recognition of prior learning (rpl) guide · web viewidentify strategies to improve esl students’...

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Recognition of Prior Learning (RPL) Guide Certificate IV in TESOL: Teaching English to Speakers of other Languages (course code 10695NAT)The LTi Certificate IV in TESOL consists of:

Nine (9) Core Units One (1) Elective Units Practice Teaching (minimum of 12 hours comprising a minimum of 6 hours of

supervised teaching + up to 6 hours of observation of experienced TESOL teaching)In order to be awarded the full qualification you will need to be assessed as competent in all of the above. Your competency can be assessed through evidence you provide for RPL or through the completion of assessment items (gap training).

What is RPL?Recognition of Prior Learning (RPL) is the formal acknowledgment of knowledge and skills obtained through activities such as:

Formal courses and training programs (e.g. at University or other institutions) Informal courses or training (e.g. a non-accredited program completed in preparation

for volunteer work) Private study (e.g. done for enjoyment via internet) Employment (e.g. skills and knowledge gained through employment) Volunteer work (e.g. skills and knowledge gained through volunteer work)

The term “RPL” is the term used to include, or be equivalent to “Credit”. You could say that RPL is “credit” given as a result of past studies, and past or current experience.

What sort of evidence do I need?Some examples of evidence include:

Past Studies o copies of qualifications you have received and academic transcripts showing

exact subjects or topics and resultso actual work you completed for past studies (e.g. essays or assignments)

Workplace Documents produced by you (in paid or voluntary capacity)o training session plans and work programso learning materials o assessment tools

Audio/Video Recordings o e.g. of you teaching or assessing

Third Party Reports o references from your employers o supervisors reports o student testimonialso peer/colleague testimonials

Any Other Evidenceo e.g. Documents from workshops, seminars and conferences

This guide will give you suggestions of what can be submitted for each Unit.

© 2018 Language Training Institute |

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RPL can only be given to a person where they have evidence that is: Valid – the evidence represents and matches the unit’s requirements Sufficient – the evidence is enough to show that you are competent in all of the

requirements of the unit Authentic – it can be verified that the evidence you have submitted is genuinely your

own work, qualifications, experience, etc. Current – the evidence shows your current ability and how it meets current industry

standards

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How much RPL can I apply for? You can claim RPL for as many Units as you can provide evidence for. If you submit

appropriate evidence for all of the Units, and an assessor deems that the evidence meets the requirements, then RPL can be granted for the full Certificate IV in TESOL.

If you are not able to receive full RPL because a limited number of areas are not addressed you will be advised of what ‘gap’ training and assessment is needed in order for you to receive the full Certificate IV in TESOL.

If you are granted RPL for just a few Units, then you will be advised to complete the Course without the need to do the Units for which RPL applies.

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In some circumstances, RPL might be granted for parts of Units, or, some requirements of the Course may be waived or reduced. For example, an experienced teacher may have the Practice Teaching requirements of the Course reduced.

How long does the RPL process take?Generally, this will depend on how long it takes for you to gather and provide the evidence, and how easy it is for the assessor to confirm that the evidence meets the requirements. The more thoroughly you complete the relevant sections of this RPL Guide, and the more clearly you link the evidence to the relevant Units, the quicker the process.

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How much does RPL cost or save?Receiving some RPL can reduce the cost of completing the full Course. However, in some circumstances, the cost of the Course will not be reduced, but RPL will save you time.

If you are eligible for full RPL, the cost of obtaining the Cert IV in TESOL by RPL may be as low as about half the normal cost of completing the Course.

Prior to engaging in the full RPL process, including the submission of the full RPL Application, you can be provided with a quote of the “cost” or “saving” that might apply to you. This estimate can be obtained by sending an email with some relevant information about your past

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experience and / or studies to: [email protected] Your email should include a recently updated Resume or CV and contain any other information which you think is relevant.

Following receipt of this email, you may be contacted to arrange a time and means of talking with an LTi representative – e.g. by phone, skype, or in a face to face meeting, etc.

The estimate we provide to you will be based on the information that you provide to us. Generally the estimate will be accurate, but if the understanding we gained from you in the process of providing you with the estimate is not substantiated by the documentation we receive from you in the full RPL application process, we may require that an adjustment be made.

mailto:[email protected]

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To obtain RPL you must Enrol in the CourseYou can enrol on-line through our website. When you enrol you will need to pay the required fee. If you have been provided with an initial estimate, you will need to pay that amount. You will also need to provide evidence that you meet the English Proficiency requirements of enrolling in the Course. These requirements are specified on the Enrolment Form.

