Course Summary

This diploma award has been developed in collaboration with our valued partner, Central Bedfordshire College. It is designed to meet the real development needs of individuals employed within the Lifelong Learning Sector and to grant them professional qualifications in recognition of their talents.

All course participants will be expected to make direct and meaningful connections between the course content and their own work-based experiences and aspirations. Assignments will be based on the specific needs of participants and their organisations, allowing them to draw upon evidence gathered in the workplace. The skills you acquire will be in line with the new professional standards and their application for teachers of English (Literacy).

This Skills for Life pathway is endorsed by Standards Verification UK (SVUK), with the new qualifications offered as University Diplomas that will enable you to build credit toward any relevant present or future Degree courses. This reflects our initiative to encourage practical learning that is useful within both working and academic worlds.

Why choose this course?

This part-time course will enable you to continue working within the Lifelong English Teaching sector and other relevant sectors, while building credit toward a present or future Degree course. As such, those who complete the course will be able to progress in their employment as a qualified professional or turn their focus to further study within their field of interest.

During this course you will:

• Combine theoretical study with work-based experience
• Get guidance from the knowledgeable staff at Central Bedforshire College
• Gather evidence from the workplace for research and class-based learning
• Complete assignments designed to meet the specific needs of you and your organisation
• Earn a professional Skills for Life qualification

UDTEL-FD

Assessment

Each module has its own assessment. As far as possible, assessment across modules has been designed to give participants experience of a wide range of assessment tools. The specific focus of each assignment will be negotiated individually between the module tutor and the student, within the parameters of the module, in order to ensure that the assignment meets the personal and professional needs of the student.

Learners will be working and teaching in the Lifelong Learning Sector and the assessments support development of practice. The assessments will be closely linked to the learners work role and therefore areas of focus for assessment work will be negotiated where possible and tailored to meet learner needs.

Module assessment is based on specified learning outcomes and assessment criteria. The learning outcomes approach tries to combine the elements of competence orientation with the promotion of reflective practice and is appropriate for a course where the focus is on meeting professional standards and the CPD requirements for teachers working in the Lifelong Learning Sector.

When you have accumulated the evidence to demonstrate that you have met the Learning Outcomes and Assessment Criteria for an assessment you claim the credit for that assessment by submitting the evidence. The universitys assessment scale, based on grades ranging from A (excellent) to G (nothing submitted) therefore do not apply: all assessments are made on a pass/refer/fail basis. There are no module or assessment marks as such.

On the first submission of an assessment the student receives either a pass or a refer:

Pass- this indicates that credit may be claimed.

Refer- this indicates that further work is required before credit may be claimed. The student may re-submit on one occasion.

A referral requires that a new submission be prepared, in negotiation with the module tutor. On second submission the student receives either a pass or a fail:

Pass this indicates that credit may be claimed.

Fail this indicates that the submitted work does not meet the requirements.

Assessment Regulations:

• All modules must be passed (credited) at the appropriate level for the Award. There is no grading of the Award


• Modules are assessed by the production of evidence to meet the module outcomes specified for the Level of award for which the student is enrolled, and meeting the appropriate Level Criteria as specified in the Handbook


• Unless otherwise provided for in the Module Descriptions, all Outcomes must be met for a module to be credited


• Students must submit for a module within one year of starting it. There is a formal requirement to request deferral to the Course Board (Assessment) after the conclusion of teaching for the module. Any deferral is subject to University of Bedfordshire regulations

Course Learning Outcomes

Generic:

1. Evaluate policy and practice in the Lifelong Learning Sector in the light of a range of both formal and informal theoretical perspectives.

2. Explore education practice in the Lifelong Learning Sector through discussion with peers both in workshops and on line.

3. Critically evaluate own practice, leading to the identification of areas for improvement in own educational role.

4. Apply own knowledge of educational theory to develop professional practice in own educational role.

Specific:

Module: Literacy Learners: Theories and Frameworks.

1. Demonstrate a knowledge and understanding of language variety.

2. Demonstrate a knowledge and understanding of the factors which influence literacy and language learning and development.

