7303 / PTLLS in Scotland
At long last we are now offering our extremely popular 7303 Preparing to Teach in the Lifelong Learn...
You, Aid Training and the Changes to First Aid Regulations October 1st 2009
As you will be aware on 1st October 2009 there are some important changes coming into force as regar...
New regulations for all teachers and tutors
In September 2007, the government introduced new regulations to reform the training and qualificatio...
Changes to Assessors on HSE courses and Paramedics won't need an FAW cert
Some sensible changes due to come into affect on 1st September 2008. ...
Forthcoming HSE Changes
In May the HSE announced some of the long awaited changes to the First Aid "Regulations"...
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Success Stories
Mark Hewett
Just dropping an email to say; After being made redunant earlier this year and having the opportunit...
Deidre Wood - Independent School
The school I work in were updating their first aid policy and realised the need to update some of th...
Gary Currier – Director NMA Training and Coaching Providers
I am a self-employed trainer teaching self defence and conflict management and sport specific martia...
Chris Craig – 1st Class First Aid
After deciding to pursue a career in first aid, it was an easy decision to choose Aid Training to qu...
Caroline Hough – Sticky Plasters
After nursing for 15 years and teaching first aid in a school I wanted to set up on my own and start...
Nigel Bunney, Health, Safety and Training Manager
Finally I looked at the option of training ourselves following reading an advert from Aid Training....
An outline of the new training reforms
This information has been taken from:
“Guidance for work based learning providers – reforms to the training and qualifications of teachers, tutors, trainers and instructors”
The full document can be found at: http://www.lluk.org
Please do feel free to contact us if you have any questions regarding this.
In September 2007, the government introduced new regulations to reform the training and qualifications of teachers, tutors, trainers and instructors. The reforms include changes to initial teacher training (ITT) and continuing professional development (CPD), and impact on all those delivering learning within the further education (FE) sector which includes work based learning and the organisations they work for.
By 2010 every teacher will be qualified or working towards an SVUK endorsed qualification - including those working within work based learning and funded by the Learning an Skills Council (LSC). This means that from now all staff employed as teachers in the FE sector must be professionally registered and all new staff must also be licensed to practise by the Institute for Learning (IfL). To be licensed, all teachers must be trained to a standard that allows them to achieve either Qualified Teacher Learning and Skills (QTLS) status or Associate Teacher Learning and Skills (ATLS) status, depending on their role. All full time teachers (new and existing) should undertake at least 30 hours of CPD per year and keep a record reflecting on the CPD activities they have undertaken to maintain their status with the IfL. Those in part time employment will undertake CPD on a sliding scale, with a minimum of 6 hours a year.
Who do the reforms apply to?
The reforms apply to all those who deliver learning within the FE sector including:
FE colleges and sixth form colleges
All organisations delivering LSC–funded programmes including:
- Work based learning providers
- Adult and community learning providers
- Specialist colleges
- Train to Gain
- Public sector organisations (such as the armed forces or prison service)
- Private employers
Staff within FE colleges, sixth form colleges and independent specialist colleges are obliged to comply with the new regulations by law. The regulations also apply to organisations in receipt of LSC funding, including work based learning providers, who are contractually obliged to comply
What is meant by the term “teachers”?
‘Teachers’ means anyone who is responsible for planning and carrying out teaching or learning activities with a learner or learners – irrespective of the amount of hours they do.
Learning delivery or teaching means:
- Training or instructing
- Tutoring (with learners in the work place or off the job)
- Coaching in the workplace
- Teaching key skills or functional skills
- Planning and running inductions
- Delivering underpinning knowledge
The reforms also affect any sub–contractors or franchisees who deliver learning on your behalf. They may also apply to employers who receive funding for delivering learning (such as those Train to Gain employers who receive LSC funding for training hours).
Teaching roles and teachers
There are two teaching roles within the new regulations:
Full Teacher
In this role the teacher carries out the full range of teaching responsibilities (whether on a full time, part time, fractional, fixed term, temporary or agency basis). The teacher in the full role is the person responsible for designing the learning and assessment. This means s/he will set the learning outcomes and design a scheme of work with lesson plans, or design individual learning programmes and sessions - including delivering learning opportunities to ensure that learning targets are met. The full teacher needs to demonstrate an extensive range of knowledge, understanding and application of curriculum development, curriculum innovation or curriculum delivery strategies.
Teachers in this role need to gain Qualified Teacher Learning and Skills (QTLS) status if they started teaching in the sector after September 2007.
In work based learning this role could be an assessor, where their assessor role has led to additional responsibilities for learning delivery such as designing, implementing and delivering key skills or functional skills learning.
Associate Teacher
In this role, the teacher undertakes the same activities in relation to the teaching cycle, such as: initial assessment; preparation and planning; delivery; assessment; evaluation; and revision, but carries significantly less than the full range of teaching responsibilities ordinarily carried out in a full teaching role (whether on a full time, part time, fractional, fixed term, temporary or agency basis). The associate teacher does not need to demonstrate an extensive range of knowledge, understanding and application of curriculum development, curriculum innovation or curriculum delivery strategies and may be delivering learning that has been designed by someone else in the full teaching role.