After you enrol and pay, you will then be sent a full set of TESOL Course materials. Having access to these materials may assist you in the following ways:

They may give you a better understanding of the “content” of the Course which will help you in the process of gathering the evidence required for your RPL submission.

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They may assist in the process of communication between your assessor and yourself about the requirements of the Course.

They will equip you to complete Units or sections of work from the materials that might “fill the gaps” identified in the RPL process if required by your assessor.

What is the process for obtaining RPL1. Use the forms in this Guide.2. Send the completed forms with all other relevant, associated documents to LTi.3. An LTi representative will do an initial assessment of your submission.4. You will be given feedback about your submission.5. You may be asked to provide more documentation or information.

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6. You may be invited to participate in a “competency conversation” in which you may be asked to provide information that is specific to the Units of the Course. This may help confirm that you do have the knowledge and skills necessary for RPL to be granted.

7. If you were seeking full RPL for the whole Course, or in a number of Units, you may be asked to complete some tasks from the Course materials you have received in order to fill the “gaps” identified in the assessment process for completion of the full Course or the Units for which you were seeking RPL.

8. If you were only seeking a limited amount of RPL, you will be able to carry on completing the full Course.

9. Once you have been assessed as competent in all of the units, you will be sent your Australian Government accredited Certificate IV in TESOL!

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What are you provided with in this guide?The following Forms are provided in this Guide:

RPL UNIT EVIDENCE FORM RPL SELF ASSESSMENT FORM RPL COLLEAGUE TESTIMONIAL FORM RPL SUPERVISOR TESTIMONIAL FORM RPL EVIDENCE SUMMARY FORM

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These forms are designed to give you a structure for providing the required information. If you feel overwhelmed about what is required, you can ask for assistance from your RPL Assessor or other LTi staff. RPL is meant to make it easier for you to gain a qualification, not more difficult or stressful. Please let us help you.

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RPL UNIT EVIDENCE FORM Cert IV in TESOL (10695NAT)

Name: ________________________________________________ Email:_________________________________________

Mobile Phone:____________________________________ Work Phone (if ok to call):____________________________________

CORE UNITS ELECTIVE UNITS - CHOOSE ONE (1) ONLY

TESCIE001 Create a culturally inclusive learning environment (CORE)

TESECL001 Teach ESL to early childhood learners (ELECTIVE)

TESGAE001 Use the Genre approach to teach English (CORE)

TESPSL001 Teach ESL to primary aged learners (ELECTIVE)

TESTEG001Teach English grammar (CORE) TESTAL001 Teach ESL to teenage learners (ELECTIVE)

TESTSP001 Teach spelling and pronunciation (CORE) TESMAD001 Use music, art and drama in TESOL (ELECTIVE)

TESTSE001 Teach speaking (CORE) TESTEC001 Use technology to assist ESL learners (ELECTIVE)

TESTLE001 Teach listening (CORE) TESWWV001 Work with volunteers in ESL contexts (ELECTIVE)

TESTRE001 Teach reading (CORE) TESCBC001 Establish community based English classes (ELECTIVE)

TESTWE001 Teach writing (CORE)

TESDRF001 Develop resource files (CORE)

ON THIS PAGE (ABOVE) YOU NEED TO INDICATE THE UNITS FOR WHICH YOU SEEK RPL. THEN, PLEASE CONTINUE BELOW.

© 2018 Language Training Institute | Page 2

ON THE FOLLOWING PAGES, PLEASE INDICATE WHAT EVIDENCE YOU CAN PROVIDE FOR EACH UNIT FOR WHICH YOU SEEK RPL.

Unit Code & Name Unit Description

Evidence of the following to be collected:RPL Assessor to tick () any of that apply and supply with your RPL Application.

Evidence that you can provide:RPL Applicant to tick () any of that apply and supply with your RPL Application.

TESCIE001 Create a culturally inclusive learning environment

This unit of competency describes the skills and knowledge required to deal with the relationships between culture and ESL learning. It includes managing the impact these dynamics have on the ESL classroom and how to facilitate an inclusive, respectful environment while teaching ESL.

c Knowledge of own culture and noted comparative differences with another culture and the impact this has on communication

c Transcribing the meaning of at least three different cultural concepts embedded in communication, both written and spoken

c Identifying the roles and responsibilities of both teachers and students for at least two different cultures

c Supporting the learning of a student from another culture to create a culturally inclusive learning environment

c Identifying own learning style/sc Identifying or creating at least one activity which

incorporates different learning styles

c Completion of previous LTi unit TESACL401A -Analyse Culture and Learning

c Completion of previous LTi unit QLD244LCL01B Analyse language, culture and learning

c Completion of previous LTi unit TEL001 Teach students from diverse language, culture and educational backgrounds

c Lesson plans that you have produced which allow for language, cultural and learning diversity

cRelevant qualificationscReferences from employmentcColleague Testimonial FormcSupervisor Testimonial FormcOther (please list below):

LTi Assessor - The evidence provided is:c Valid c Sufficient c Authentic c Reliable Assessor Comments are attached c (please tick if attached) or as follows:





TESGAE001 Use the Genre approach to teach English

This unit describes the skills and knowledge required to analyse nature of the English language and apply the genre-based approach to teaching it. It includes knowledge of the language choices that are associated with a variety of social purposes, and the ability to apply the genre-based approach to specific learning goals.

