FAQ - Initial Teacher Training (From City and Guilds website)

What is the QTLS framework?

The Qualified Teacher Learning and Skills (QTLS) framework is a unitised framework for England to help people progress from the initial Award in Preparing to Teach in the Lifelong Learning Sector, to the Certificate or level 5 Diplomas/ Additional Diplomas for teaching in the lifelong learning sector, depending on career aspirations and role requirements.

The City & Guilds new portfolio of teaching qualifications that comply with the QTLS framework comprises:

• 7303 (PTLLS) Award in Preparing to Teach in the Lifelong Learning Sector at level 3 & 4

• 7304 (CTLLS) Certificate in Teaching in the Lifelong Learning Sector at levels 3 & 4

• 7305 (DTLLS) Diploma in Teaching in the Lifelong Learning Sector at level 5

• 7305 subject specialist diplomas and additional diplomas for literacy, ESOL and numeracy teaching at level 5.

These qualifications are based on ‘units of assessment’ designed collaboratively by the sector skills council, Lifelong Learning UK (LLUK), working with City & Guilds and other Awarding Bodies (ABs). The units of assessment are in a format which meets the requirements of the Qualifications and Credit Framework (QCF). Each unit holds a credit value and is accredited on the QCF. All qualifications are endorsement by Standards Verification UK (SVUK), a regulatory subsidiary of LLUK.

What is the QCF?

The QCF is a credit based framework for England which will eventually replace the National Qualifications Framework (NQF). The framework assigns credit value to units and qualifications, allowing learners and centres to easily track progression and accumulation of learning and skills.

This is a new ‘pilot’ framework emerging out of a Department for Innovation Universities and Skills (DIUS, formerly DfES) initiative to transform and professionalise teacher training and continuing professional development (CPD) in the lifelong learning sector in England. Further information on the QCF is available from www.qca.org.uk.

What are the requirements for new teachers wishing to teach in the lifelong learning sector?

On 1st September 2007, reforms to initial teacher training were introduced in England. All new teachers in England are now required to take qualifications which form part of the QTLS framework and pilot QCF, and gain licensed practitioner status – QTLS/ATLS. Teachers in a ‘full’ teaching role have five years in which to meet these requirements.

What is ‘licensed practitioner’ status?

There are two categories of licensed practitioners, corresponding to the following teaching roles:

• Associate Teacher Learning and skills (ATLS) - Associate Teachers

• Qualified Teacher Learning and Skills (QTLS) - Full Teachers

'Licensed Practitioner' status is conferred after achievement of the appropriate teaching qualification, the process of professional formation and CPD. This process of workplace assessment is not time related, and is based upon employer evaluation and referral. It is anticipated that this process will reflect and respond to the recruitment and teacher training demands of the teacher, the employing institution and the wider sector.

The Institute for Learning (IfL) will confirm the process of becoming a Licensed Practitioner over 2008 through consultation with teachers and stakeholders, and it is expected that licensed status will be available from September 2008. The license will be annually renewable, including a CPD obligation, and can be withdrawn or suspended subject to the outcome of an investigation of alleged misconduct. For full details visit www.ifl.ac.uk.

Who is affected by the reforms?

All teachers in the lifelong learning sector who deliver LSC-funded training and qualifications, and who teach in contexts such as: FE colleges; specialist colleges; work-based learning (WBL); Learning and Skills Council (LSC) funded voluntary and community based learning; and armed forces learning.

Why are these changes taking place?

The changes have emerged out of a 2004 DfES (now DIUS) consultation paper based on ‘equipping our teachers for the future’. The aim of the initiative is to introduce a requirement for all teachers in the sector to gain qualifications appropriate to their role. Part of this aim is to professionalise the delivery of learning within the sector and to address the ‘parity of esteem’ issue between teachers in adult learning and those who teach in schools. QTLS has, in part, been designed to perform a similar function to that of Qualified Teacher Status (QTS) for school teachers. This reform is being carried out by LLUK. For further information please access www.lluk.org.uk.

How do the reforms apply to teachers?

The way the reforms affect teachers is dependent on when they joined the workforce.

Teachers who qualified before 1 September 2001 are exempt from the 2007 teacher qualification requirements, but must comply with continuing professional development (CPD) requirements. They are encouraged to gain licensed practitioner status (Qualified Teacher Learning and Skills, QTLS, or Associate Teacher Learning and Skills, ATLS) through the process of professional recognition from the Institute for Learning (IfL). The IfL is the professional body for teachers and trainers in the learning and skills sector.

Teachers, who qualified under the 2001 regulations (England), whether full or part-time, are not required to gain further qualifications to comply with the reforms. However, they must comply with CPD requirements, and are encouraged to gain the licensed practitioner status of either ATLS or QTLS, as appropriate to their role.

New entrants from the 1 September 2007 are required to comply with the new reforms.

What will candidates have to do to work towards QTLS/ATLS status?

To achieve ATLS status, for the associate teacher role, candidates are required to gain qualifications up to a minimum value of 24 credits, engage in and provide evidence of the required continuing professional development (CPD) and hold a minimum of level 2 skills in literacy and numeracy.

To achieve QTLS status, for the full teacher role, candidates are required to gain qualifications up to a minimum value of 120 credits, engage in and provide evidence of the required continuing professional development (CPD) and hold a minimum of level 2 skills in literacy and numeracy.

Professional status for both roles must be applied for through the IfL (www.ifl.ac.uk).

Does QTLS status replace QTS?

No, Qualified Teacher Status (QTS) is applicable to those teaching in schools. QTLS is the required status for the full teaching role (see FAQ 11) in the lifelong learning sector. It is stipulated as mandatory for FE teachers by the FE Regulations (England: 2007), and is a likely requirement for teaching on LSC-funded courses in the sector.

How will level 2 literacy and numeracy skills be evidenced?

Tests will be introduced during 2008 to assess level 2 literacy and numeracy skills for all those applying for QTLS/ATLS status. Full details are yet to be confirmed by LLUK, and further updates will be issued to City & Guilds centres through the monthly e-updates as information is received.

What does the term ‘not in a full teaching role’ or an ‘associate teaching role’ mean?

The ‘associate teaching role’ means a teaching role that carries significantly less than the full range of teaching responsibilities. It does not require the teacher to demonstrate an extensive range of knowledge, understanding and application of curriculum innovation or curriculum delivery strategies.

An associate teacher may teach predominantly in at least one of the following ways:

• from packs/pre-prepared materials, and therefore has fewer responsibilities

• in the design of curriculum and materials generally

• on a one-to-one basis

• on a programme confined to a particular level/subject/type of learner (ie, does short courses).

This is regardless of the amount of teaching undertaken, and whether contracts are full-time, part-time, fractional or fixed term. An associate teacher could also be deemed as someone whose main occupation is not teaching, but who does deliver learning on a regular or more than an occasional basis (eg termly contracts for adult and community learning that do not require the full teaching role).

What does the term ‘full teaching role’ mean?

 A ‘full role’ teacher is defined as someone who teaches:

• using materials they have designed and evaluated

• across a range of levels, subjects and learner types

• across or contributes to a range of programmes of varying lengths.

Their responsibilities require an extensive range of knowledge, understanding and application of curriculum development. The role encompasses full-time, part-time, temporary and permanent contract holders.

Which City & Guilds qualifications are affected by the reforms?

The following qualifications are now replaced in England by a new City & Guilds teaching portfolio which meets the requirements of the QTLS framework, Further Education (FE) legislation (England 2007), and QCF requirements:

• 7302 Level 3 City & Guilds Certificate/Diploma in Delivering Learning

• 7307 Level 3 City & Guilds Certificate in Teaching Adult Learners

• 7407 Level 4 City & Guilds Certificates in Further Education Teaching

• 9485 Level 4 City & Guilds Certificate in Adult Literacy Subject Support Specialists

• 9486 Level 4 City & Guilds Certificate in Adult Numeracy Subject Support Specialists

• 9488 Level 4 City & Guilds Certificate in ESOL Subject Support Specialists.

The DIUS (formerly DfES) and QCA have confirmed that certification for these qualifications must be complete by 31 August 2008. These qualifications are now closed for registration in England; they continue at present to be available in Wales, Northern Ireland and Scotland.

What if candidates already hold a teaching qualification (eg 7302/7307/7407)?

A tariff for legacy qualifications has been established by SVUK to rate existing teaching qualifications within the new framework. The ‘tariff’ is the value of legacy (pre September 2007) post-16 qualifications in relation to the new teaching and training qualifications that were introduced in September 2007:

Preparing to Teach in the Lifelong Learning Sector (PTLLS) Certificate in Teaching in the Lifelong Learning Sector (CTLLS) Diploma in Teaching in the Lifelong Learning Sector (DTLLS).