Teachers in this role need to gain Associate Teacher Learning and Skills (ATLS) status if they started teaching in the sector after September 2007.
In work based learning, this could be anyone whose role involves an element of learning delivery such as those who deliver learning in the workplace or who coach learners – either on or off the job.
What do work based learning providers need to do?
If you are in receipt of LSC funding you need to:
- Ensure new teachers gain an SVUK endorsed qualification, or check with the LLUK Information and Advice Service (IAS) to see if they hold an equivalent, and are licensed to practice
- Encourage existing teachers to qualify or have their existing qualifications and/or their experience confirmed or recognised
- Support teachers to join the IfL
- Ensure all teachers keep a record and reflective account of their CPD activities and make this available to the IfL on request
The ITT Regulations in detail
This is is how the ITT regulations apply to teachers within work based learning and what you need to do:
New teachers (recruited after September 2007)
1. Define teaching roles
If you employ new or unqualified teachers, you will need to think carefully about their job role and determine which of the two routes to getting qualified and gaining licensed practitioner status is applicable (QTLS or ATLS).
2. Make sure new teachers have the right qualification to gain professional standing
New teachers must achieve the Preparing to Teach in the Lifelong Learning Sector (PTLLS) award within one year of appointment, which also forms part of either a Certificate (CTLLS) or Diploma (DTLLS).
They must complete the qualification appropriate to their role, or check with the IAS to see if they have an equivalent, and also complete a period of professional formation to gain QTLS or ATLS status within five years of appointment.
If you appoint them to a full teaching role, the new teacher must achieve a level 5 diploma (DTLLS) or equivalent, complete professional formation and gain QTLS status within five years of appointment.
If you appoint them to an associate teaching role, the new teacher must achieve a level 3 or 4 certificate (CTLLS) or equivalent, complete professional formation and gain ATLS status within five years of appointment
Qualifications and requirements for new teachers
Associate teacher
PTTLS (7303) within one year
CTTLS (7304) within five years
Professional formation and ATLS
Full teacher
PTTLS (7303) within one year
DTTLS (7305)within five years
Professional formation and ATLS
PTLLS is the starting point for getting qualified and counts towards the achievement of CTLLS and DTLLS.
Some providers of initial teacher training offer qualifications endorsed by SVUK with alternative titles to CTTLS or DTLLS, for example a Certificate in Education is a minimum Level 5 teaching qualification and equivalent to DTLLS.
3.Make sure the teacher becomes a licensed practitioner
Once qualified, all new teachers must have their professional standing confirmed by the IfL through the conferral of QTLS (full role) or ATLS (associate role) status. All new teachers must register with the IfL, complete a period of professional formation and gain QTLS or ATLS status.
The IfL confers licensed practitioner status after the individual teacher has undergone professional formation. This is a process of workplace assessment based upon employer evaluation and referral and is not time-related. The IfL will confirm arrangements for professional formation and the process of becoming a licensed practitioner over the coming year and this will be available from September 2008. The licence will be annually renewable, including a CPD obligation, and can be withdrawn or suspended subject to the outcome of an investigation of alleged misconduct.
“Guidance for work based learning providers – reforms to the training and qualifications of teachers, tutors, trainers and instructors”
The full document can be found at: http://www.lluk.org
Please do feel free to contact us if you have any questions regarding this.
In September 2007, the government introduced new regulations to reform the training and qualifications of teachers, tutors, trainers and instructors. The reforms include changes to initial teacher training (ITT) and continuing professional development (CPD), and impact on all those delivering learning within the further education (FE) sector which includes work based learning and the organisations they work for.
By 2010 every teacher will be qualified or working towards an SVUK endorsed qualification - including those working within work based learning and funded by the Learning an Skills Council (LSC). This means that from now all staff employed as teachers in the FE sector must be professionally registered and all new staff must also be licensed to practise by the Institute for Learning (IfL). To be licensed, all teachers must be trained to a standard that allows them to achieve either Qualified Teacher Learning and Skills (QTLS) status or Associate Teacher Learning and Skills (ATLS) status, depending on their role. All full time teachers (new and existing) should undertake at least 30 hours of CPD per year and keep a record reflecting on the CPD activities they have undertaken to maintain their status with the IfL. Those in part time employment will undertake CPD on a sliding scale, with a minimum of 6 hours a year.
Who do the reforms apply to?
The reforms apply to all those who deliver learning within the FE sector including:
FE colleges and sixth form colleges
All organisations delivering LSC–funded programmes including:
- Work based learning providers
- Adult and community learning providers
- Specialist colleges
- Train to Gain
- Public sector organisations (such as the armed forces or prison service)
- Private employers
Staff within FE colleges, sixth form colleges and independent specialist colleges are obliged to comply with the new regulations by law. The regulations also apply to organisations in receipt of LSC funding, including work based learning providers, who are contractually obliged to comply
What is meant by the term “teachers”?
