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BSc (Hons) Computing awarded by the University of Greenwich final year top-up
Students who have one of the following qualifications can apply for final year top-up degree
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ACP Advanced Diploma (with Credit)
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IMIS Higher Diploma
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Edexcel HND in a Computing or I.T. related subject
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ABE Advanced Diploma in Business Information Systems
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BCS Diploma
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NCC International Advanced Diploma
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Other qualifications of equivalent standard will be considered
Admissions are open for August 2010 batch, Limited seats – Apply Now
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Teaching in the Life
Long Learning Sector
Course Introduction
All new teachers in the learning and skills sector (all post 16 education –
including FE, adult and community learning, work-based learning, offender
education) in England will be required to work towards;
‘Qualified Teacher – Learning and Skills (QTLS) status.’
The PTLLS, CTLLS and DTLLS qualification are suitable for those who work or want to work as:
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teachers/trainers/tutors in the Lifelong
Learning Sector, adult and community education, providing they are
qualified/experienced in the subject they intend to teach. The decision as to
what constitutes appropriate entry qualifications/experience is at the
discretion of the centre
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teachers/trainers/tutors in the voluntary sector
technicians and support staff in further and
adult education
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training personnel in commerce, industry, the
public sector or HM Forces.
The qualification provides an introduction for
those new to teaching and training or those wishing to teach or train. It is
designed as a qualification which will equip a wide range of
teachers/trainers/tutors and facilitators to deliver learning.
The qualification is designed to enable candidates to:
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adopt an integrated approach to the theory and
practice of teaching/training and tutoring
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reflect on their own previous/current levels of
experience, practice and skills, and areas for development
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identify principles of learning, teaching,
assessment and evaluation
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develop communication and inter-personal skills
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develop an awareness of their professional role
and responsibilities.
Entry requirements
There are no formal entry requirements for the PTLLS & CTLLS qualification. However, the
nature of both the learning and assessment required for the qualification is
such that candidates will need reasonable literacy skills, i.e. the ability to
read and interpret written tasks, and to write answers in a legible and
understandable form. Candidates will also need to be able to organise written
information clearly and coherently.
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Literacy and Numeracy level 2.
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All candidates must over the age of 19 yrs.
For the DTLLS, in addition to the above, we will consider:
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Bachelors degree.
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Teaching experience.
Course objectives
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Are to provide a route in the field of teaching
in three stages.
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It provides a body of knowledge, skills and
understanding which may be used to underpin portfolio building for NVQ's in
Training and Development
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Adopt an integrative approach to the theory and
practice of teaching and training
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Reflect on their own experience, practice,
skills and potential for development
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Build up knowledge of principles of learning,
teaching, assessment and evaluation
There will be three main qualifications available for the two
teaching roles:
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Level 3 and level 4 City & Guilds Award in
Preparing to Teach in the Lifelong Learning Sector
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Level 3 and level 4 City & Guilds
Certificate in Teaching in the Lifelong Learning Sector
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Level 4 and level 5 City & Guilds Diploma in
Teaching in the Lifelong Learning Sector
You will receive a certificate for each stage.
The full teacher role
The associate teacher role
Why choose Teacher Training
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The purpose of this course is to provide a
thorough preparation for post-fourteen teaching and training.
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This qualification will equip a teacher to
support a wide range of learners.
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The teacher training course is nationally
established as the foremost qualification for teachers in post-compulsory
education and training.
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Reflect on their own experience, practice,
skills and potential for development
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Apply a range of methods and techniques of
teaching, learning, assessment and evaluation exploring such innovatory
approaches as
may be appropriate
You will be able to:
Build knowledge of principles of learning, teaching, assessment and evaluation
Apply a range of methods and techniques of teaching, learning, assessment and
evaluation exploring such innovatory approaches as may be appropriate
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Analyse your own students’ abilities, potential
and learning needs
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Develop your own communication and
inter-personal skills
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Design, organise and evaluate teaching and
learning programmes
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Adopt an innovative approach to collecting and
using a wide range of teaching and learning resources
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Develop an awareness of your professional role,
the essential value systems which underpin it and the legal requirements for
carrying out that role
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Preparing to Teach in the Lifelong Learning Sector - PTLLS
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East London College is pleased to offer the Preparing to Teach in the Lifelong Learning Sector (PTLLS) programme, which is recognized by Lifelong Learning UK, the government approved standards body for the education sector. The qualification is defined as the minimum requirement for those wishing to deliver post 16 Education.
This award offers a sound introduction to the role and responsibilities of the teacher, tutor or trainer in all constituencies within the Lifelong Learning sector.
For teachers in Further Education colleges it is the mandatory first stage in the process of acquiring full qualification and licensed practitioner status. The 6 credits from this award can be carried forward to either the CTLLS or the DTLLS qualification.
For those working in other environments such as Work Based Learning or the Voluntary Sector, it provides an excellent foundation for trainers or workplace assessors who also provide a small amount of input.
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Course Content
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Preparing to Teach in the Lifelong Learning Sector is a 60–hour qualification, with approximately 30 hours of pre-course study.
On completion of this unit a learner should:
- Understand own role, responsibilities and boundaries of role in relation to teaching
- Understand appropriate teaching and learning approaches in the specialist area
- Demonstrate session planning skills
- Understand how to deliver inclusive sessions which motivate learners
- Understand the use of different assessment methods and the need for record keeping.