Knowledge of:c Social purposec Field, tenor and modec Basic text structure and language features

Ability to:

c Analyse the genre approach and identifying its distinctive characteristics

c Analyse a spoken and a written text, showing social purpose, structural features, language features and field, tenor and mode

c Select of or creation of activities for teaching social purpose, structural features and language features

c Analyse the genre approach and identifying its distinctive characteristics

c Applying the genre approach to language learning goals

c Completion of previous LTi units TESATE401A -Analyse & teach English language and TESTEG402A- Teach English grammar

c Completion of previous LTi units QLD244AEL01B Analyse the English language and QLD244AMT01B Apply approaches and methods in TESOL

c Completion of previous LTi units TEL002 Analyse language and TEL013 Evaluate TESOL methodologies

c Lesson plans you have produced in relation to analysing the English language.

c Written documents analysing language that you have produced.

c Relevant qualificationsc References from employmentc Colleague Testimonial Formc Supervisor Testimonial Formc Other (please list below):








TESTEG001Teach English grammar

This unit of competency describes the skills and knowledge required to communicate specific aspects of English grammar. It includes practical techniques to familiarise ESL students with a variety of grammatical concepts.

Knowledge of:c Metalanguagec Basic grammatical conceptsc Verb formation and usagec Conditional clausesc Sentence structure patternsc Cohesive devicesc Punctuationc Communicative nature of language use in relation

to speech and grammatical conceptsc Lesson planning and delivery strategiesc Classroom management strategiesc Feedback and correction strategies

Ability to:c Develop strategies to clearly communicate

grammatical conceptsc Identify language and grammatical features

common to different genresc Identify grammar points relevant to students

learning goalsc Plan and deliver grammar lessonsc Communicate information and instructions to

studentsc Apply classroom management strategiesc Select or create and implement activities for

accuracy and fluencyc Give clear feedback following evaluation of

students’ performancec Identify strategies to strengthen student

performancec Review and evaluate own performance for

improvement

c Completion of previous LTi units TESATE401A – Analyse and teach English language and TESTEG402A -Teach English Grammar

c Completion of previous LTi unit QLD244TEG01B Teach English grammar

c Completion of previous LTi unit TEL007 Teach English grammar

c Lesson plans that you have produced to teach English grammar (which identify and evaluate speech and grammatical concepts)

c Text analysis that you have donec Student testimonials of your ability to teach

English grammarc Relevant qualificationsc References from employmentc Colleague Testimonial Formc Supervisor Testimonial Formc Other (please list below):




TESTSP001Teach spelling and pronunciation

This unit of competency describes the skills and knowledge required to teach English sound-spelling , spelling rules, pronunciation, rhythm, stress and intonation.

Knowledge of:c International Phonetic Alphabet (IPA)c English sound-spelling relationshipsc Basic English spelling rulesc Rhythm, stress and intonation

Ability to:c Transcribe English utterances into IPAc Decode IPA into written Englishc Determine when to use the IPAc Plan and deliver lessons teaching a spelling rulec Identify or create activities to teach spelling rulesc Identify strategies to overcome learner difficulties

experienced with pronunciationc Plan and deliver lessons teaching pronunciationc Devise strategies to communicate the impact of

rhythm, stress and intonationc Identify or create activities to teach pronunciationc Identify or create activities for practicing correct

rhythm, stress and intonation

c Completion of previous LTi unit TESTSP402A -Teach spelling & pronunciation

c Completion of previous LTi unit QLD244TSP01B Teach spelling and pronunciation

c Completion of previous LTi unit 008 Teach spelling and pronunciation

c Lesson plans that you have produced to teach spelling and pronunciation (including the use of IPA).

c Description of tasks you use to teach spelling and pronunciation (including the use of IPA).

c Student testimonials of your ability to teach spelling and pronunciation (including the use of IPA).







TESTSE001Teach speaking

This unit describes the skills and knowledge required to teach the functional nature of language use. It includes the skills to plan and deliver a speaking lesson which incorporates practical techniques for developing the spoken English skills of ESL learners. It includes the ability to make explicit language choices and guide ESL students in the production of spoken texts.

