Teaching in the Lifelong Learning Sector (DTLLS)

We offer a suite of part-time initial teacher training courses for teachers working Lifelong Learning Sector.  All of these courses are taught in our partner FE colleges: Cannock Technical College; City of Stoke on Trent College; Newcastle College; Stafford College; Tamworth and Lichfield College; Walford and North Shropshire College.

This award is founded upon a uniquely strong partnership with local colleges within the Staffordshire University Regional Federation (SURF) partnership.  This means that you can study at a college close to home. 

Sometimes also termed post-compulsory education, these courses are for teachers working in further education, sixth form colleges, school sixth forms, work-based training and adult and community education and training.

All these courses are endorsed by LLUK, the government body that regulates teacher training in the sector and will help you work towards gaining Qualified Teacher Status (Learning and Skills), QTLS.

These courses lead to a set of teacher training qualifications that by government requires teachers in the sector to obtain.  For more information go to LLUK - 'I would like to work in the lifelong learning sector' if you want to work as a teacher in the sector, or to LLUK - 'I work in the lifelong learning sector' if you already teach in the sector.

The course, DTLLS, is for those teachers working in a Full Role (see above web pages for details) in the Lifelong Learning Sector.

The award provides you with a government approved qualification that will allow you to practise as a Full Teacher in the Lifelong Learning sector.  The Diploma award also supports you in applying to the Institute for Learning (IFL) for Qualified Teacher Learning and Skills (QTLS), the equivalent to Qualified Teacher Status for those teaching in, for instance, further, adult or community education and work-based education and training.

The award is designed to support you in achieving LLUK recognised professional status as you develop as an excellent practitioner by developing your professional capabilities in becoming self-evaluative and reflective education professionals, planning, resourcing, managing, assessing and evaluating learning in your specialist area, managing the wide range of Lifelong Learners to be found in the sector, growing your understanding of the Lifelong Learning Sector and of how you might play an active role in its future development and working as part of a team of education professionals.

Thus, you will build on your knowledge and experience through study at higher education level in order to enhance understanding of their current professional roles.  In addition this will prove a route towards obtaining professional qualifications at a higher level.  It is designed specifically for people who need to combine work and study

In addition to working as a Full teacher in the sector for two years and being observed teaching throughout this time, you will study the following modules.

Preparing to Teach in the Lifelong Learning Sector, acts as a basic, practical introduction to teaching in the lifelong learning sector.  You will be introduced to the roles and responsibilities of teachers in the sector, consider the issues of equality and diversity and be introduced to notions of reflective practice.  You will learn how to devise basis session plans, prepare resources, assess learning against a course requirement, provide support to learners and be made aware of key legislation and to evaluate their work.  You will also engage in an observed teaching session and/or in a microteaching session with your peers.

Planning and Enabling Learning builds on the knowledge and skills developed in Preparing to Teach in the Lifelong Learning Sector (PTLLS) by considering further, inclusive teaching and learning strategies, the importance of negotiating appropriate learning goals and ways of developing reflective practice.  You will consider a range of initial assessment methods for example, interviews, icebreakers, diagnostic assessment, profiles and explore ways of negotiating individual goals with learners.  You will develop their skills in planning, delivering and evaluating inclusive teaching and learning programmes using feedback from learners and others to inform curriculum development.  You will analyse how new and emerging technologies can enhance the learning experience.  You will investigate communication methods and skills (for example verbal, written and non-verbal communication and transactional analysis) and their importance in teaching and learning.  You will further develop their ability to reflect in order to inform and improve personal and professional practice.

Enabling Learning and Assessment aims to deepen your understanding of learning theories and how they relate to key principles of assessment, focussing on initial, formative and summative assessment practices in support of individual learners to improve their learning and progress.  You will investigate how to plan, devise and use assessment strategies that develop independent and peer learning.  In relation to your experiences of teaching and managing learning, you will consider a range of approaches to learning and assessment and apply them in practice.

You will consider how to develop and support learners' self assessment and peer learning capabilities and will compare the demands of different levels and emphases in the National Qualifications Framework, for example different approaches to academic and vocational pathways and consider the desgin and application of appropriate assessment objectives.

Theories and Principles for Planning and Enabling Learning 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 participants in providing an inclusive approach to their professional practice.  Thus, you will review your practice utilising theoretical perspectives on learning and taking account of statutory and organisational requirements.  Approaches that underpin effective planning, communication and inclusive learning will be explored and related to your own practice.

Continuing Personal and Professional Development aims to support you as you engage in CPPD as a natural part of their work.  You will investigate key reflective models and processes (e.g. Brookfield, Schon) and apply these to your own development.  In particular, you will analyse your own role as a teacher in the lifelong learning sector and especially in the context of the wider organisation (e.g. prisons, adult, community, voluntary, private or public sector organisation).  This will lead to you evaluating the concept and principles of Continuous Personal and Professional Development (CPPD) and using this analysis to review and inform your future CPPD planning.

Curriculum Development for Inclusive Practice aims to develop0 your capabilities in developing and evaluating courses.  You will analyse ways in which the curriculum offer 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.  You will analyse theories, models and approaches to curriculum design and their potential influence on outcomes for individual learners and groups, and relate these to your courses and learners.

You will analyse ways in which equality of opportunity and respect for diversity can be built into curriculum design and consider how to apply these in light of recent legislation.  You will analyse the impact of social, economic and cultural differences on teaching, learning and achievement, and explain ways to challenge discriminatory behaviours where they occur in the learning environment.  You will justify proposals to improve the curriculum offer in your area and evaluate effectiveness where these have been implemented.

Wider Professional Pracice Development seeks to support you as you take on more of the roles and responsibilities associated with being a teacher in the lifelong learning sector.  You will explore concepts and key aspects of professionalism within the lifelong learning sector, including equality of opportunity, diversity, econimc growth and community regeneration.  This will lead you to consider approaches to quality assurance and quality improvement in terms of professional conduct and accountability.  In particular, you will investigate the use of ation research as a tool for evaluation and improvement of professional practice.  You will also evaluate the use of communities of practice in sharing and developing wider professional practice.

You will also take an additional module each year in consultation with the college you are studying at.

On obtaining DTLLS, you can progress to the BA Hons Post-Compulsory Education.

If you are unsure about teaching in this sector, most of our FE partner colleges run taster courses and will provide advice and guidance.

If you want to teach in schools, please go to our school sector PGCE pages.

For more information about Teaching in the Lifelong Learning Sector (DTLLS) please contact: