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Skills for Life Professional Development

Diploma in Teaching English, Literacy Continous Professional Development (CPD), in the Lifelong Learning Sector.

Introduction

Welcome to the Diploma in Teaching English (Literacy CPD) in the Lifelong Learning (LL) Sector. The programme is aimed at providing a continuing professional development route for practitioners wishing to complete the application of the LLUK professional standards for teachers of English (Literacy) at NQF Level 4 (Higher Education (HE) Level 1) and NQF Level 5 (HE Level 2.

Who is the course for?

The programmes are aimed at providing a continuing professional development route for practitioners wishing to complete the application of the LLUK professional standards for teachers of English (Literacy and ESOL) or Mathematics (Numeracy) at NQF Level 4 (HE Level 1) and NQF Level 5 (HE Level 2).

Entry requirements

Appropriate professional practice (minimum 75 hrs) in an adult literacy teaching and learning environment that encompasses group teaching and teaching across more than one core curriculum level.
80% of teaching practice must be subject specific
Appropriate professional teaching qualifications eg a Certificate in Education / PGCE (PCET) or equivalent
evidence of level 3 personal skills in English
The entry assessment is based on the application and interview process which includes the written statement in support of the application, the completed application form, a 10 minute presentation, the interview and separate written tasks using pre-prepared materials. These are and mapped against elements and extent of the LLUK entry criteria for teachers of English (Literacy ) outlined in the LLUK document ‘Draft Criteria for Entry to Mathematics (Numeracy) and English (Literacy and ESOL) Teacher Training in the Lifelong Learning Sector, June 2007’.
A commitment to professional development as educators and / or trainers
References from two referees
CRB clearance

Course Duration

30 weeks

Career Prospects/Progression

Achievement of this course gives you a relevant and up to date qualification in teaching Adult literacy.

How will I be Assessed?

The programme offers an appropriate balance of theory and practical skills development. It includes a minimum of four observations of professional practice and tutorial and peer support. Students will be expected to maintain a Professional Development Portfolio from the beginning of the course in accordance with the current University model which will comprise part of the assessment process. The Professional Development Portfolio must be available for every specialist observer to access prior and during observed teaching practice sessions. A teaching file section will be included within this document and will contain a record of teaching practice hours; descriptions of completed teaching practice, related lesson plans; details of Skills for Life levels in teaching practice sessions, and copies of completed teaching observation forms and associated written evaluations.

Literacy and the Learners
Assessment modes:
Coursework: Professional development portfolio, presentation and evaluation, written assignment, of 3 000 words or equivalent.
Practice: teaching observation.
Assessment Criteria: Students will have to demonstrate that they have covered the learning outcomes of the module in sufficient depth and breadth at HE Level 1 (NQF L4).

Literacy Theories and Frameworks
Assessment modes:
Coursework: Professional development portfolio, presentation and evaluation, written assignment, of 3 000 words or equivalent.
Practice: teaching observation
Assessment Criteria: Students will have to demonstrate that they have covered the learning outcomes of the module in sufficient depth and breadth at HE Level 2 (NQF L5)

Literacy Learning and TeachingAssessment modes:
Coursework: Professional development portfolio, critical and evaluative writing, research, presentation, of 3 000 words or equivalent.
Practice: two teaching observations, professional practice portfolio.
Assessment Criteria: Students will have to demonstrate that they have covered the learning outcomes of the module in sufficient depth and breadth at HE Level 2 (NQF L5)

Course Content/Units

The course consists of the following modules

Literacy and the Learners – CREDITS: 20 LEVEL: 1 (NQF L4)
This module focuses on the factors which influence literacy and language acquisition, learning and use, including language variety, context of use, and the relationship between language and social processes. Literacy and ESOL learners’ backgrounds, experiences, goals and aspirations are central to addressing issues of equality and diversity and inclusion.

Literacy Theories and Frameworks - CREDITS: 20 LEVEL: 2 (NQF L5)
This module adopts a critical stance to reviewing literacy theories and frameworks relating to first and second language acquisition and a variety of associated teaching and learning approaches. Frameworks include how language can be described in a range of ways related to semantic, morphological, grammatical, written or spoken features.

Literacy Learning and Teaching - CREDITS: 20 LEVEL: 2 (NQF L5)
The professional practice focus of this module enables participants to critically evaluate and reflect on specialist approaches to literacy learning and teaching underpinned by experience of practice. Key themes include planning, assessment, communication with learners, collaboration with professionals, and use of specialist knowledge and resources.