3. Demonstrate a knowledge and understanding of language change.

4. Demonstrate a knowledge and understanding of the relationship between language and social processes.

5. Demonstrate a knowledge and understanding of theories and principles relating to language acquisition and learning.

6. Demonstrate a knowledge and understanding of theories and principles relating to literacy learning and development.

7. Demonstrate a knowledge and understanding of how language can be described and analysed.

Module :Literacy Learning and Teaching

1. Plan literacy and language learning and teaching using specialist knowledge and resources.

2. Work with learners on language and literacy learning and development drawing on knowledge of their backgrounds goals and individual needs.

3. Use knowledge of language systems and approaches to learning and teaching in working with learners on literacy and language learning and development.

4. Collaborate with others to support the inclusion of literacy and language in vocational and other subject areas.

5. Use specialist approaches to different types of literacy and language assessment.

6. Understand ways of evaluating and develop own practice.

7. Demonstrate a knowledge and understanding of the processes involved in reading, writing, speaking and listening.

Module: Literacy Resources

1. Plan literacy and language resources using specialist knowledge.

2. Work with learners on language and literacy learning and development through the use of appropriate learning resources.

3. Use knowledge and understanding of resource design and approaches to learning and teaching to develop effective literacy resources.

4. Understand the significance of equality and diversity for resource design and take opportunities to promote equality within practice.

5. Understand ways of evaluating and developing own practice in resource design for teaching literacy Skills for Life.

External Benchmarking

LLUK/SVUK

The academic level is determined with reference to the Higher Education Qualifications Framework (QAA, 2001)

Educational Aims

This University Diploma provides vocational and practical perspectives of the subject studied and offers a range of skills to enhance students career development.

Aims:

• To provide students with opportunities for personal development and learning, giving due credit to their prior learning experiences and their Cert. Ed. teaching qualification, for those working in the Lifelong Learning Sector


• To be responsive to the changing needs of the national and local Lifelong Learning Sector whilst meeting SVUK requirements


• To offer staged progression opportunities, University Diplomas, which support progression from the Certificate in Education to a BA (Hons) Lifelong Learning


• To offer accredited opportunities to meet the CPD needs of practicing teachers in the Lifelong Learning Sector and the SVUK requirements for those working in the Skills for Life area. (Mapped to the UoB Undergraduate Modular Scheme Aims)

Objectives:

• Extend the practice and understanding of the Cert. Ed. to specialist areas of teaching within the Lifelong Learning Sector, informed by a deeper understanding of educational theory and practice


• Evaluate policy and practice in the Lifelong Learning Sector from a range of both formal and informal theoretical perspectives as a basis for critically analysing own practice and educational organisations


• Extend the skills exhibited at the conclusion of the Cert Ed in respect of specialist subject areas, so as to be capable of professional development in focused areas


• Critically evaluate own development as a practitioner within the Lifelong Learning Sector, leading to developments in teaching and wider professional roles

Student support

All students are invited to attend an induction at their centre of study. This includes a session to support their use of the library, an introduction to BREO and academic referencing. Students studying at the partner colleges receive information on the student support available within their organisation. Students studying at University of Bedfordshire receive information on the services available to students, through the publication HELP.

All students are allocated a personal tutor. Module tutors are available for tutorials and advice throughout the year and all modules include a minimum of one tutorial. On the course we place considerable emphasis on our academic advisory and tutorial support systems, which we encourage students to use if they have any doubts about their ability to cope academically or personally with their programme of study. Every student has the right of access to personal academic support from a personal tutor as the need arises (Small print 2006-7).

Students are also supported through:

• Specific and detailed formative feedback on an assessment by assessment basis to enable them to develop the quality of their work


• BREO which offers an opportunity for students to discuss issues with peers outside of the classroom to offer support

Specialist support:

• Professional counseling staff in the Student Centre


• The Universitys Centre for Personal and Career Development


• The Changing Course guide

Team working

The specific content of the module requires students to work collaboratively to achieve desired outcomes within their own professional contexts. Within taught sessions there is a shared responsibility for the success of the learning, where all participants are expected to play a full part in the interactive elements of the learning experience.

