This handbook can be provided in a variety of formats upon request. This handbook is for advice and guidance only and is not a substitute for the formal Academic Regulations and Procedures of the University of Worcester. In case of any conflict these formal statements and requirements take precedence over the handbook. Every effort has been made to ensure the accuracy of the information contained in the handbook at the time of publication. The University reserves the right to change the information given at any time.
University of Worcester Welcome to the [NAME OF PARTNER] [SPACE FOR PICTURE] I am delighted to welcome you to the [NAME OF PARTNER] and the University and wish you every success as you start this new course. Please outline the nature of the arrangement for delivery of the provision – ie. in broad terms the relationship between the University and the partner. This should be a short section designed solely for ensuring clarity for students (see sample text below). The Programme is validated by the University of Worcester.
This means that if you successfully complete all parts of the Programme you will receive a University of Worcester qualification and may if you wish attend the graduation ceremony. You will enrol at [NAME OF PARTNER]. You should ensure you read this handbook in conjunction with the UW Student Handbook, a copy of which you will find via the “My Course Details” tab within your SOLE page. [SIGNED] Contents 4. Educational aims and values underpinning the programme:6 5. Intended learning outcomes and learning, teaching and assessment methods:7 1. Semester Dates 2013-201.
Colleges please add your own timetables as appropriate AND INCLUDE KEY HOLIDAY DATES). 2. Who’s who in the [Partner] ame Room Ext please add links to staff profile pages and staff email as appropriate Course Leader Teaching staff Administrative/support staff The award is overseen by the University of Worcester’s Institute of Education. The University appoints a link tutor, who is responsible for the overall management of your course. The University DTLLS Course co-ordinator and link tutor for Bournville College is Dr Karima Kadi-Hanifi (k. [email protected] ac. uk) The University CPD Skills for Life course-co-ordinator and link tutor for Halesowen College is Dr John Keenan (j. [email protected] ac. uk) The University DTLLS and CPD Skills for Life course administrator is Claire Rowlands (c. [email protected] ac. uk) 3. Programme Specification: DTLLS (Diploma For Teachers in the Lifelong Learning Sector) 1 Awarding institution/body: University of Worcester 2 Teaching institution: University of Worcester Partner Colleges (Halesowen, Bournville). 3 Programme accredited by: Standards Verification UK (SVUK), the endorsing body for Lifelong Learning UK (LLUK), 2007.
Mode of attendancePart time 9 UCAS Code: n/a 10 Subject Benchmark statement: See (i) New overarching professional standards for teachers, tutors and trainers in the lifelong sector (LLUK, 2007); and (ii) Developing qualifications for teachers, tutors and trainers in the lifelong learning sector in England (including Units of Assessment) (LLUK, 2007) 11 Date of Programme Specification preparation/revision September 2012 (latest IQC minor modification was made in September 2012 to the assessment on module LLQT2503, from two to one only summative reflective assignment).
Educational aims and values underpinning the programme: Educational aims: The development of the DTLLS programmes from 2007 onwards reflected a commitment to developing initial teacher education programmes for teachers in the lifelong learning sector and enhancing professionalism in the sector. The programmes, which were originally a development of existing courses (such as CertEd), prepare teachers to meet the professional teaching standards for the sector first introduced by DfES in 2004, and, later on implemented nationally by LLUK, in 2007.
They are known as the ‘Professional Standards for teachers in the Lifelong Learning Sector’. Our programmes, which will enable trainee teachers to meet these LLUK standards, were introduced in September 2007. Lifelong Learning Qualifications for Teachers (such as DTLLS) are compulsory for all new entrants to further education teaching and will eventually lead to the achievement of ‘Qualified Teaching Learning and Skills’ (QTLS). Teachers will work towards this status after completion of their Lifelong Learning Qualification (LLQ).
The programmes aim to produce high quality professionals, excellent practitioners in their subject specialism, who can demonstrate effective core skills in language, literacy, numeracy, and information and communications technology. The newly qualified teachers should also have a very clear grasp of the standards expected of them post qualification and will be able to achieve these through effective teaching and good professional practice developed during their programmes.