Knowledge of:c Common ESL learning goals and speaking needs.c The Genre approachc Basic text structure, language functions and social

purposec Lesson planning and delivery strategiesc Classroom management strategiesc Feedback and correction strategies

Ability to:c Analyse ESL student learning goals and speaking

needsc Apply relevant genre to meet ESL student learning

goals and speaking needsc Analyse relevant texts to meet selected genrec Analyse spoken texts for text structure, language

functions and social purposec Plan and deliver ESL lessons to teach speakingc Clearly communicate information and instructions

to studentsc Apply classroom management strategiesc Evaluate ESL students’ performance and provide

clear feedbackc Identify strategies to improve ESL students’

performancec Review own performance and identify areas for

improvement

c Completion of previous LTi unit - TESTSE402A Teach speaking

c Completion of previous LTi units QLD244TSE01B Teach speaking and QLD244DSP01B Design syllabus and plan lessons

c Completion of previous LTi units TEL003 Teach speaking and TAADEL401A Plan and organise group-based delivery. Lesson plans that you have produced to teach speaking (including learning activities).

c Collection of model texts you use to teach speaking.

c Student testimonials of your ability to teach speaking




Unit Code & Name Unit DescriptionEvidence of the following to be collected:RPL Assessor to tick () any of that apply and supply with your RPL Application.


TESTLE001Teach listening

This unit describes the skills and knowledge required to teach the social purpose and communicative nature of language use. It includes the skills to plan and deliver a listening lesson which incorporates practical techniques for developing the English listening skills of ESL learners. It requires the ability to assist ESL learners in the development of a range of listening strategies.

Knowledge of:c Common ESL learning goals and listening needsc Basic listening strategiesc The genre approachc Basic text structure, language features and social

purposec Lesson planning and delivery strategiesc Classroom management strategiesc Feedback and correction strategies

Ability to:c Analyse ESL student learning goals and listening needsc Identify relevant genres to meet learning goals and

listening needsc Identify authentic or simulated model texts to meet

relevant genresc Analyse listening texts for text structure, language

features and social purposec Plan and deliver lessons to teach listening skills and

strategiesc Identify and implement accuracy and fluency activities

to develop listening skillsc Clearly communicate information and instructions to

ESL studentsc Apply classroom management strategiesc Evaluate ESL student performance and provide clear

feedbackc Identify strategies to strengthen student performancec Review own performance and identify areas for

improvement

c Completion of previous LTi unit TESTLE402A – Teach listening

c Completion of previous LTi units QLD244TLE01B Teach listening and QLD244DSP01B Design syllabus and plan lessons

c Completion of previous LTi units TEL004 Teach listening and TAADEL401A Plan and organise group-based delivery

c Lesson plans that you have produced to teach listening (including learning activities)

c Collection of tasks you use to teach listening.c Student testimonials of your ability to teach

listeningc Evidence of analysis of textc Relevant qualificationsc References from employmentc Colleague Testimonial Formc Supervisor Testimonial Formc Other (please list below):






TESTRE001Teach reading

This unit describes the skills and knowledge required to teach the functional and communicative nature of language use. It includes the skills to plan and deliver a reading lesson which incorporates practical techniques for developing the English reading skills of ESL learners, including recognition of the symbols/letters used to represent English words. It requires the ability to assist ESL learners in the development of a range of reading strategies.

Knowledge of:c Common ESL learning goals and reading needsc Basic reading strategiesc The genre approachc Basic text structure, language functions and social

purposec Lesson panning and delivery strategiesc Feedback and correction strategiesAbility to:c Analyse ESL student learning goals and reading needsc Identify relevant genres to meet learning goals and

reading needsc Identify or create model texts to meet the relevant genrec Identify reading strategies to meet reading needsc Plan and deliver lessons which taught readingc Identify or create accuracy and fluency activities to meet

learning outcomesc Communicate information and instructions to studentsc Apply classroom management strategiesc Evaluate student performance and provide clear feedbackc Identify reading strategies to strengthen student


improvement

c Completion of previous LTi unit TESTRE402A -Teach reading

c Completion of previous LTi units QLD244TRE Teach reading and QLD244DSP01B Design syllabus and plan lessons

c Completion of previous LTi units TEL005 Teach reading and TAADEL401A Plan and organise group-based delivery

cc Lesson plans that you have produced to teach

reading (including learning activites)c List of texts you use to teach reading.c Student testimonials of your ability to teach

readingc Relevant qualificationsc References from employmentc Colleague Testimonial Formc Supervisor Testimonial Formc Other (please list below):






TESTWE001Teach writing

This unit describes the skills and knowledge required to teach the communicative nature of language use. It includes the skills to plan and deliver a writing lesson which incorporates practical techniques for developing the written English skills of ESL learners. It requires the ability to assist ESL learners in the production of symbols/letters used to represent English words.