Learners will have a well developed ability to work effectively as part of a team, including working through difficulties and conflicts. This programme is founded on the principles of active learning and the recognition of the experiences and knowledge that adult teachers bring to the classroom. Much of the classroom based work will be around the sharing of best practice and problem solving in teams.

Throughout the programme use will be made of the University VLE (BREO) to provide students with information on their study and facilitate interaction and discussion between students and staff and students. A well developed Post-Compulsory Education site is already in place for this programme and allows students across all PCE provision and centres within the University of Bedfordshire PCE network to share resources and discuss teaching issues.

Career Management Skills

The curriculum is professional and vocational rather than primarily academic, and will therefore place a premium on establishing links between theory and practice. All participants will be part time students concurrently engaged in teaching, and as on the present Cert. Ed. the learning and teaching strategy will be to build on their experience, providing both practical support and theoretical perspectives to enable students to:

• Reflect on and develop practice


• Evaluate learning in respect of its application to practice


• Contextualise and prioritise practice in the light of theory

All students undertake the course part time and are required to be employed in the appropriate role in an educational setting when they start the programme. Occasionally, students who undertake voluntary teaching are accepted, but special conditions need to be satisfied. Students are therefore on a career path and the course is taken in service.

It should be noted that a large proportion of students undertaking the course in college centres may well already be employees of that college; far from seeking opportunities to engage students with management for career purposes, the task of the programme management team is to maintain an appropriate and constructive boundary.

Career/Further study opportunities

This award provides a clear progression route to build on the existing and highly successful Cert. Ed. (PCE) course. The Cert. Ed. is validated by Standards Verification UK (SVUK) in accordance with the Lifelong Learning UK (LLUK) national professional standards for teachers, tutors and trainers in the Lifelong Learning Sector and incorporate the associated requirements for Literacy, Numeracy and ICT as part of the main curriculum.

The University Diplomas constitute the second level of a programme of continuing professional development which can take you from the Certificate in Education to a Bachelor of Arts Degree with honours, and beyond into the realms of post-graduate study. At the completion of 240 credits, learners will be able to progress on to the Level 3 of the BA (Hons) Lifelong Learning.

The University Diplomas are used as building blocks towards the BA (Hons) Lifelong Learning for those completing the Certificate in Education. They can also be used as stand-alone continuing professional development (CPD) programmes for those working in the Lifelong Learning Sector.

The course is designed to be delivered at Partner Colleges which already offer the Cert. Ed. or its equivalent.

Each Diploma qualification is work-based and requires learners to evidence practice. In recognition of the national requirements for Skills for Life specialist teachers and the expectation that teachers, tutors and trainers working in this sector complete a minimum of 30 hours CPD per year, University Diplomas offer a process of accrediting this learning and CPD.

Entry

Standard:

• Ability to work at HE2 / L5 or substantial experience in an appropriate educational or related field

Additional:

• There must be at least 75 hours of teaching practice. All teaching practice requirements must be within the relevant specialist area of Skills for Life


• Literacy teaching practice must be undertaken within at least two levels of the Skills for Life curriculum - Entry level, level 1 and level 2


• Teaching practice for regulated roles must take place within recognised locations, as defined within regulations

UK students Undergraduate entry requirements

Standard entry requirements for Foundation degrees (FD/FdSc)

A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.

Foundation degrees are also particularly suitable if you want to qualify while working.

• As a guideline, a typical offer would require you to obtain a UCAS tariff score of between 80-120 points, based on your level 3 studies.
• Students who require a Tier 4 Student Visa cannot apply for our foundation courses. For these courses the University of Bedfordshire is not able to sponsor Tier 4 Student Visa applications.

Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.

We welcome applicants with relevant work experience.

Standard entry requirements for Undergraduate degrees (BA/BSc)

We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.

The general requirement is one of the following:

• UCAS Tariff Score greater than 200, which should include either two A level passes or an AVCE Double Award
• An Access qualification
• Equivalent qualifications such as Irish Leaving Certificate, Scottish Highers, International Baccalaureate or BTEC National Diploma

Postgraduate taught courses

Postgraduate applications (MA/MSc) should be made direct to the University using the  standard University application form. There are some exceptions, please see individual course descriptions for details.