The tariff relates to classes of legacy qualifications where several institutions awarded them. They are mapped to the units of assessment in the New overarching professional standards for teachers, tutors and trainers. The tariff helps to justify and declare where learners should enter a programme in terms of advanced standing, or any accreditation of prior achievement (APA). The City & Guilds qualifications rated so far include:

7302 Level 3 Certificate and Diploma in Delivering Learning 7307 Level 3 Certificate in Teaching Adult Learners

In addition the following awards have been assessed as part of a class of qualifications accrediting generic standards:

7318 Level 3 NVQ Learning and Development qualifications 7407 Level 4 Certificate in Further Education Teaching

For full details of the SVUK mapping, please refer to www.lluk.org/svuk/tlq/index.html. LLUK have also set-up a helpline to provide further guidance on the tariff in relation to legacy qualifications, tel: 0207 936 5798, e-mail: This e-mail address is being protected from spambots. You need JavaScript enabled to view it .

7407 has in addition been recognised as exceeding the minimum standards established by SVUK as being met by awards accrediting the FENTO standards. The legacy value of Stages 1, 2and 3 can be found at www.lluk.org/svuk/tlq/index.html.

Under 7407 some candidates used to complete 7407 stages 1 and 2 and then continue their training through a university. Can this progression route still be followed and will the new qualifications be recognised?

It is not necessary to complete your training through a university. The new City & Guilds teaching portfolio meets the qualification requirements in accordance with regulations and the QTLS and QCF framework requirements.

The underpinning principle of the new qualifications is that all awarding institutions share the same units of assessment for their teaching qualifications within the sector. LLUK have stated that all unit credits should be recognised. However, some universities may require candidates to complete a bridging exercise if candidates have achieved at level 3 only, to ensure that they are able to meet the learning and assessment standards required of level 4+ qualifications. This process is solely at the discretion of the higher education institution, which sets its own entry requirements.

What are the contact and non-contact hours (formerly guided learning hours, GLH) for the new qualifications?

Contact hours cover programme delivery; this includes group tutorials and assessment where indicated. Non-contact time covers the candidates’ individual tutorial support time, developmental activities, research, self-study and teaching practice. Records of contact hours should be maintained by the centre.

Contact and non-contact hours are notional and are provided as a guide. It is at the discretion of individual centres as to how they manage qualification delivery, provided that qualification requirements are met. However, centres should note that funding is based for the year 2007-2008 on the recommended contact and non-contact hours.

Qualification            Contact Hours            Non Contact Hours

PTTLS                            30                                    30

CTTLS                            120                                120

DTTLS                            360                                840

How will centres deliver the qualifications?

Delivery of the qualifications is at the centre’s discretion, as long as all content and criteria are covered in accordance with guidance in the relevant qualification handbook.

Is it necessary to register candidates on 7303 PTLLS, 7304 CTLLS and 7305 DTLLS?

No. If candidates aspire to or already work in the full teaching role, have access to 150 teaching practice hours across a range of levels, and meet the entry requirements outlined in the level 5 diploma qualification handbook, it is only necessary to register them on the 7305 DTLLS qualification. Candidates should be registered on 7304 CTLLS if they are pre-service or in-service associate teachers. They must have access to 30 teaching practice hours and meet the entry requirements outlined in the 7304 CTLLS qualification handbook.

7303 PTLLS is a requirement for all new entrants. It may be taken discretely or as part of either the 7304 certificate or 7305 diploma qualifications, where it forms the first unit/module.

Where can I get information on funding for the new qualifications?

Level 5 diploma candidates are entitled to apply for a maintenance allowance grant administered by their local education authority (LEA). They will need to complete a PN1 form. Eligibility depends on personal circumstances.

Find out how to contact your LEA from:

www.dfes.gov.uk/localauthorities/index.cfm?action=authority.

Course providers should apply to their local Learning and Skills Council (LSC) for details of funding to support delivery of qualifications. An additional provision has been made to support activities such as the development of mentoring networks, initial assessment and observation. All qualifications are accredited by QCA and endorsed by SVUK (see www.accreditedqualifications.org.uk).

Find out how to contact your LSC from: www.lsc.gov.uk

Subject Specialism Diplomas

7305 Subject Specialist Diplomas/Additional Diplomas in Teaching in the Lifelong Learning Sector – Literacy/Numeracy/ESOL

What are the 7305 subject specialist diplomas and additional diplomas?

The diplomas and additional diplomas are specialised routes to meet the qualification requirements for literacy, ESOL and numeracy teachers. The diplomas consist of seven modules, staged at level 4 (part one) and level 5 (part two). They have a credit value of 120 credits on the QCF. The additional diplomas consist of two modules which are also staged at level 4 and level 5, and have a credit value of 45 credits on the QCF. The additional diploma can be taken as an ‘add-on’ by candidates who hold 7305 DTLLS or it recognised equivalent, to meet the requirements of literacy, ESOL or numeracy specialist teaching. Both the diplomas and additional diplomas are awarded at level 5. For further information visit www.cityandguilds.com/qtls.