Knowledge of:c Common ESL learning goals and writing needsc The genre approachc Basic grammatical conceptsc Social purpose, structure and language featuresc Lexical fieldsc Basic text structurec Lesson planning and deliver strategiesc Feedback and correction strategies

Ability to:c Analyse ESL student learning goals and writing needsc Identify relevant genres to meet learning goals and

writing needsc Identify or create activities to communicate the text

structure, language features and social purposes of textsc Identify or create model texts to meet the relevant

genrec Identify writing strategies to meet writing needsc Plan and deliver lessons which taught writingc Identify or create accuracy and fluency activities to meet

learning outcomesc Communicate information and instructions to studentsc Apply classroom management strategiesc Evaluate student performance and provide clear

feedbackc Identify writing strategies to strengthen student


improvement

c Completion of previous LTi unit TESTWE402A – Teach Writing

c Completion of previous LTi units QLD244TWE01B Teach writing and QLD244DSP01B Design syllabus and plan lessons

c Completion of previous LTi units TEL006 Teach writing and TAADEL401A Plan and organise group-based delivery

c Lesson plans that you have produced to teach writing (including learning activities)

c Description of tasks you use to teach writing.c Student testimonials of your ability to teach

writingc Any written texts that you have evaluatedc Relevant qualificationsc References from employmentc Colleague Testimonial Formc Supervisor Testimonial Formc Other (please list below):






TESDRF001Develop resource files

This unit describes the skills and knowledge required to develop a file of resources. It includes practical techniques required to organise materials and/or resources around grammar points, topics, ESL student levels and communicative purposes.

Knowledge of:c Accessing ESL resourcesc Basic ESL proficiency levels including beginner;

elementary; intermediate and advancedc Grammar pointsc Cultural backgrounds

Ability to:c Analyse published and internet-based ESL

resources and identified:o ESL levelo Topico Skill development

c Collect and evaluate grammar reference material and grammar teaching material

c Identify and document grammar teaching resources according to English proficiency levels and grammar point

c Identify or produce TESOL resources suitable for students from different cultural backgrounds

c Identify or produce TESOL resources with suitable content and layout for the following proficiency levels:

o Beginnero Elementaryo Intermediateo advanced

c Completion of previous LTi unit TESDRF402A -Develop resource files

c Completion of previous LTi QLD244DRF01B Develop resource files

c Completion of previous LTi TEL012 Develop resource files

c A list of criteria that you have developed for selecting materials

c A portfolio of materials and resources filed according to grammar, topic, ESL student level and skills accompanied by a description of how the materials were categorised and filed.




ELECTIVE UNITS

One Elective Unit is required for completion of the Course.

Please see the list on page 1 of this unit evidence form.

CHOOSE ONE ELECTIVE UNIT ONLY FROM THE FOLLOWING SEVEN (7) UNITS LISTED, AND COMPLETE THAT UNIT EVIDENCE GUIDE FOR YOUR RPL APPLICATION.





TESECL001Teach ESL to early-childhood learners

This unit describes the skills and knowledge required to teach early childhood ESL learners according to the learning needs typical to that age group. It includes the practical techniques to examine the characteristics of the language use of early childhood learners in order to identify their learning goals. It includes the ability to identify ESL learning activities that will both engage and benefit early childhood learners.

Knowledge of:c The nature of communication of ESL learnersc Social function of communicationc Linguistic features common to ESL learnersc Common ESL learning objectivesc Learning program sequencingc Student performance evaluation and feedback

methods

Ability to:c Analyse the language use of an early childhood ESL

learner group.c Identify or create at least one learning program for

an early childhood learner groupc Identify methods to evaluate student performancec Provide clear feedback on performance to ESL

studentsc Identify strategies to improve ESL students’

performance or overcome learner difficulties

c Completion of previous LTi unit – TESECL403A Teach ESL to early childhood learners

c Completion of previous LTi units QLD245ECL01B Teach ESL to early childhood learners and QLD244DSP01B Design syllabus and plan lessons

c Completion of previous LTi units TEL015 Teach ESL to early childhood learners and TAADEL401A Plan and organise group-based delivery.

c Student testimonials of your ability to teach English to early childhood learners







TESPSL001Teach ESL to primary school-age learners

This unit describes the skills and knowledge required to teach primary school-age learners according to the learning needs typical to that age group. It includes the practical techniques to examine the characteristics of the language use of primary school-age learners in order to identify their learning goals. It includes the ability to identify learning activities that will both engage and benefit primary school-age learners.


