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• Adult Education

Diploma in Teaching in The Lifelong Learning Sector (dtlls) (certificate in Education)

Entry Requirements

• An interview is required prior to enrolment
• A minimum level 3 qualification in chosen subject specialism
• A minimum level 2 qualification (or equivalent) in literacy and numeracy
• A minimum of 150 teaching hours
• Evidence of a satisfactory CRB check
• Teaching on a publicly funded course
• Access to a subject specialist mentor
• Registration with the Institute for Learning (IfL)
• If English is not your first language: IELTS 6.0 (including 6.0 in writing) or a TOEFL score of 550 (paper-based) or 213 (computer-based) or equivalent.

Please be aware that home and EC students who are aiming for a qualification at a level that is equivalent to, or lower than one they already hold, will not be fundable by HEFCE and a full-cost fee will be charged. The fee will be £2100, not the amount quoted in the fees section. The only exemptions are for students in receipt of Disabled Students' Allowance (DSA), students who have previously attained a Foundation Degree, or students who are enrolling on a Teacher Training course.

Description

The Diploma in Teaching in the Lifelong Learning Sector is a level 5 course validated by Edexcel. The course complies with the New Overarching Professional Standards in Teaching, Training and Tutoring in the Lifelong Learning Sector required of all teachers entering the sector after 2001. The rationale for the programme is to equip teacher trainees with the initial knowledge and practical skills required for teaching in the post compulsory sector.

Teacher trainees will be encouraged to become reflective practitioners and develop their subject specialist skills.

Who should study for the Diploma in Teaching in the Lifelong Learning Sector?
• you are teaching groups of students for a minimum of 150 hours over 2 years
• you are required to develop schemes of work for programmes of study
• you develop and construct resources
• you advise and guide your students whilst they are on their course
• you provide assessment links with awarding bodies

This will give you the opportunity to apply for Qualified Teacher Learning and Skills (QTLS) status with the Institute for Learning.

Trainee teachers enrolling on this course may be entitled to apply for a grant:

Course Content

There are 9 modules of study over the two years. There are two major themes in the programme. Year one concentrates on practical skills; year two looks at teaching from the wider perspective.

1.1 Preparation to Teach in the Lifelong Learning Sector
This is an introduction to all the aspects of teaching from the role of the practitioner to the development of lesson plans and resources and the purpose and organisation of assessment.

1.2 Planning and Enabling Learning
This is an opportunity to examine and develop lesson plans. The module also encourages the exploration of a range of teaching methods for different purposes and different contexts (classroom, salon, workshop, etc). Opportunities for teacher trainees to develop the learning skills of their own students and opportunities to recognise and capture learning are also considered.

1.3 Managing and Developing Resources
A range of resources is explored with the emphasis on appropriate use as an aid to learning. Teacher trainees will be encouraged to develop their proficiency in the use of a range of resources including ICT.

1.4 Enabling Learning and Assessment
A range of different assessment regimes will be investigated using practical activities and discussion. The role of the awarding bodies and assessor/verifiers will also be considered.

1.5 Theories and Principles of Planning and Enabling Learning
This is an opportunity to consider the principles of how people learn and communicate. Teacher trainees will be encouraged to examine and apply these principles to their own practice and develop their understanding of their own teaching practice through the exploration of the theory.

2.1 Continuing Personal and Professional Practice
This is an opportunity to develop the skills of the reflective practitioner through own practice and the examination of models of reflection. During this module, teacher trainees will be encouraged to identify and undertake individual professional development and reflect upon the impact on their own teaching.

2.2 Curriculum Development for Inclusive Practice
Teacher trainees will be able to research a number of different curriculum models and explore the purpose of curriculum design, with particular reference to their own work role and subject area. Implications for current principles of inclusive and personalised learning programmes will be considered and a range of formal, independent and WEB-based learning will be offered.

2.3 Wider Professional Practice
This is an investigation into current and emerging trends within the Lifelong sector. National, European and International initiatives will be considered. Learners will be encouraged to make links between their own role and the wider context of Lifelong Learning. This includes the desirability of high quality and quality assurance within the sector.

2.4 Action Research
Teacher trainees will further develop their skills of reflective practice in undertaking an individual piece of action research that will be directly linked to their own work situation. The development of research skills will also be encouraged and Teacher trainees will present their findings to their colleagues as a presentation and report.

Where a course is aimed towards an assessment/examination, it is expected that all students will enter for the qualification.

Method of Assessment

Assessment for the course is through a range of assignments, reports, a micro teach, the completion of a teaching file for a minimum of 150 hours’ teaching (either groups or 1:1) and a minimum of 8 observations of practice.

Progression

After successfully completing your course, teacher trainees can apply to the Institute for Learning for QTLS status. The Institute for Learning require a period for ‘professional formation’ before full status will be conferred.

Teacher trainees may also wish to progress to the BA (Hons) Education programme to further your professional, academic development.

Students interested in Professional Formation can contact Sue Harmer on 01256 306333 to discuss options.

Contact Details

Equipment

The following books are recommended:

All you need to know about Action Research – Jean McNiff and Jack Whitehead – Sage Publications 2006. Cost for books approx £25

Excess Mileage Fee - Lesson observations outside a 10 mile radius from the college will incur an additional cost

Note: if your course runs for 2 or more years you will be required to pay a tuition fee for each year of study.
Students cannot claim any remission of fees for this course.