Postgraduate Certificate Leading and Managing Behavioural Approaches to Teaching and Learning is open to graduates who have professional experience in working with children and young people who have special educational needs and/or disabilities. 

Applicants will normally be working in, or aspiring to, a leadership role in an SEN context or, wishing to acquire specialist knowledge and skills.

International students will need to evidence a recent IELTS score of no less than 6.5.

There are no QAA benchmark statements for postgraduate study specific to Education. The Postgraduate Certificate draws on and extends the QAA (2010: updated 2014) Master's degree characteristics at Level 7 assuring the achievements represented by the qualification are appropriate and represented consistently.

Postgraduate awards at level 7 are awarded to students who have demonstrated:

  • A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of research around educational leadership
  • A comprehensive understanding of techniques applicable to their own research or advanced scholarship
  • Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge about leadership
  • Conceptual understanding that enables the student to evaluate critically current research and advanced scholarship about leadership and to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

Typically, holders of the qualification will be able to:

  • Deal with complex issues both systematically and creatively, making sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences
  • Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional level
  • Continue to advance their knowledge and understanding, and to develop new skills to a high level.

The programme adheres to the central University Learning and Teaching Strategy. From this, the Faculty of Education and Children’s Services have developed a local level response in the form of the Faculty Learning, Teaching, Assessment Improvement and Development Plan. This commits to pedagogical principles which include:     

  • Promoting professional engagement and reflective practice;      
  • Encouraging independent and autonomous learning;         
  • Supporting continuing professional development;     
  • Valuing students' professional experience and prior learning;        
  • Supporting diversity and personalised learning;       
  • Encouraging dynamic and participative learning;
  • Promoting collaborative learning;
  • Encouraging Internet and Web-based approaches;         
  • Supporting reflective and Practitioner enquiry.

For further details, please access:

The programme includes a range of approaches to learning and teaching:

  • University-based Modules- These modules are held at the University in technology rich environments. A range of methodologies are employed which take account of best practice and maximise active learning, sensitive to the learning styles and needs of students. These methodologies include lectures, seminars, group work, directed tasks, independent research and individual, group tutorials and blended learning.
  • Independent Learning -Independent Learning is a philosophy of education which students are encouraged to adopt. It includes the opportunity to work with a supervising tutor who offers support as students work towards completing assessment tasks but is fundamentally a more over-arching concept about an autonomous approach to work.
  • Electronic Support Materials - The Virtual Learning Environment (VLE) is an essential feature of the Programme. Each module has a dedicated module site where key information about the module and a range of materials and interactive elements to support learning and assessment, is available.
  • Electronic Tutorial Support – Students are able to contact their module tutor or module supervisor by email whenever they wish. Tutors will endeavour to respond to student queries within 3-5 days but often sooner. Tutorial support includes face-to-face tutorial support meetings and the opportunity for students to engage with online tutorial support. Individual tutorials can also be offered using a range of technologies such as Skype and Facetime.  This is an important feature of the Programme as it enables students who may not live in close proximity to the University to access tutorial support remotely.

The programme strives to maintain a diverse assessment palette and rigorous, consistent assessment practices which aims to enable students to demonstrate their skills, knowledge and understanding in a variety of ways.  


All modules have a handbook that complies with University and Faculty Guidelines. All handbooks are available to students on the dedicated module space on Moodle (The University's VLE).

The module handbook includes:       

  • Module aims and learning outcomes;       
  • Outline content;       
  • Assessment method;       
  • Procedures for submission of work;        
  • Recommended reading;
  • Appropriate grading criteria;
  • Links to relevant documentation and University Policy eg. The Diversity and Equality Policy, The Disability, Gender and Race Equality Scheme, guidance on regulations governing the assessment of students.


All assessed work is graded according to a percentage scale 0-100 using the University's grading criteria linked to the appropriate QAA requirements All marking procedures comply with the central University Assessment Policies. Feedback to students is available electronically using the Turnitin and Grademark systems. Feedback on the work is intended to identify strengths and points of development. Assignments are not pre-marked.  Students may receive formative, verbal feedback on plans or on a specified amount of work identified by the tutor.

Assessment criteria are communicated to students through Programme and Module handbooks with specific assignment guidance explaining the important features of each assignment.

Holders of the qualification will have the qualities and transferable skills necessary for Leading and Managing Behavioural Approaches to Teaching and Learning in special educational provision in educational and other settings requiring the exercise of initiative and responsibility and decision-making in complex and unpredictable situations. They will work from a value system that respects individual differences in children and young people and has a empathetic understanding of family and cultural diversity.

Students will be knowledgeable, reflective professionals with a commitment to their own continuing professional development and that of others.

The University of Chester is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.

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