Mandatory Qualification (MQ) Outcomes

Before starting it will be helpful to refer again to the specification Links to an external site. for specialist teachers of children and young people with vision impairment published by the National College for Teaching and Leadership (NCTL) and in particular Annex A. This annex provides a list of the ‘minimum mandatory outcomes’ for the mandatory qualification that you are about to study.

You will see from the list presented in the annex the wide range of knowledge, understanding and skills that specialist teachers need to be able to demonstrate. In fact there are over 100 outcomes that you will need to demonstrate evidence of completing before you can be awarded the MQ!

The course is structured in such a way that as you complete the various activities you will be able to post up evidence in relation to a given outcome or series of outcomes. It is important therefore to ensure that you successfully complete all the prescribed activities that are incorporated into the Programme, as these have direct correspondence with the MQ outcomes. We will provide you with information about the particular outcomes you will be completing prior to undertaking the learning activities and provide guidance on how the evidence is assessed in relation to the outcome. You will see from the specification that some of the outcomes require you to demonstrate knowledge and understanding.

5.1. Understand the principles underlying the development of alternative and augmented communication systems, including braille and Moon

5.2. Know how to teach braille and understand the skills necessary for a child or young person to learn braille

Others are listed as skills and as such require you provided evidence of competency in relation to given skill. Although many of these skills will be assessed during the during the teaching placement in year 2 of the Programme it is helpful to see some examples of these skills included in the MQ outcomes:

5.7. Work with mobility/habilitation specialists to design and implement mobility and independence programmes, including wheelchair mobility

5.8. Plan teaching approaches that promote access to learning and participation for learners with VI. Recognise challenges that may arise from the physical and social environment and understand how these may change in different phases of education and at transfer from one setting/school to another

The braille course is marked on a pass/fail basis by your braille tutor. It consists of a series of tasks that you send to your tutor over a given timeframe. Further information will be provided about braille assessment at the September residential study weekend.