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Level 7 Diploma in Teaching English

Credits : 120

Duration : 6 months / 9 months


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Unit Summary

Unit title Developing Professional Practice

EduQual level Diploma in Teaching English to Speakers of other Languages 60

Credits - LEVEL 7
Total Qualification Time 10
Unit aim The main aim of the unit is impact of English as a global language by
taking into account the context and factrs of learning. To promote
learning in different educative environmnet and to communicate
Essential resources It is available from library, database or journal, brochures, case
studies, debates,news release, videos, editorials,instruction
manuals, internet and intranet,management plans, Vancouver or
harvard referencing systems, discussion posts,power point
Delivery and assessment Tutoring and advising should not be rigid and cater to the needs of
students. Regular guidance through direct or online will clear the
required theoretical knowledge. To guide students work
independently or in groups, analyzing and accumulating datas on
the subject. Individual and collective research, case studies,
simulations, exercises and debates are distinctive and winsome
ways of learning about the different types of consensus. Students
probably use tutor cum autonomous study that reflect know-how
and proficiency. For latest information and materials updations are
available at relevant websites and various Medias.


Learning Outcome 1: Understand English language learning contexts and factors impacting on

Assessment criteria Indicative content Delivery

On completion of this
unit, the learner can
1.1 Analyse the impact Commonly spoken
of English as a global language in the world,
language on learning language of international
and teaching. business, Easy to learn,
helps you understand other
languages, flexible,
language of modern Social learning theory and web based learning
1.2 Analyse the impact technology, continues to environments: A review of research and discussion
on learning and change. of implications by Janette R Hillsong & Richard E.
teaching of social, West
cultural and Applying constructs for
social learning theories in>pii
web based learning
differences, motivation environments.
and learner
preferences and Learning styles in four
strategies. dimensions: Cognitive,
Affective, Physiological,
VARK -- learning style


Learning Outcome 2: Be able to plan inclusive learning and teaching.

Assessment criteria Indicative content Delivery

On completion of this
unit, the learner can:
2.1 Plan learning and Space, communal factors,
teaching taking account district factors, classroom>...
of context and factors factors, student
impacting on learning. characteristics, instructional>com…
implications, socio-economic>teaching-resource

2.2 Justify session plans Iindividual learning goals with

which meet the aims and learners, special learning
needs of individual needs, SMART TARGETS


Learning Outcome 3: Be able to deliver inclusive learning sessions.

Assessment criteria Indicative content Delivery

On completion of this
unit, the learner can:
3.1 Select and use practical Learner should write practical
classroom approaches and and latest materials and article/pii/S1877042815030529
activities techniques and techniques that need to be used
materials including new by teachers in the classroom for
achieving goals in learning.
and emerging technologies
to achieve specific learning E learning and technology
goals. enhanced learning
Effective teaching practice,
recognising and meeting
3.2 Promote inclusive learning needs of all students,
learning in different of academic support, prepare
learning environment. teacher’s curriculum, integrate
Learning styles and inclusion by Gavin
student bodies, create a space reid
for discussion, high interest
level books, student information effective classroom communication
binder, games, pocketbook by Richard churches
3.3 Communicate>e
Influential language in
effectively with learners. f…
classrooms, presentation skills,
cognitive and social https://www.teaching
constructivism: developing tools>inc…
for an effective classroom, FIVE
Giving student feedback, tips to do it right,
3.4 Facilitate interaction W’S principles, theories and
by laura reynolds
between learners. methods of effective
3.5 Provide constructive
student participation,
feedback to learners on
collaborative learning,
their progress and socialisation, motivation,
achievement in language interaction, student resistance,
and skills development. self consciousness
Education feedback, one on one
conference, have student take
notes, assessment for learning,
ways to give better feedback to


Learning Outcome 4: Be able to use resources for inclusive learning and teaching

Assessment criteria Indicative content Delivery

On completion of this
unit, the learner can:
10 Emerging Educational Technologies and How They
4.1 Select resources New technologies to promote Are Being Used Across the Globe
including new and learning, various other
emerging technologies to resources to promote learning By Saga Briggs

promote learning in interesting and effective.

specific contexts.