Candidates may carry forward credits and receive accreditation of prior learning (APL) for the PTLLS unit or 7303 Award and the Planning and enabling learning unit within the subject specialist diplomas (120 credits), if previously achieved.

How much teaching practice is required?

For the 120 credit diplomas candidates are required to undertake a minimum of 150 hours teaching practice delivered across a minimum of two levels in a subject specific context. This time falls into candidates’ non-contact hours within the programme, and excludes micro-teaching or teaching practice completed as part of the PTLLS unit within CTLLS, 7305 DTLLS, or 7303 PTLLS Award if the unit has been completed discretely.

For the 45 credit additional diplomas candidates are required to undertake a minimum of 75 hours teaching practice also delivered across a minimum of two levels.

Full guidance is provided in the qualification handbooks.

Does teaching practice have to be completed with the same group of learners?

No. Candidates may deliver their teaching practice across a range of cohorts, but they must deliver their teaching across a minimum of two levels in a subject specific context.

What is the observation requirement?

For the 120 credit diplomas, candidates must be observed for at least eight hours over a minimum of eight occasions of their 150 teaching practice hours. For the 45 credit additional diplomas, candidates must be observed for at least four hours over a minimum of four occasions of their 75 teaching practice hours.

For both the diplomas and additional diplomas observations should be throughout the duration of the programme and be undertaken by an appropriate subject specialist observer. Each observation must be for a minimum of 30 minutes and must be in the candidate’s place of work. Observations should cover Skills for Life specialist teaching and learning. It is recommended that most observations would be for a minimum of one hour.

Teaching observation excludes observed practice completed as part of the PTLLS unit within 7304 CTLLS, 7305 generic DTLLS, or the 7303 PTLLS Award if the unit has been completed discretely. Mentor observations are also excluded.

Is a teaching practice portfolio required?

Yes. Only one teaching practice portfolio is required across the full programme. The portfolio should be a concise log of teaching practice undertaken and should include a candidate’s log of their required of hours teaching and evidence relating to their learners, session planning, delivery and evaluation. It will include their teaching observations by the course team. Full guidance is provided in the qualification handbook.

Is a reflective learning journal required?

Candidates are required to write a Reflective Learning Journal from the commencement of the programme, which encompasses their own learning and teaching practice. The journal entries must provide the basis for meeting the required assessment outcomes. Only one Reflective Learning Journal is required across the full programme.

For the PTLLS unit in the 120 credit diplomas, candidates must complete a journal entry after each assessment task (eg task 1, task 2, task 3, etc) completed for the PTLLS theory and practical assessments and / or each session attended throughout the unit programme. Candidates are permitted to use their own journal format during the course or use the pro forma provided in the appendices of the qualification handbook.

At what stage should a learner be registered with City & Guilds for the subject specialist diplomas and additional diplomas?

Candidates should be registered as near to their commencement of the programme as possible. Full details and guidance are contained in the qualification handbook.

When should a learner register with the IfL?

Candidates should register as near to their commencement of the programme as possible. Full details and guidance are available from the IfL. The Further Education Teachers' Continuing Professional Development Regulations 2007 require teachers in FE colleges to register and there will be implications for those who do not comply as they prevent employers using existing teachers not registered by 31st March 2008.

Can candidates enrol on the 120 credit subject specialist diplomas without having to do 7303 PTLLS?

Yes. Candidates may complete the PTLLS unit either through the stand alone 7303 PTLLS Award, or as part of the subject specialist diplomas.

What are the minimum qualification and level requirements to enter the qualifications?

Candidates must be qualified to level 3, or be able to demonstrate level 3 process skills and personal skills in the subject they intend to teach, have access to either 150 (120 credit diplomas) or 75 (45 credit additional diplomas) teaching practice hours, and possess reasonable levels in areas of language, literacy, numeracy and ICT not represented within their subject specialism. Full guidance is contained in the qualification handbook. Reference must also be made to the LLUK guidance document: Criteria for entry to Mathematics (Numeracy) and English (Literacy and ESOL) Teacher Training in the Lifelong Learning Sector, available to download from www.lluk.org.uk.

Is fast-track available for the diploma and additional diploma qualifications?

Fast-track is not available; full qualification approval is required from your City & Guilds regional office.

Reference:

http://www.cityandguilds.com/uk-home.html