methods

Ability to:c Analyse the language use of a primary school-age

ESL learner group.c Identify or create at least one learning program for

a primary school-age learner groupc Identify methods to evaluate student performancec Provide clear feedback on performance to ESL



c Completion of previous LTi unit – TESPSL403A Teach ESL to primary school-age learners

c Completion of previous LTi units QLD245PSL01B Teach ESL to primary school-age learners and QLD244DSP01B Design syllabus and plan lessons

c Completion of previous LTi units TEL016 Teach ESL to primary school-age learners and TAADEL401A Plan and organise group-based delivery.

c Student testimonials of your ability to teach English to primary school-age learners







TESTAL001Teach ESL to teenage learners

This unit describes the skills and knowledge required to teach teenage learners according to the learning needs typical to that age group. It includes the practical techniques to examine the characteristics of the language use of teenage learners in order to identify their learning goals. It includes the ability to identify learning activities that will both engage and benefit teenage learners.


methods

Ability to:c Analyse the language use of a teenage ESL learner

group.c Identify or create at least one learning program for

a teenage ESL learner groupc Identify methods to evaluate student performancec Provide clear feedback on performance to ESL



c Completion of previous LTi unit – TESTAL403A Teach ESL to teenage learners

c Completion of previous LTi units QLD245ETL01B Teach ESL to teenage learners and QLD244DSP01B Design syllabus and plan lessons

c Completion of previous LTi units TEL017 Teach ESL to teenage learners and TAADEL401A Plan and organise group-based delivery.

c Student testimonials of your ability to teach English to teenage learners







TESMAD001Use Music, Art and Drama in TESOL

This unit describes the skills and knowledge required to incorporate music, art and drama into the ESL classroom. It includes the skills and knowledge to use music, art and drama across a variety of ages and stages of development in English as second language learners.

Knowledge of:

c the benefits of using music, art and drama in TESOL

c common ESL learning objectivesc lesson planning

Ability to:c identify and analyse the benefits of using music in

TESOLc identify or develop ESL learning objectives that can

be achieved through music-based learning activities

c identify ESL activities which incorporate musicc identify and analyse the benefits of using art in


be achieved through art-based learning activitiesc identify ESL activities which incorporate artc identify and analyse the benefits of using drama in


be achieved through drama-based learning activities

c identify ESL activities which incorporate drama

c Completion of previous LTi unit – TESMAD403A Use Music, Art and Drama in TESOL

c Completion of previous LTi units QLD245MAD01B Use music, art and drama in TESOL and QLD244DSP01B Design syllabus and plan lessons

c Completion of previous LTi units TEL018 Use music, art and drama in TESOL and TAADEL401A Plan and organise group-based delivery.

c Student testimonials of your ability to teach ESL using music, art and drama.







TESTEC001Use technology to assist ESL learning

This unit describes the skills and knowledge to incorporate technology as an integral part of ESL learning activities. It includes the skills and knowledge to teach some basic technology terminology, develop a portfolio of ESL internet- based resources, software designed for ESL learning and other technology-based activities which can contribute to the ESL learning process.

Knowledge of:c Common technology partsc Generic terms relating to technology usec Basic word processing functionsc ESL softwarec Internet-based ESL resourcesc Lesson planning

Ability to:c identify or create activities for teaching

o common technology partso generic terms relating to technology useo abstract terms relating to technology use

c identify or create internet-based resources and activities

c plan lessons which incorporate internet-based resources

c identify ESL software to meet ESL learning objectives

c identify or create activities that incorporate the use of ESL software

c plan lessons which incorporate the use of ESL software

c identify or create activities that guide students in using basic word processing functions and programs.

c Plan lessons that incorporate word processing tasks.

c Completion of previous LTi unit – TESTEC403A Use technology to assist ESL learning

c Completion of previous LTi units QLD245UCL01B Use computers to assist ESL learning and QLD244DSP01B Design syllabus and plan lessons

c Completion of previous LTi units TEL023 Use computers to assist language learning and TAADEL401A Plan and organise group-based delivery.

c Student testimonials of your ability to teach ESL using technology







TESWWV001Work with volunteers in ESL contexts

This unit describes the skills and knowledge to work with volunteers in ESL programs. It includes the skills and knowledge to recruit, train, monitor and support volunteers. It also includes the ability to integrate volunteers into an ESL program through recruitment, training, mentoring and demonstrating appreciation of volunteer workers.

