Level7 Diploma in Teaching English to Speakers of other Languages

DIPLOMA IN TEACHING| Level 7

Level 7 Diploma in Teaching English To Speakers of other Languages 60 credits These qualifications in Strategic Management have been developed to conform to the requirements of the RQF, to meet the requirements of higher education and employers, to meet the needs of learners and to respond to the needs of our centres.

We provide a flexible route for learners who have already achieved management qualifications at a lower level and for learners who do not have business or management qualifications, but may have qualifications in other areas and/or prior management experience in the work place.

These qualifications are designed to provide: 

Opportunities for learners to acquire knowledge and understanding and develop a range of skills, personal qualities and attitudes essential for successful performance in working life



Specialisms that are directly related to learners’ current responsibilities or that meet a particular interest and support career development



Opportunities for learners who wish to undertake a full time course of study leading to an Extended Diploma learners with the opportunity to acquire a broader range of knowledge and understanding and to develop the skills they require to work in the field of management

DIPLOMA MANAGEMENT IN TEACHING | Level | Level7 5

London School of International Business

OUR GOAL Provide flexible online learning which helps in achieving professional business qualifications anywhere and at any time and take the career to new heights.

About London School of International Business The world is changing but most schools are not – LSIB is different.

VISION Provide flexible online learning which helps in achieving professional business qualifications anywhere and at any time and take the career to new heights.

VALUES To aim for Academic Excellence – To achieve our vision, we require that everyone at LSIB remains committed to the highest academics, professional and ethical standards in teaching and in the conduct of all day to day activities.

To foster Creativity - Our education quality depends on a shared commitment to encourage the creation of new knowledge and preparing our students to make a positive impact in the global world.

We are a decade old institution offering a wide range of online degree and diploma courses to the students worldwide. We boast of over 10000 successful alumni from Asia/ Middle East to Australia, Africa to Europe and America.

London School of International Business provides you an innovative approach to education. We deliver online pathway programmes with full Undergraduate and Postgraduate degrees and diplomas to the learners worldwide. Our course modules are designed in such a way that everyone can learn what they want, when they want and how they want. We provide 24/7 online learning platform with online course materials, e-library and live tutor support via chat.

LSIB offers students with all the support they need to accomplish qualification and succeed in developing their personal and professional knowledge and skills.

We strive to offer a supportive yet rigorous learning environment helping students to reach their potential and successfully achieve their career aspirations. We at LSIB pride ourselves in creating a professional and friendly environment for all who come to learn with us LSIB is accredited by various awarding bodies which are regulated by government's regulators such as OfQual - an Awarding Body by the UK Government's regulator and SCQF – Scottish Credit and Qualifications Framework.

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DIPLOMA MANAGEMENT IN TEACHING | Level | Level7 5

Unit Title

London School of International Business

Level

Credit

GLH

Mandatory Units Understanding Language, Methodology and Resources for

7

20

100

7

20

100

Teaching Developing Professional Practice

Optional Units (Learner must complete one unit from below to achieve this Qualification) Extending Practice and ELT Specialism

7

20

50

ELT Management

7

20

50

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DIPLOMA MANAGEMENT IN TEACHING | Level | Level7 5

London School of International Business

Unit Specifications Unit Format Each unit in BAA’s suite of level 7 courses is presented in a standard format. This format provides guidance on the requirements of the unit for learners, tutors, assessors and external verifiers.

Each unit has the following sections: Unit Title The unit title reflects the content of the unit. The title of each unit completed will appear on a learner's statement of results.

Unit Aims The unit aims section summaries the content of the unit. All units and courses have a level assigned to them which represents the level of achievement. The level of each unit is informed by the level descriptors.

Credit Value The credit value is the number of credits that may be awarded to a learner for the successful achievement of the learning outcomes of a unit.

Guided Learning Hours (GLH) Guided learning hours are an indicative guide to the amount of input that a tutor will provide to a learner, to enable them to complete the unit. This includes lectures, tutorials and workshops and time spent by staff assessing learners' achievement when they are present.

Learning Outcomes The learning outcomes set out what a learner is expected to know, understand or be able to do as the result of the learning process.

Assessment Criteria The assessment criteria describe the requirements a learner is expected to meet in order to demonstrate that the learning outcome has been achieved. Command verbs reflect the level of the course.

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London School of International Business

DIPLOMA IN TEACHING | Level 7

Understanding Language, Methodology and Resources for Teaching Unit Title: Guided Learning Hours: Levels: Credits: Unit grading system:

Understanding Language, Methodology and Resources for Teaching 100 7 20 Pass

Unit purpose and aim(s): To provide the skills and techniques to analyse and control developing organisation vision and Strategic Direction

Assessment Criteria

Indicative Content

The learner can: 1. Understand theories of first and second language acquisition.

1.1 Critically evaluate theories of first and second language acquisition.

1.2 Critically review language teaching approaches associated with theories of first and second language acquisition.

2. Understand approaches and methodologies in English language teaching.

2.1 Critically compare methodological approaches.

2.2 Critically evaluate approaches, methodologies and techniques in different contexts and learning environments.

3. Understand language systems, language skills and social processes.

3.1 Analyse complex features of language in use, identifying lexis, grammar.

Functions, phonology and discourse.

3.2 Analyse the language skills, sub-skills and strategies needed by learners.

3.3 Critically analyse how language is used to form, maintain and transform identity (e.g. social, cultural, political or religious) and power relations.

4. Understand learners’ needs4.1 Analyse linguistic challenges experienced by learners with regard to specific aspects of language systems and language skills. and challenges in 4.2 Review ways in which methodological choices in language systems and developing language and language skills development relate to learners’ characteristics and contexts. skills proficiency.

