Diploma in Teaching in the Lifelong
Learning Sector (DTLLS)
Academic Year 2012-2014
Walford and North Shropshire College is a partner in the West Midlands Centre for Excellence in Initial
Teacher Training (WMCETT)
The DTLLS course is delivered in association with Staffordshire University
DTLLS is the required qualification leading to Qualified Teacher Learning and Skills (QTLS) status
The DTLLS qualification is designed for those who are currently teaching in a ‘full’
teaching role. This means that the teacher has the responsibility for all aspects of the
teaching and learning process ie some aspects of initial assessment; designing the
scheme of work; planning and delivering teaching and learning sessions;
producing/securing resources; assessing the learning; supporting learners etc. Delivery
should not be restricted to one-to-one and ideally should be across a range of different
Where and When
The course is delivered Monday 1.30-6.00 at the Oswestry Campus. Start date 3rd
September 2012. There are also study skills workshops on some Monday evenings 6pm-
7pm until early November. These workshops are mandatory for trainees who do not
already hold a Level 4 or above qualification. For those who already hold a L4
qualification the workshops are voluntary but recommended.
The course requires significant commitment to out of class study time. In addition to
attending the scheduled taught sessions you will be expected to devote a minimum of 4
hours per week to background reading, research and completing modular assignments.
The course comprises a total of 10 Modules:
Year One (Level 4)
Module 1 Preparing to Teach in the lifelong Learning Sector
This module acts as a basic, practical introduction to teaching and consists of four units.
You will learn how to devise basic session plans, prepare resources, assess learning
against a course requirement, provide support to learners and be made aware of key
legislation and how to evaluate the work. There is a microteaching session with peers.
Module 2 Planning Inclusive Learning
This module builds on the knowledge and skills developed in Module 1and again consists
of four units. You will consider a range of initial assessment methods. You will develop
your skills in planning, delivering and evaluating inclusive teaching and learning
programmes using feedback from learners and others to inform curriculum development.
You will consider resourcing and analyse how new and emerging technologies can
enhance the learning experience.
Module 3 Understanding and Managing Behaviours in a Learning Environment
This module explores learning behaviours and how to develop positive behaviour
management strategies to enhance learning. You will continue to develop your skills in
planning, delivering and evaluating inclusive teaching and learning programmes using
feedback from learners and others to inform curriculum development.
Or Specialist Support for Teaching and Learning of Cognitive Learning
You will consider a range of initial assessment methods that are appropriate for learners
with learning difficulites - for example interviews, diagnostic assessment and profiles and
then explore how these can be used to set individual goals. You will develop skills in
planning, delivering and evaluating inclusive teaching and learning programmes using
feedback from learners with specialist support needs to inform curriculum development.
Module 4 Enabling Learning Through Assessment
This module aims to deepen your understanding of learning theories and how they relate
to key principles of assessment, helping learners to improve their learning and progress.
You will investigate how to plan, devise and use assessment strategies.
Module 5 Applying Theories and Principles for Planning and Enabling Inclusive
Learning and Teaching
This module aims to help you to develop your understanding and ability to draw on
theories of learning and approaches to planning, communication and inclusive learning in
order to support you in providing an inclusive approach to your learners.
Year 2 (Level 5)
Module 6 Continuing Personal and Professional Development (CPPD)
This module aims to support you as you engage in CPPD as a natural part of your work.
You will investigate key reflective models and processes and apply these to your own
Module 7 Curriculum Development for Inclusive Practice
This module aims to develop participants’ capabilities in developing and evaluating
courses. Participants will analyse ways in which the curriculum offered and delivery might
differ according to the learning context, taking into account such factors as target group,
level of qualification, accessibility, work based learning and distance learning.
Module 8 Wider Professional Practice
This module seeks to support you as you take on more of the roles and responsibilities
associated with being a teacher in the lifelong learning sector. This will include approaches
to quality assurance and quality improvement in terms of professional conduct and
accountability. You will investigate the use of action research as a tool for improvement.
Module 9/10 Action Research + 1 Option
This is a double-module. Firstly, you will select a specific option from a menu, which links
to your practice context, for example, your subject-specialism or the 14-19 curriculum. The
option module assignment will then consist of a research and review of relevant theories
and principles that develops your knowledge and understanding of this issue. Secondly,
you will carry out a small scale action research project that compliments your option
module and that supports you to develop your practice in this area.
Each module requires successful completion of a formal assignment and the completion of
a successful lesson observation. Strict deadlines are set by the University for assignment
submission. Assignments are graded refer, pass, merit or distinction. Referred
assignments may be resubmitted on one further occasion. A minimum of 80% attendance
at each module is required in order to pass the module.
Successful assessment requires that candidates show an ability to relate theory to practice
and to support what they present by reference to appropriate literature. The work needs to
be presented in a formal style. Additional study skills workshops are offered to those who
have no experience of academic writing. However, participants will be expected to spend
some of their own time developing the necessary study skills and should factor this in
when calculating the amount of additional study time to set aside for the course –
particularly at the start of the programme.
1. A level three or higher qualification in the subject in which you teach – where one
exists. In the case of curriculum areas where no level 3 or higher qualification
exists candidate needs to be able to demonstrate appropriate experience and the
potential to successfully access and progress on the course.
2. Literacy/English ability at Level 2. Ideally candidates should hold a level 2
qualification eg GCE, CSE grade 1, GCSE grade A-C, Level 2 Adult Literacy
Certificate. Candidates who do not hold an appropriate certificate will be required to
pass an internally set assessment.
3. A minimum of 50 hours teaching in a ‘full’ teaching role for each of the two years
of the course. (See above for details of ‘full’ teaching role). It is the responsibility of
pre-service applicants to secure an appropriate teaching placement and to obtain a
current CRB check.
4. Employers/placement providers must confirm that the teaching role supports the
course and must be willing to provide a ‘subject specific mentor’. (See also Mentor
Information Sheet) The mentor should:
be a fully qualified teacher currently teaching in the same sector area
be able to provide you with a minimum of 16 hours per year one-to-one
be able and willing to attend two mentor meetings per year
be willing to undertake one lesson observation per year and provide both
verbal and written feedback
All of the entry requirements must be in place before a confirmed place on the
course can be offered.
Accreditation of Prior Learning
If you already hold a Level 4 Initial Teacher Training qualification you may be able to use
this as APL ie claim exemption against certain DTLLS modules. If you think this might
apply to you please discuss this with a course tutor. Production of the relevant certificate
Fees and Grants
Tuition fees are £1,900 per year. NB: For those with approved APL the fee will be reduced
For trainees living in England a Government bursary of £1,000 is available on a first-come
first-served basis. Student loans are available. No other grants or awards are available
for trainees living in England.
For trainees living in Wales a grant is available that will make a contribution towards the
fees but is unlikely to cover the full amount.
The course administrator will provide you with full information about how to claim the
bursary/grant as soon as this is available.
Trainees who are paying their own fees can arrange to pay on a termly basis by direct
debit. Where an employer is paying the fees the college will invoice the employer for the
difference between any bursary/grant awarded and the fee payable.
To apply for a place on the course please complete the Initial Teacher Training Application
form and submit to the address below electronically by email to firstname.lastname@example.org.
Your application will be acknowledge within one week of receipt and you will be called for
interview shortly afterwards. At interview please bring with you:
All relevant certificates
Completed and signed Employer/Placement Provider Form
Completed and signed Mentor Form
For further information please contact:
Katie McCombe, Course co-ordinator
Tel: 01691 688041
Walford and North Shropshire College
Shrewsbury Road, Oswestry, SY11 4QB