Knowledge of:c roles and responsibilities of ESL training volunteersc recruitment and training of volunteersc common administration processes relating to ESL

teachingc mentoring and monitoring strategies

Ability to:c identify sources of volunteersc identify strategies to promote a volunteer ESL

programc document different volunteer roles and their

associated responsibilitiesc identify different administration procedures

relating to volunteers in ESL programsc identify strategies to:

o mentor volunteerso monitor volunteerso ensure activities fall within volunteer’s

negotiated roles and responsibilitieso ensure adequate resources for

volunteer tasksc show appreciation of volunteer contributionc collect and review feedback about a volunteer

programc identify recommendations for improvement for the

volunteer program, activities or resources

c Completion of previous LTi unit – TESWWV403A Work with volunteers in ESL contexts

c Completion of previous LTi units QLD245WVE01B Work with volunteers in ESL contexts learning and QLD244DSP01B Design syllabus and plan lessons

c Completion of previous LTi units TEL021 Work with volunteers and TAADEL401A Plan and organise group-based delivery.

c Testimonials of your ability to work with volunteers




TESCBC001Establish community -based English classes

(page 1 of 2)

This unit describes the skills and knowledge to establish and coordinate community-based ESL programs. It includes practical techniques to set up an ESL class outside of formal learning institutions, as well as investigate local situations and requirements for an ESL program.

Knowledge of: common ESL learning objectives general venue and equipment needs for ESL training basic OHS standards basic budgeting ESL proficiency levels basic record maintenance

Ability to:

research the ESL learning needs of a community and documented the following:

o non-English speaking background residents’ demographic information, such as:

nationalities represented

employment

previous education

o non-English speaking background residents’ ESL learning objectives

o existing ESL tuition options available and reasons these options are not being utilised

develop an alternative delivery arrangement proposal to meet the needs of the local community, based on research conducted

identify at least one suitable venue for an English class

identify equipment requirements for an English class identify at least one strategy to maintain compliance

with OHS standards and procedures identified any applicable legal or insurance

requirements develop a budget which listed:

o fixed expenses

c Completion of previous LTi unit – TESCBC403A Establish community-based English classes

c Completion of previous LTi units QLD245CEC01B Establish community-based English classes and QLD244DSP01B Design syllabus and plan lessons

c Completion of previous LTi units TEL022 Set up community-based English classes and TAADEL401A Plan and organise group-based delivery.

c Testimonials of your ability to establish community-based English classes



(page 2 of 2)

o variable expenseso potential income sources

identify low cost methods of advertising identify strategies to meet staffing requirements identify sources of potential volunteers identify assessment tasks to determine English

proficiency level identify strategies to maintain records show appreciation of volunteer contribution collect and review feedback about a volunteer

program identify recommendations for improvement for the

volunteer program, activities or resources



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RPL SELF ASSESSMENT FORM Cert IV in TESOL (10695NAT)

TaskI have performed these tasks ()

Often Sometimes Never

Teach students from diverse languages and cultures

Use the Genre approach to teach English

Use various approaches and methods in TESOL

Teach English grammar English to non-native speakers

© 2018 Language Training Institute

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Teach Spelling and Pronunciation English to non-native speakers

Teach speaking English to non-native speakers

Teach listening English to non-native speakers

Teach reading English to non-native speakers

Teach writing English to non-native speakers


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Plan lessons for English as a second language learning

Develop resource files for English as a second language learning

Teach English as a second language to early childhood learners

Teach English as a second language to primary school aged children

Teach English as a second language to teenage learners


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Use music, art and drama while teaching English as a second language

Use technology to assist ESL learners

Work with volunteers in ESL contexts

Establish community based English classes


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I verify that I have responded honestly and accurately to the best of my ability:

Candidate Name:_________________________________________________________

Candidate Signature:____________________________________ Date:______________


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RPL COLLEAGUE TESTIMONIAL FORM Cert IV in TESOL (10695NAT)

To whom it may concern: The person named below is applying for Recognition of Prior Learning for the LTi Certificate IV in TESOL (Teaching English to Speakers of Other Languages). Your testimonial may assist them (the RPL Candidate) in providing evidence to us that relates to this qualification. You may be currently working with the candidate, or this may have occurred in the past.