Greater awareness of the changing contexts of education and knowledge of relevant theoretical perspectives and principles should ensure that trainees are equipped with qualities that will enable their continuing professional development during their career. The overall aims of the programmes are to: influence and improve professional practice in post compulsory education through enabling trainees to become professional and inclusive practitioners promote the concept of the professional as learnerenable trainees to develop effective teaching and assessment skills that will enable them to apply the new professional standards enhance trainees’ ability to be self developing and self evaluative encourage professional collaboration and a commitment to engaging with wider professional practice encourage trainees to apply ‘theory’ to their own practice demonstrate a minimum level of competence in a range of core skills including language, literacy, numeracy, and information and communications technology develop knowledge and understanding in the subject specialism and in selected aspects of education enable critical reflection on educational values, issues, perspectives and concerns develop professional learning skills and effective independent study techniques develop research and evaluation skills recognising the importance of evidence in developing valid arguments enable and encourage continuing professional development inspire and motivate trainees and encourage them to aspire to excellence.
5. Intended learning outcomes and learning, teaching and assessment methods: On completion of the award the trainee will be able to: i. articulate their personal philosophy of education and relate this to the post compulsory education context and relevant theory ii. demonstrate effective teaching skills and knowledge and understanding of key professional issues, standards and challenges iii. assess their students effectively using varied and inclusive strategies iv.make evident the desire, ability and skills to continually improve teaching, professional practice and professional learning v. self-evaluate and be willing to change in order to improve practice vi. employ strategies, skills and research methodologies that enable them to be critically evaluative lifelong learners vii. facilitate strategies that enable them and their students to overcome barriers to learning in core areas such as language, literacy, numeracy and ICT viii. respond to diversity and equality issues in ways that are inclusive and which enrich the learning experience of all their learners ix. demonstrate awareness of equal opportunities issues within post compulsory and learning and skills sectors x.collaborate effectively with a range of colleagues within and beyond the subject specialism and show a concern for the personaland professional development of others Other key areas in the model of the professional as learner are a range of intellectual, personal and communicative skills.
These, together with subject specialist knowledge and skills will be applied effectively in the trainees’ professional context. Approaches to learning and teaching support the achievement of the learning outcomes of the programme through engagement with cyclical processes of experience, reflection, analysis, and the application of theoretical principles to teaching, learning and professional practice contexts, including their own.
These key evaluative processes are reinforced within each of the modules through the development of professional learning journals, reviews of teaching activity, reflective learning journals, mentoring logs, and contributions to a portfolio. At the end of each module trainees will set out their key priorities and related success criteria for the next stage of their learning or experience. Approaches to learning and teaching vary according to the perceived needs of the students to ensure the LLUK units of assessment are achieved in a coherent and efficient manner. Modules are taught through a mixture of sequential discrete units combined with long-thin modes where personalised learning is emphasised.
The resultant distribution of whole group teaching, presentations, seminar discussion, group work, library based investigation, e-learning, independent research, tutorials, skill acquisition, reflection and action planning; is intended to provide an inclusive menu that caters for a diverse range of learning styles and backgrounds. Particularly relevant here are the Professional Learning Skills sessions in Year 1 and Personal and Professional Development in Year 2 which operate throughout the year to support cyclical planning, learning, mentoring and evaluation activities. The two modules are explicitly linked with all the other modules through professional learning journals, assessment activities or the portfolio to ensure a coherent process for trainees.
Other modules may, for shorter periods, be taught in parallel where this creates sensible learning synergy. Below is a summary of how the intended learning outcomes above relate to the individual module learning outcomes. Programme intended learning outcomes mapped to module learning outcomes Programme intended learning outcomes Module learning outcomes providing most opportunity to convey the programme outcome Year 1 Year 2 i. articulate their personal philosophy of education and relate this to the post.