4.2 Use resources to Nature of resource,source of

promote learning and the resource, level of openness n_and_communication_technologies_f
to promote learning and or_development
4.3 Use ICT to its full ICT access and usage to its sld/resources/inclusive_teaching.pdf
potential in inclusive fullest extent in inclusive
learning contexts. learning contexts teaching/inclusive-teaching-strategies

4.4 Critically evaluate the Materials evaluation and

effectiveness of materials various another resources in
and resources in the the inclusive learning
inclusive learning context.


Learning Outcome 5: Be able to reflect critically on own and others’ teaching to improve on own

Assessment criteria Indicative content Delivery

On completion of this unit,
the learner can:
5.1 Select criteria for critically
judging the effectiveness of pter/7#74
Qualities of effective
preparation and teaching and teacher and
learning in own and others’ students.Improving
lessons. teaching by examining
student learning: outcome pdf/10.1080/0305763930190307
assessment, strengths and
weaknesses of curriculum
and instruction, strategies
The Professional Development of
and methods for formative Teachers — The Potential of Critical
evaluation, Repeated Reflection by Babara Jaworski
Measurements of Student University of Oxford
5.2 Use reflective tools and Learning and Teaching
action plans to extend own Effectiveness
development and growth as a ence/article/pii/S0742051X1630071
teacher. Teacher development—the place 3
of reflection, The reflective
process for the teacher,
Extending experiential learning in
teacher professional _admin/admin/admin297.shtml
5.3 Observe and analyse other development
lessons taught by subject Teachers Observing Teachers: A
specialists. Professional Development Tool
for Every School, extending
professional development,
Teachers Observing Teachers"
Models, opportunities
to observe each other when
teaching a set of collaboratively
planned lessons.
Eachobservation .... include
external specialists such as
scientists, researchers, teacher
educators, andsubject specialists


Learning Outcome 6: Understand language systems and language skills.

Assessment criteria Indicative content Delivery

On completion of this
unit, the learner can:
6.1 Analyse systems and Fully interactive and self marking
language skills to meet the assessments in reading, writing
ESL new teachers resource guide by Trish
needs of individual ESOL and listening.
kerns, marilyn knight mendelson

Odd one out, brainstorming, fill

6.2 Plan teaching and in exercise, dialogue, etc., Skills cle/context-developing-activities
learning activities to Activitie like, Reading, Writing,
develop learners’ Speaking & Listening and how .bilash/Best%20of%20Bilash/
understanding and use of the same used inthe class room ml
language. effectively.

Ways to measure language

learning progress,
6.3 Critically evaluate Importance of measuring
learners’ progress in progress, basic progress
language learning. tracking methods,


Learning Outcome 7: Understand professional development and standards of professional practice.

Assessment criteria Indicative content Delivery

On completion of this
unit, the learner can:
7.1 Analyse how own How do beliefs impact teaching,
beliefs influence own components of good teaching, reflections-from-the-field/how-do-your-
approach to teaching. What lies in the heart of a great beliefs-impact-teaching
teacher?, Framework for the
analysis of teaching practices
and beliefs, Beliefs about the 55.pdf
nature of teaching and learning
Development and learning
7.2 Review own competencies, key findings
about how early cognitive
development with
reference to theories of abilities relate to learning, Facors
on people’s abilitiy to transfer
language learning and
what they have learned,
learning theory drawing on
Teaching for indepth learning,
feedback from different expert teachers, learning ersonal-development.html
sources. environments.
The Success Principles by Jack Canfield
Maslow’s needs theory,
7.3 Use feedback to developing personal vision,
identify personal and planning your personal
career opportunities. development, starting the
improvement process, recording
personal development,
reviewing and revising personal
development plans.
7.4 Comply with standards
of professional practice. learner has to comply with What
the Code of Ethics maintains and
what does the Standards of
Professional Conduct cover


List of Learner Resources


 Social learning theory and web based learning environments: A review of research and discussion of
implications by Janette R Hillsong & Richard E. West
 Learning styles and inclusion by Gavin reid
 effective classroom communication pocketbook by Richard churches
 Giving student feedback, tips to do it right, by laura reynolds
 10 Emerging Educational Technologies and How They Are Being Used Across the Globe

 By Saga Briggs The Professional Development of Teachers — The Potential of Critical Reflection by
Babara Jaworski University of Oxford ESL new teachers resource guide by Trish kerns, marilyn knight
 ESL new teachers resource guide by Trish kerns, marilyn knight mendelsonThe Success Principles by Jack



 www.friendshipcircle.org>teaching-resource
 https://www.teaching>inc…