To achieve the qualification, candidates must successfully complete both the theory and practice assignments covering all five Sections. You will be required to organize your work in a systematic way and produce a programme folder containing all the required tasks.
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The primary Course objectives are:
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Adopt an integrative approach to the theory and practice of teaching and training
- Reflect on own previous/current levels of experience, practice and skills, and potential for development.
- Build up knowledge of principles of learning, teaching and assessment and evaluation.
- Develop own communication and interpersonal skills.
- Develop an awareness of own professional role, the essential value systems which underpin it and the legal requirements for carrying out this role.
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Entry Requirements
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No formal qualification is required, although you should demonstrate level 3 or above in your chosen subject specialism.
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Students would need to be able to communicate effectively in written and spoken English.
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Diploma in Teaching in the Lifelong Learning Sector - DTLLS
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QCF 7305 Level 5
Since 2007, through the workforce reforms, anyone wishing to teach in the post-compulsory (post-16) sector in the UK, is required to hold licensed practitioner status QTLS. This qualification is aimed at those individuals who wish to attain a ‘Full Teaching Role’.
Our trainee teachers come from a variety of backgrounds and experiences. Many are already teaching in some capacity, or are working as teaching assistants, and are looking to formalise their professional status as a fully qualified teacher, whereas some are new to teaching. Whatever your background, our highly supportive team will discuss your options with you, and support you along your chosen career path!
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The Theory Element
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The diploma comprises nine units, seven of which are mandatory and two optional, but which when combined hold a minimum of 120 credits. There are two parts to the qualification, and whilst part one of the course is staged at level 3 / 4, (5 units), part two units are all at level 5. There are mandatory assessments for each unit, and these must be achieved in order to continue on the course. There is, at present, no written examination. |
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Part One Units: |
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Unit 1 |
Preparing to Teach in the Lifelong Learning Sector |
Level 3 / 4 |
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Unit 2 |
Planning and Enabling Learning |
Level 3 / 4 |
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Unit 3 |
Enabling Learning and Assessment |
Level 3 / 4 |
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Unit 4 |
Theories and Principles for Planning and Enabling Learning |
Level 3 / 4 |
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Optional Level 4 Unit chosen from a selection. |
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Part Two Units: |
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Unit 5 |
Continuing Personal and Professional Development |
Level 5 |
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Unit 6 |
Curriculum Development for Inclusive Practice |
Level 5 |
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Unit 7 |
Wider Professional Practice |
Level 5 |
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Optional Level 5 Unit chosen from a selection. |
In order to be successful, you will need to demonstrate a depth of knowledge and understanding of each unit which has been studied. You will be required to conduct your own independent research, and you will be required to show evidence of your reading and research right from off! There will be opportunities in the classroom for workshops, discussions, and group work to support what you have studied, and you will be guided at every step towards your goal.
During the course you will study various theories and legislation, as well as consider a range of teaching and learning strategies, and there will be plenty of opportunity for you to practice and hone your own skills in the classroom also. Your written work will reflect this, as you will show your understanding of how various theories and strategies affect everyday practice.
The Practice
As a trainee teacher, you will need to complete 150 teaching practice hours. Teaching practice often starts with some classroom observations, which are not accredited, but which will allow you to understand the setting you are in, and the requirements of the institution. There will be a number of theories and strategies which you will have studied at college which you will implement during your practice, and you will be required to reflect on your practice every step of the way. You will demonstrate your ability to plan, deliver and assess your students, and you will be asked to consider a range of initiatives whilst you do this.
The theory which you learn in the classroom at college will focus your practice in areas such as Equal Opportunities, Inclusive Learning, as well as planning for assessment, as well as the complete teaching cycle, and you will very early on in the diploma identify what your key roles and responsibilities will be in practice.
During your practice, you will be observed for a minimum of eight hours, over a minimum of eight occasions. Your mentor or tutor will then provide you with constructive feedback, which will further your development as a teacher.
When you have successfully completed your course, your QTLS will be conferred by the Institute for Learning (IfL), through the process of professional formation – a post qualification process of confirming your skills in a work setting, and we will guide you through this stage.
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Entry Requirements:
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All applicants are considered and assessed individually, however the minimum requirements are:
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Evidence of Minimum of level 3 in chosen subject specialism
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IELTS 6.5 or equivalent
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Minimum age 21
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ELC works in partnership with Newham Education Business Partnership
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ELC works in partnership with Newham Education Business Partnership. The NEBP is an organisation that aims to help young people develop the skills and qualities needed for the world of work. We work closely with Schools in Newham to deliver a wide range of Work Related Learning programmes, using volunteers who wish to pass on their knowledge and experience to young people.
Our Teacher Training students regularly attend BOSS (Building Opportunities and Skills Seminars) days
A BOSS Day aims to improve student knowledge of the job application process by asking students to undertake a series of activities facilitated by a volunteer, in a classroom environment. Using our BOSS pack, the volunteer shares their experience of work through a series of simple exercises that fit into 3 one-hour seminars:
Seminar One - focuses on the importance of first impressions and the volunteer's experience of work
Seminar Two - focuses on how personal skills and qualities and how to complete an application form/CV.
Seminar Three - Focuses on interview technique.
More details will given to any student who wishes to volunteer to attend a BOSS day.
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