‘Teachers’ means anyone who is responsible for planning and carrying out teaching or learning activities with a learner or learners – irrespective of the amount of hours they do.
Learning delivery or teaching means:
- Training or instructing
- Tutoring (with learners in the work place or off the job)
- Coaching in the workplace
- Teaching key skills or functional skills
- Planning and running inductions
- Delivering underpinning knowledge
The reforms also affect any sub–contractors or franchisees who deliver learning on your behalf. They may also apply to employers who receive funding for delivering learning (such as those Train to Gain employers who receive LSC funding for training hours).
Teaching roles and teachers
There are two teaching roles within the new regulations:
Full Teacher
In this role the teacher carries out the full range of teaching responsibilities (whether on a full time, part time, fractional, fixed term, temporary or agency basis). The teacher in the full role is the person responsible for designing the learning and assessment. This means s/he will set the learning outcomes and design a scheme of work with lesson plans, or design individual learning programmes and sessions - including delivering learning opportunities to ensure that learning targets are met. The full teacher needs to demonstrate an extensive range of knowledge, understanding and application of curriculum development, curriculum innovation or curriculum delivery strategies.
Teachers in this role need to gain Qualified Teacher Learning and Skills (QTLS) status if they started teaching in the sector after September 2007.
In work based learning this role could be an assessor, where their assessor role has led to additional responsibilities for learning delivery such as designing, implementing and delivering key skills or functional skills learning.
Associate Teacher
In this role, the teacher undertakes the same activities in relation to the teaching cycle, such as: initial assessment; preparation and planning; delivery; assessment; evaluation; and revision, but carries significantly less than the full range of teaching responsibilities ordinarily carried out in a full teaching role (whether on a full time, part time, fractional, fixed term, temporary or agency basis). The associate teacher does not need to demonstrate an extensive range of knowledge, understanding and application of curriculum development, curriculum innovation or curriculum delivery strategies and may be delivering learning that has been designed by someone else in the full teaching role.
Teachers in this role need to gain Associate Teacher Learning and Skills (ATLS) status if they started teaching in the sector after September 2007.
In work based learning, this could be anyone whose role involves an element of learning delivery such as those who deliver learning in the workplace or who coach learners – either on or off the job.
What do work based learning providers need to do?
If you are in receipt of LSC funding you need to:
- Ensure new teachers gain an SVUK endorsed qualification, or check with the LLUK Information and Advice Service (IAS) to see if they hold an equivalent, and are licensed to practice
- Encourage existing teachers to qualify or have their existing qualifications and/or their experience confirmed or recognised
- Support teachers to join the IfL
- Ensure all teachers keep a record and reflective account of their CPD activities and make this available to the IfL on request
The ITT Regulations in detail
This is is how the ITT regulations apply to teachers within work based learning and what you need to do:
New teachers (recruited after September 2007)
1. Define teaching roles
If you employ new or unqualified teachers, you will need to think carefully about their job role and determine which of the two routes to getting qualified and gaining licensed practitioner status is applicable (QTLS or ATLS).
2. Make sure new teachers have the right qualification to gain professional standing
New teachers must achieve the Preparing to Teach in the Lifelong Learning Sector (PTLLS) award within one year of appointment, which also forms part of either a Certificate (CTLLS) or Diploma (DTLLS).
They must complete the qualification appropriate to their role, or check with the IAS to see if they have an equivalent, and also complete a period of professional formation to gain QTLS or ATLS status within five years of appointment.
If you appoint them to a full teaching role, the new teacher must achieve a level 5 diploma (DTLLS) or equivalent, complete professional formation and gain QTLS status within five years of appointment.
If you appoint them to an associate teaching role, the new teacher must achieve a level 3 or 4 certificate (CTLLS) or equivalent, complete professional formation and gain ATLS status within five years of appointment
Qualifications and requirements for new teachers
Associate teacher
PTTLS (7303) within one year
CTTLS (7304) within five years
Professional formation and ATLS
Full teacher
PTTLS (7303) within one year
DTTLS (7305)within five years
Professional formation and ATLS
PTLLS is the starting point for getting qualified and counts towards the achievement of CTLLS and DTLLS.
Some providers of initial teacher training offer qualifications endorsed by SVUK with alternative titles to CTTLS or DTLLS, for example a Certificate in Education is a minimum Level 5 teaching qualification and equivalent to DTLLS.
3.Make sure the teacher becomes a licensed practitioner
Once qualified, all new teachers must have their professional standing confirmed by the IfL through the conferral of QTLS (full role) or ATLS (associate role) status. All new teachers must register with the IfL, complete a period of professional formation and gain QTLS or ATLS status.
The IfL confers licensed practitioner status after the individual teacher has undergone professional formation. This is a process of workplace assessment based upon employer evaluation and referral and is not time-related. The IfL will confirm arrangements for professional formation and the process of becoming a licensed practitioner over the coming year and this will be available from September 2008. The licence will be annually renewable, including a CPD obligation, and can be withdrawn or suspended subject to the outcome of an investigation of alleged misconduct.