• UK/EU students application form
• International (non-EU) students application form
  

Students from the European Union

Entry requirements

As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.

We have students from all the European Union member countries so we are quick to make decisions on most qualifications.

How to apply

International students

• Undergraduate applications (BA/BSc) can be made direct to the University or via our representatives in your home country. If you intend to apply to more than one university in the UK you should apply via UCAS. If you want to apply to the University of Bedfordshire only you should apply directly using our international application form (link below) or via our representatives in your home country
• Postgraduate applications should be made directly to the University using our international application form (link below) or via our representatives in your home country
• Healthcare, nursing and midwifery students Many of these courses are not available to overseas students due to UK immigration law in regard to bursary funding. Please contact international admissions to find out if you are eligible to apply
• BA Nursing Studies Level 3 (with or without Overseas Nursing Programme) is available to overseas students - please contact International Admissions by email at international-admissions@beds.ac.uk for further information

(Please note that applicants on a full student visa are not eligible for part-time study)

Course application form for international students

We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.

• Course application form for direct applications [PDF]

How to complete your course application

Please read the Direct application instructions before completing the course application form.

Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section

Accreditation of prior certificated learning (APL)

APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.

Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `

The APL form should be submitted at the same time as the course application form.

We regret we are unable to process APL forms from students who have not submitted a formal course application form.

• APL application form for International students [100Kb] updated 041007

What next?

Return your completed application to:

University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom

Contact International Admissions

T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk

Awarding institution

University of Bedfordshire

Teaching Strategy

The University Diploma award represents 600 hours of study of which 96-120 hours will be classroom-based. This means that students will need to be prepared to do much studying on their own, which is related to ongoing practice as a teacher in the Lifelong Learning Sector. This follows the same study pattern as the Cert.Ed./PGCE in Post-Compulsory Education.

The teaching elements of the modules are mentored and tutored and closely related to teaching practice. An important working principle in the delivery of the Course is that taught sessions will be used for those activities for which they are most appropriate. This means:

• That they will not generally be used to pass on information which learners can get as well or better from personal reading, or BREO etc. They will however provide guidance on that reading, and they may be used for discussion and exchange of information about it


• They will make full use of the fact that the students are gathered together in a group, and promote learning from each other as much as possible. This is why attendance at the sessions is important

The taught sessions use a variety of learning approaches, including seminar sessions, small group work, practical and theoretical exercises, role-play and student presentations and the occasional formal lecture. Learners will be expected to undertake specific work between sessions in order to benefit from subsequent sessions. Learners will be encouraged to draw on their own teaching experience and where relevant to present for discussion material they have prepared.

The details of each teaching sequence will be negotiated with the group at the start, using a base-lining exercise to work out how the groups time together can most profitably be used.

The face-to-face teaching tries to embody the best practice in this kind of adult education, and in addition to formal evaluation and review procedures at the conclusion of each module, tutors encourage learners to discuss the teaching methods being employed and their effectiveness.

Professional, Statutory and Regulatory Body Accreditation

This qualification is endorsed by Standards Verification UK (SVUK)

The English Application Document Elements and the Mathematics Application Document Elements identified within the Skills for Life modules are provided by SVUK and are a requirement of SVUK endorsement.

Students with disabilities

Participants with disabilities are welcomed and will be provided with any additional support they need. No part of the programme should be inaccessible to them.

Skills Development

Communication

To help with the development of this you will:

Work in pairs and groups in workshops sessions, preparing and presenting feedback on key points and explaining viewpoints. You will also prepare resources and a discourse analysis to present to your peers related to your teaching of Skills for Life. You will be introduced to a range of technical terminology relevant to the topic and be expected to use it appropriately in your work. You will be issued with guidelines for writing for academic purposes, including sections of the module Handbook and on BREO and expected to show a grasp of these in your assignment. You will be introduced to BREO and expected to use discussion boards and e-mails to communicate appropriately with peers and the tutor. You will be taught how to compose and present a reflective log. You will produce a case study, discourse analysis, reflective journal, teaching file and resource file for assessment.