Name of RPL Candidate:________________________________________________________


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Name of Colleague:____________________________________________________________

Email Address:________________________________________________________________

Phone Number(s):_____________________________________________________________

Organisation in which the colleague worked with the candidate:

Name: ______________________________________________________________________

Website:____________________________________________________________________


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Period(s) of time that the candidate worked with the colleague (approximate dates):

____________________________________________________________________________

Colleague’s role / job title / position in the organisation while working with the candidate:

____________________________________________________________________________

____________________________________________________________________________

TESOL qualifications and experience of colleague (please write below or provide resume):


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____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


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____________________________________________________________________________

____________________________________________________________________________

COLLEAGUE TO COMPLETE THE FOLLOWING WITH RESPECT TO THE CANDIDATE:

I verify that this candidate (please tick if applicable):

is able to identify and address cultural concepts embedded in language


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fosters and promotes an inclusive learning culture especially regarding the teacher and student roles

is able to identify the structural and language features of various genrés and teach appropriately

implements speaking activities to assist accuracy and practice for fluency uses listening texts based on authentic listening texts and real life situations teaches fundamental reading skills, conventions and strategies implements sessions that develop written language skills for producing texts for

specific or social purposes monitors and provides feedback to students in a positive manner


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understands and teaches basic sentence structures, cohesive devices, punctuation and various grammar points

implements spelling and pronunciation strategies to assist accuracy and fluency provides learning through instruction and demonstration of the English language is able to analyse student needs and design and develop lessons to meet those needs plans and organises group-based learning facilitates group based learning selects and designs effective teaching materials for various topics, grammar points,

skills and levels of ability manages classroom logistics


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Please write any further comments about the candidate’s ability to teach English to speakers of other languages. Please use the space below, or attach another document. Thank you for assisting this person with their application process.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


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____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


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RPL SUPERVISOR TESTIMONIAL FORM Cert IV in TESOL (10695NAT)

To whom it may concern: The person named below is applying for Recognition of Prior Learning for the LTi Certificate IV in TESOL (Teaching English to Speakers of Other Languages). Your testimonial may assist them (the RPL Candidate) in providing evidence to us that relates to this qualification. You may be currently working with the candidate, or this may have occurred in the past.

Name of RPL Candidate:________________________________________________________


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Name of Supervisor:___________________________________________________________

Email Address:________________________________________________________________

Phone Number(s):_____________________________________________________________

Organisation in which the supervisor worked with the candidate:

Name: ______________________________________________________________________

Website:____________________________________________________________________


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Period(s) of time that the supervisor worked with the colleague (approximate dates):

____________________________________________________________________________

Supervisor’s role / job title / position in the organisation while working with the candidate:

____________________________________________________________________________

____________________________________________________________________________

TESOL qualifications and experience of supervisor (please write below or provide resume):


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____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


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____________________________________________________________________________

____________________________________________________________________________

SUPERVISOR TO COMPLETE THE FOLLOWING WITH RESPECT TO THE CANDIDATE:

I verify that this candidate (please tick if applicable):

is able to identify and address cultural concepts embedded in language


TESO

L RP

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uide

fosters and promotes an inclusive learning culture especially regarding the teacher and student roles

is able to identify the structural and language features of various genrés and teach appropriately

implements speaking activities to assist accuracy and practice for fluency uses listening texts based on authentic listening texts and real-life situations teaches fundamental reading skills, conventions and strategies implements sessions that develop written language skills for producing texts for

specific or social purposes monitors and provides feedback to students in a positive manner


TESO

L RP

L G

uide

understands and teaches basic sentence structures, cohesive devices, punctuation and various grammar points

implements spelling and pronunciation strategies to assist accuracy and fluency provides learning through instruction and demonstration of the English language is able to analyse student needs and design and develop lessons to meet those needs plans and organises group-based learning facilitates group based learning selects and designs effective teaching materials for various topics, grammar points,

skills and levels of ability manages classroom logistics


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Please write any further comments about the candidate’s ability to teach English to speakers of other languages. Please use the space below, or attach another document. Thank you for assisting this person with their application process.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


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____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


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RPL EVIDENCE SUMMARY FORM Cert IV in TESOL (10695NAT)You can use the following table to summarise the evidence you are providing.

Name:_______________________________________________________________


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Evidence

Tick the items you have provided

Year(s)completed or applicable

Unit(s) of the TESOL course to which this evidence applies

Past Studies

Copies of qualifications

Academic transcripts showing exact subjects or topics and results


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Evidence




Actual work completed for past studies (e.g. essays or assignments)

Other:

Workplace Documents (produced in paid or voluntary capacity):


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Evidence




Training session/lesson plans and work programs

Learning resources

Student assessment


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Evidence




Other:

Audio/Video Recordings

Of your teaching or assessing


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Evidence




Other:

Third Party Reports

References from employers


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Evidence




Colleague Testimonial

Supervisor Testimonial

Letters of thanks from satisfied students


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Evidence




Other:

Any Other Evidence

For example: Documents from workshops, seminars and conferences


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Evidence




For example: Industry awards

For example: Membership of relevant professional associations


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Evidence




Use as many additional pages as necessary.


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