These courses are for those who work with NVQs and are in a position to assess or verify learners’ progress. The method of assessment is based on a portfolio of evidence.

PTLLS: City & Guilds 7303 (level 3 and 4)- 15 Weeks
CTLLS: City & Guilds 7304 (level 3 and 4)- 1 Year
DTLLS: University Campus Suffolk (UCS) Cert Ed (level 4/5) / PGCE (Post Compulsory Education – level 5/6), leading to full QTLS status (2 year qualification).

PTLLS ‘Preparing to Teach in the Lifelong Learning Sector’: An Introduction to Teaching. (City and Guilds 7303) Suitable for those considering entering the profession and essential if you are starting to teach within the Further Education / Learning and Skills sectors from September 2007, when it became a requirement that all new teachers obtain this qualification or its equivalent. This will be offered on Wednesday evenings between 6.00 and 9.00 pm for a period of 15 weeks. Courses run twice a year commencing in September and again in February. Entry to this course requires candidates to possess or be working towards a level 3 qualification in the subject they wish to teach, or relevant industrial experience, and be able to organise written information clearly and coherently. There is no additional requirement for teaching practice as the course can be pre-service or in-service.

CTLLS ‘Certificate for Teaching in the Lifelong Learning Sector’: This is the award that is essential for those in an ‘Associate Teacher Role’. The Associate Teacher Role as defined by Further Education Teachers’ Qualifications (England) Regulations 2007 is as follows: “‘associate teaching role’ means a teaching role that carries significantly less than the full range of teaching responsibilities ordinarily carried out in a full teaching role (whether on a full-time, part-time, fractional, fixed term, temporary or agency basis) and does not require the teacher to demonstrate an extensive range of knowledge, understanding and application of curriculum development, curriculum innovation or curriculum delivery strategies”.

This route can be offered after completion of City & Guilds 7303 PTLLS or its equivalent on a Wednesday evening between 6.00 and 9.00 pm. The course consists of 120 hours contact time and 120 hours self-study. Entry to the course also requires access to a minimum of 30 hours teaching practice, this can be pre-service or in-service.

DTLLS ‘Diploma for Teaching in the Lifelong Learning Sector’: A Cert Ed / PGCE (Post Compulsory Education). This is the award that is essential for those undertaking a ‘Full Teaching / Lecturing or Training Role’ and should lead to you achieving the new ‘Qualified Teacher Learning and Skills’ status.

The Full Teacher Role as defined by Further Education Teachers’ Qualifications (England) Regulations 2007 is as follows: “‘full teaching role’ means a teaching role that carries the full range of teaching responsibilities (whether on a full-time, part-time, fractional, fixed term, temporary or agency basis) and requires the teacher to demonstrate an extensive range of knowledge, understanding and application of curriculum development, curriculum innovation or curriculum delivery strategies”.

This two year course is offered at Lowestoft College as part of the UCS teacher training programme. Year one of this qualification will run on Thursday afternoons between 1.30 and 6.00 pm and year two will run on Tuesday afternoons between 1.30 and 6.00 pm. This route can be offered after completion of a PTLLS or CTLLS qualification (see above) or its equivalent. Entry to the course requires achievement of a PTLLS or CTLLS qualification (see above) or their equivalent and possession of an appropriate level 3 qualification in the subject specialism or relevant industrial experience in the subject specialism. Entry to the course also requires a minimum of 150 hours teaching practice over the two year period ie 75 hours per year.

These courses are for those working with pupils under the supervision of a teacher, volunteers/helpers wanting to use their skills and experience to achieve a qualification in supporting children’s education or those looking to achieve a qualification based on what they do at work. The Level 3 is also suitable for those who want to gain a qualification that may allow them to progress on to a higher education qualification.

Level 2 units include:

• TDA 2.1 Child and Young Person Development (2 credits)
• TDA 2.2 Safeguarding the welfare of children and young people (3 credits)
• TDA 2.3 Communication and professional relationships with children, young people & adults (2 credits)
• TDA 2.4 Equality, diversity and inclusion in work with young children and young people (2 credits)
• TDA 2.8 Support children and young people’s health and safety (3 credits)
• TDA 2.9 Support children and young people’s positive behaviour (2 credits)
• TDA 2.7 Maintain and support relationships with children and young people (3 credits)
• TDA 2.14 Support children and young people at meal and snack times (3 credits)
• TDA 2.16 Support children and young people‘s play and leisure (3 credits)
• TDA 2.17 Support children and young people’s travel outside of the setting (3 credits)
• TDA 2.18 Support extra-curricular activities (3 credits)

Level 3 units include

• TDA 3.1 Communication and professional relationships with children and young people (2 credits) (STL Award & Cert)
• TDA 3.2 Schools as Organisations (3 credits) (STL Award & Cert)
• TDA 3.4 Promote children and young people’s positive behaviour (3 credits) (CertSTL)
• TDA 3.5 Develop professional relationships with children, young people and adults (2 credits) (CertSTL)
• TDA 3.6 Promote equality, diversity and inclusion in work with young children and young people (2 credits) (CertSTL)
• CYP Core 3.4 Support children and young people’s health and safety (2 credits) (CertSTL)
• SHC 32 Engage in personal development in health, social care or children and young people’s settings (3 credits) (CertSTL)
• CYP Core 3.1 Understand child and young person development (4 credits) (STL Award & Cert)
• CYP Core 3.3 Understand how to safeguard the wellbeing of children and young people (3 credits) (STL Award & Cert)
• TDA 3.8 Supervise whole class learning
• TW3 Team Working

Both Levels have a range of optional units that reflect job roles in different settings eg supporting pupil’s learning, supporting the wider work of the school or providing pastoral support.

There are no formal entry requirements although good communication skills, a recent CRB check and a supporting statement from the Headteacher or another person in charge of the setting is essential. A Level 2 qualification or four GCSEs at grade C or above are recommended for those joining the Level 3.

PLEASE SEE THE ATTACHED COMBINED LEVEL 2 AND LEVEL 3 FACTSHEET FOR FULL COURSE INFORMATION