Information Literacy

To help with the development of this you will:

Be provided with training on the use of BREO and expected to access a range of support materials and activities both in sessions and from home. You will be trained on use of library systems and given examples of relevant websites to access for research and be expected to use University and other search systems to access appropriate reading material online for the module assessment. You will be expected to word process work. You will have access to a Discussion Board on BREO to post any queries about the module or assignments and to discuss with peers.

Research and Evaluation

To help with the development of this you will:

Trained in best use of library facilities, search systems, etc. You will be given a range of extracts from texts to discuss in sessions. You will be issued with a reading list to support the module and advice on how to reference your reading, in class and in the Handbook. Discussion in class will help you identify appropriate reading topics and texts and ways to evaluate your activities. Your assignments will require you to include reference to appropriate reading linked to classroom practice

Creativity and Critical Thinking

To help with the development of this you will:

Be given a range of texts to analyse, to develop your critical skills. In sessions you will work in pairs and groups to identify strategies used in an educational setting and their effectiveness. You will be helped to be self critical in the discourse analysis, case study, reflective journal and teaching file. You will be expected to show creativity in your identification of strategies to address areas for development identified in the journal.

Improving learning and performance

The course is designed to support those teaching Literacy in the Lifelong Learning Sector to develop their practice and all assessments are designed to lead to improved learning and performance. All assignments encourage students to reflect upon their own performance and identify developments in practice as a result of their investigations and further reading.

The modules and diplomas are centred around the improvement of learning and performance. This is exemplified in the teaching practice requirements, where learners are observed and given recommendations for improvement.

Every student has a personal tutor, based in the college centre, who supports them using the course Individual Learning Plan (ILP). This provides a vehicle for learners to review their current practice, self assess, and identify areas for development.

Feedback from assessments is detailed, and tutors are available to discuss comments relating to both the assessment theme and academic writing style.

Progress files

Progress will be recorded through formative feedback and students will be encouraged to incorporate these within their professional portfolios.

All students will have a Course Individual Learning Plan (ILP) which will log a record of their progress on the course.

Professional standards

As all students on this course will be involved in the teaching profession in one form or another, it is to these standards the course will adhere.

In the restricted sense of the term, the course conforms to the LLUK standards, which include professional values. This University Diploma provides a structure within which to deliver the requirements for Skills for Life specialist teachers. The new professional standards and their application for teachers of English (literacy and ESOL) and Mathematics (numeracy) underpin the new qualifications developed for specialist teachers. The new qualifications for the three Skills for Life pathways, to be endorsed by SVUK, enable those working within this area of lifelong learning the ability to gain the required SVUK qualifications whilst building credit towards their Degree.

More generally, the course design incorporates the following values which include expectations of staff and students:

• That you, the students on this Course, are competent adults, already acquainted with the field of work and study, and having more or less clear ideas about what you need to learn to improve your knowledge and practice


• That those ideas will vary according to the nature of your experience, but need to be respected, even when it is necessary to show their limitations and to go beyond them


• That you will learn most effectively when you are both involved in and have appropriate control over your learning experiences


• That the accumulated experience of members of the student group is one of the most valuable resources available to the course and every effort should be made to utilise it


• That in view of the continuing change which characterises this area of practice, the ability and motivation to learn from continuing experience through disciplined reflection is a defining characteristic of a professional, and should be fostered by the Course


• That the experience of being a learner in a formal educational setting is an important resource in itself, enabling you to appreciate anew the experience of your own students and their corresponding opportunities and difficulties


• That a course which purports to teach good educational practice must itself embody and model such practice, and lay it open to scrutiny


• That this includes attention to inclusivity and the active mitigation of disadvantage experienced by minority groups


• That there is a commitment to the highest standards of scholarship in respect of the disciplines contributing to the course

Strategy for developing and embedding the professional standards

Students will be expected to maintain the standards that they present in their professional careers.

The professional standards for those working in the Lifelong Learning Sector are embedded within the assessment work and the delivery of the programme.