5. Be able to evaluate teaching, learning and reference material for learners of English.

6. Understand theories, principles, roles and methods of language assessment.

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5.1 Critically evaluate appropriate practical uses of teaching and learning resources including new and emerging technologies

6.1 Explain the purposes of assessment.

6.2 Critically analyse the practical application of theories and principles of assessment.

6.3 Critically evaluate methods and tools of assessment.

London School of International Business

DIPLOMA IN TEACHING | Level 7

Developing Professional Practice Unit Title: Guided Learning Hours: Levels: Credits: Unit grading system:

Developing Professional Practice 10 7 20 Pass

Assessment Criteria

Learning Outcomes

The learner can: 1. Understand English language learning contexts and factors impacting on learning.

1.1 Analyse the impact of English as a global language on learning and teaching.

1.2 Analyse the impact on learning and teaching of social, cultural and educational differences, motivation and learner preferences and strategies.

2. Be able to plan inclusive learning and teaching.

2.1 Plan learning and teaching taking account of context and factors impacting on learning.

2.2 Justify session plans which meet the aims and needs of individual learners.

3. Be able to deliver inclusive learning sessions.

3.1 Select and use practical classroom approaches and activities techniques and materials including new and emerging technologies to achieve specific learning goals.

3.2 Promote inclusive learning in different of learning environment.

3.3 Communicate effectively with learners.

3.4 Facilitate interaction between learners.

3.5 Provide constructive feedback to learners on their progress and achievement in language and skills development.

4. Be able to use resources for inclusive learning and teaching.

4.1 Select resources including new and emerging technologies to promote learning in specific contexts.

4.2 Use resources to promote learning and achievement.

4.3 Use ICT to its full potential in inclusive learning contexts.

4.4 Critically evaluate the effectiveness of materials and resources in the inclusive learning context.

5. Be able to reflect critically on own and others’ teaching to improve on own

5.1 Select criteria for critically judging the effectiveness of preparation and teaching and learning in own and others’ lessons.

5.2 Use reflective tools and action plans to extend own development and growth as a teacher.

5.3 Observe and analyse other lessons taught by subject specialists.

practice.

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DIPLOMA IN TEACHING | Level 7

London School of International Business

6. Understand language systems and language skills.

6.1 Analyse systems and language skills to meet the needs of individual ESOL learners.

6.2 Plan teaching and learning activities to develop learners’ understanding and use of language.

6.3 Critically evaluate learners’ progress in language learning.

7. Understand professional development and standards of professional

7.1 Analyse how own beliefs influence own approach to teaching.

7.2 Review own development with reference to theories of language learning and learning theory drawing on feedback from different sources.

7.3 Use feedback to identify personal and career opportunities.

7.4 Comply with standards of professional practice.

practice.

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London School of International Business

DIPLOMA IN TEACHING | Level 7

Extending Practice and ELT Specialism Unit Title: Guided Learning Hours: Levels: Credits: Unit grading system:

Extending Practice and ELT Specialism 50 7 20 Pass

Assessment Criteria

Learning Outcomes

The learner can: 1. Be able to research a specialist area

1.1 Design and undertake autonomous research in a specific context.

1.2 Interpret complex information, concepts and theories as part of research undertaken.

1.3 Present ideas and arguments clearly and coherently.

1.4 Critically evaluate actions, methods and results.

1.5 Present findings in a suitable academic format.

2. Understand approaches and influences on syllabus design.

2.1 Critically evaluate the influence of major theories of second language acquisition on syllabus design.

2.2 Evaluate the influence of educational, cultural, social, economic and political factors on syllabus design.

2.3 Explain the influence of syllabus design on English language teaching methodologies and approaches.

2.4 Analyse the suitability of different syllabuses.

3. Be able to design learning programmes to meet identified learner needs.

3.1 Design inclusive learning programmes to meet learners’ needs.

3.2 Justify programme content and selected approach.

3.3 Justify a range of learning and teaching resources, including new and emerging technologies.

4. Understand types, principles and methods of assessment.

4.1 Explain types and methods of assessment 4.2 Analyse principles of assessment.

4.3 Justify selected assessment method.

4.4 Critically evaluate the uses and purposes of different assessment procedures.

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London School of International Business

DIPLOMA IN TEACHING | Level 7

ELT Management Unit Title: Guided Learning Hours: Levels: Credits: Unit grading system:

ELT Management 50 7 20 Pass

Assessment Criteria

Indicative Content

The learner can: 1. Be able to develop a project in a selected area of ELT management in a specific context

1.1 Select appropriate data gathering methodology 1.2 Design and undertake autonomous investigation in a specific area of language teaching/learning management 1.3 Interpret complex management information, concepts and theories as part of the project 1.4 Appropriately apply management principles and procedures in planning a project 1.5 Present ideas and arguments clearly and coherently 1.6 Critically evaluate actions, methods and results 1.7 Present findings in a suitable academic format

2. Understand theories and concepts in the selected specialist area

2.1 Critically evaluate the influence of major theories of management on ELT management practice 2.2 Analyse the influence of educational, cultural, social, economic and political factors on management in a specific context 2.3 Critically examine the application of specific management principles and practices in a language teaching operation

3. Be able to design a management initiative appropriate to the specific

3.1 Apply knowledge of management principles and processes to an analysis of practice in the context concerned 3.2 Justify the suitability of the proposed innovation in the specific management area 3.3 Design a project to meet operational needs in the selected area 3.4 Justify the project content, aims, methods and resources 3.5 Apply change management principles to the planning and implementation of the project 4.1 Explain types and methods of evaluation 4.2 Justify the performance criteria specified 4.3 Justify the selected evaluation methods

context

4. Be able to evaluate the outcomes of the project

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