Teaching A Specialist Subject Analysis
City and Guilds 7305
Diploma in Teaching in the Lifelong Learning Sector
Levels 4/5
Optional Unit: level 4: Teaching a Specialist Subject
This assignment ‘teaching a specialist subject’ will refer to teaching ESOL in the lifelong learning sector.
Preceding 2001 no regulations were in place to ensure that teachers in further education were trained in the skills of teaching. Therefore the further education teachers were a mixture of skilled professionals with or without a qualification in their subject. There was no national system and there were no standards for teaching to which the qualifications could be mapped. Many of the courses offered in further education colleges were vocational, and many of the teaching staff were appointed …show more content…
By improving people’s skills and enabling them to gain accreditation and reach their individual goals, this provision will help build a stronger job market, improve individual job prospects, facilitate progression on to further learning opportunities and contribute towards a more independent and fully functioning society.
The key aims of Community Learning and Skills Development within (XXXX) are to:
• enhance people’s quality of life by improving their functional English (ESOL) ICT and maths skills and raising their self confidence
• provide progression routes for adults within the Community Learning and Skills
• improve adults’ job prospects by developing their numeracy and language skills and offer accredited learning programmes through which they can gain nationally recognised qualifications
To emphasise the key aims of my subject specialism, I borrow the words of John Denham Secretary of State for Innovation, Universities and Skills (May 2009)
‘The ability to speak English is critical for everyone living and working in …show more content…
Taking these reasons, as well as language acquisition needs, into consideration, planning is crucial for a successful learning experience. For my ESOL course this begins with the syllabus. As pointed out by Gravels A, (2010:37) ‘Whatever your specialist subject, your organisation should supply you with a relevant syllabus or guide. If one is not available, you may need to develop your own course content based around the subject to be delivered.’
Once the aims of the learning programme have been decided, and the learners’ language levels and aspirations identified, I use the ESOL curriculum to draw up a syllabus and a scheme of work by selecting relevant level descriptors and component skills from the Adult ESOL Core Curriculum
When designing the syllabus, I break down the course aims into skills, e.g.:
Course aim: to improve speaking and listening skills at Entry 1
Negotiated topics: Giving/asking Personal Information; Family relations, Expressing likes and Dislikes. Asking Directions
Skills: Give personal information; ask others about themselves; express likes and dislikes talk about my family, ask/give directions
Greet others and introduce yourself Sc/E1.1a; Sd/E1.1a;
Diploma in Teaching in the Lifelong Learning Sector
Levels 4/5
Optional Unit: level 4: Teaching a Specialist Subject
This assignment ‘teaching a specialist subject’ will refer to teaching ESOL in the lifelong learning sector.
Preceding 2001 no regulations were in place to ensure that teachers in further education were trained in the skills of teaching. Therefore the further education teachers were a mixture of skilled professionals with or without a qualification in their subject. There was no national system and there were no standards for teaching to which the qualifications could be mapped. Many of the courses offered in further education colleges were vocational, and many of the teaching staff were appointed …show more content…
By improving people’s skills and enabling them to gain accreditation and reach their individual goals, this provision will help build a stronger job market, improve individual job prospects, facilitate progression on to further learning opportunities and contribute towards a more independent and fully functioning society.
The key aims of Community Learning and Skills Development within (XXXX) are to:
• enhance people’s quality of life by improving their functional English (ESOL) ICT and maths skills and raising their self confidence
• provide progression routes for adults within the Community Learning and Skills
• improve adults’ job prospects by developing their numeracy and language skills and offer accredited learning programmes through which they can gain nationally recognised qualifications
To emphasise the key aims of my subject specialism, I borrow the words of John Denham Secretary of State for Innovation, Universities and Skills (May 2009)
‘The ability to speak English is critical for everyone living and working in …show more content…
Taking these reasons, as well as language acquisition needs, into consideration, planning is crucial for a successful learning experience. For my ESOL course this begins with the syllabus. As pointed out by Gravels A, (2010:37) ‘Whatever your specialist subject, your organisation should supply you with a relevant syllabus or guide. If one is not available, you may need to develop your own course content based around the subject to be delivered.’
Once the aims of the learning programme have been decided, and the learners’ language levels and aspirations identified, I use the ESOL curriculum to draw up a syllabus and a scheme of work by selecting relevant level descriptors and component skills from the Adult ESOL Core Curriculum
When designing the syllabus, I break down the course aims into skills, e.g.:
Course aim: to improve speaking and listening skills at Entry 1
Negotiated topics: Giving/asking Personal Information; Family relations, Expressing likes and Dislikes. Asking Directions
Skills: Give personal information; ask others about themselves; express likes and dislikes talk about my family, ask/give directions
Greet others and introduce yourself Sc/E1.1a; Sd/E1.1a;