Under the 2007 Regulations all teachers, trainers and tutors are required to demonstrate evidence of their CPD in order to maintain licensed status.

CPD is most effective when practitioners reflect on their professional practice, develop a personal plan based on their identified needs and match this against their organisational context and development plan.

All forms of professional development, accredited or non-accredited, will be valued and recognised within a minimum annual tariff of 30 hours. It should not be limited to attendance on structured courses, rather it should include a range of professional development activities to balance all of a teacher's commitments.

The Institute for Learning (IfL) is the professional body for teachers, trainers, tutors and trainee teachers in the further education and skills sector, including adult and community learning, emergency and public services, further education colleges, Ministry of Defence and the armed services, the voluntary sector and work-based learning.

It was formed by the sector in 2002 as a voluntary membership body after a survey of NATFHE members indicated support from some 70% respondents for the establishment of an independent professional body for FE teachers.

This course provides an opportunity for practitioners working in the Lifelong Learning Sector to use and develop their experience to gain a higher education qualification. Lifelong Learning is offered to young people and adults by public and private providers, for example, Further Education Colleges, Adult and Community Education, Work Based Learning, Learn Direct, Offender Learning. Within the University of London, Foundation Degrees are designed to ensure critical understanding of concepts and principles in an area of study that will enhance skills relevant to employment.

This course would be suitable for all staff wanting to work towards an education degree using their current work experience and provides a progression pathway to BA, BEd through to Masters Qualifications. They need to be working in the sector and have a minimum Level 3 qualification.

The start date for this foundation degree course is now Jan 09.

The aim of this LLUK guidance is to inform teachers and employers about evidencing personal skills in literacy and numeracy, which is a key requirement for conferral of licensed practitioner status by the Institute for Learning (IfL). The document is in two parts:

• Part one explains how the requirements affect teachers and what they should do to meet the requirements for personal skills in literacy and numeracy
• Part two gives background information and explains how the list of approved qualifications was identified.

For the purposes of this document the term "teacher" has been used generically to represent teachers, tutors, trainers, lecturers and instructors in the further education (FE) sector.

If you have any questions or require further information please contact the LLUK Information and Advice service on 020 7936 5798.

The QIA Skills for Life Improvement Programme has updated course listings for literacy, numeracy and ESOL teacher training programmes.

To find out more about literacy, numeracy and ESOL teacher training programmes in your region, click on View Link below.

The Diploma in Education Mathematics (Numeracy) is an exciting partnership between the Institute of Education and FE colleges in London. The first year of the course takes place in the partner colleges, the second year at the Institute. This new course will qualify you to work as a specialist teacher of numeracy and mathematics in the lifelong learning sector.

The Institute of Education has a distinguished reputation as a world centre for research and teaching in all aspects of education. This Diploma is part of a suite of teacher education programmes for new and practising teachers, including a specialist programme for language, literacy and numeracy professionals in the lifelong learning sector.

The course is open to both graduates and non-graduates, new and practising teachers.

To find out more click on the Word flyer below or email the course administrator Nancy Cranham.

This summer update from the Subject Learning Coaches London Regional Newsletter Issue 4 July 2008.

The latest information on this new professional development award for teachers in the Lifelong Learning Sector

This new professional development award for teachers has been informed by recent research and through consultation with awarding institutions and practitioners. It will be important in supporting the professional development of the lifelong learning workforce and reforms identified as important in the response to the Leitch report.

This document replaces places previous information posted on the NRP about professional development opportunities in ''Embedding Skills for Life'' for existing teachers. It provides guidance for awarding institutions intending to develop an accredited professional development award for teachers in embedded approaches to literacy, language and numeracy. It also includes pathways for teachers of any area of specialism and teachers of literacy, language and numeracy.

The document provides:

• background information
• details of the structure and requirements of the award
• the associated units of assessment

Developing teacher qualification programmes, 2007/08

In 2006/07, as part of the Skills for Life Improvement Programme (SfLIP), the Creative routes programme led to more teacher-education programmes tailored to high priority groups, greater flexibility in provision and innovations in practice.

QIA development grants are available for teacher-education providers to help them develop their programmes, including Numeracy, Literacy or ESOL teacher-education programmes at QCF Level 5 or above. Numeracy programmes attract the highest grants. There is also a limited number of grants for Preparation for entry assessment programmes (Maths or English for LLN teachers at QCF Level 3). All these grants apply to programmes that enrol by June 2008.

Additional grants from DIUS will be available for selected centres to develop an increased use of group teaching practice in Literacy and Numeracy integrated, initial teacher-education programmes.

Teacher-education providers could also help LLUK answer questions about how much pre-service teacher education new literacy, numeracy or ESOL teachers need before taking up employment. Applications for LLUK grants are invited as soon as possible in Spring 2008.

Following the reform of FE teacher education in 2007, LLUK wishes to evaluate new ESOL and literacy teacher education programmes.

LLUK is seeking centres where opportunities are available for ESOL and literacy teachers to undertake part of their training in combined cohorts. Eight grants of £6000 are available for pilot centres to support this evaluation activity.

Pilot programmes may start any time up to the end of January 2008. All centres with appropriate teacher education programmes in operation by this time may apply. The completion date of the programme is not significant.

Schedule of dates for applications and award decisions:

• Teacher education providers must submit proposals to NRDC by Friday 2nd November 2007
• Decisions about the grants will be communicated by 9th November 2007
• Attendance will be required at a national briefing/launch event for pilot centres on Friday 30th November 2007, 11.00am to 3pm

The Skills for Life National Reference Point (NRP) website aims to provide up-to-date information and guidance relating to Skills for Life professional development.

The information on the website will be useful to all those with an interest in professional development for people working the FE system.

A number of courses have been developed in order to further the expertise of language, literacy and numeracy(LLN) practitioners within specific aspects of workplace LLN. They complement initiatives within 'Skills for Life', the national adult literacy and numeracy strategy.

Each course has been referenced to the FENTO Standards for Teachers; The Subject Specifications for Teachers of Adult Literacy and Numeracy; and ENTO Learning and Development Standards L21, L22, L23 and L24.

• Breaking Down Barriers
• Skills for Life in the Workplace - (Level 4, Three Days - Leading to Breaking Down Barriers Qualification)
• Exploring Workplace Skills for Life - (Level 3 non-accredited, Two Days)
• One-Day Courses
• Half-Day Courses
• Two-Day Courses
• Bespoke Courses

The London Strategic Unit for the Learning and Skills workforce is managing a pan-London ESF partnership project – Transforming the Teaching and Learning of Skills for Life - which offers a range of staff development support to post-16 providers.

The project offers funding to enable delivery of a range of free specialist services that might be useful for members of your network, or providers that you work with, to access. The project offer includes:

1. Between 2 and 6 days consultancy to support staff development planning, particularly useful at offering a pathway through the new qualification and CPD framework that will be in place from September 2007. This service includes 1-1 advice and information sessions for individual staff.
2. Course provision including free training



3. A pilot programme 'Peer coaching for embedding literacy, language and numeracy' which offers a new approach to facilitating effective working relationships between Skills for Life and vocational teachers to enable embedded learning to take place and, at the same time, fulfils the new CPD requirements for experienced teachers.

From September 2007 new qualification requirements for teaching and supporting learning in the lifelong learning sector take effect and a new Qualified Teaching Learning and Skills (QTLS) status is introduced.

Are you aware of the revised qualifications and continuing professional development required by literacy, language (ESOL) and numeracy teaching staff? Will it help you to plan staff development if you know more about:

• the new QTLS and related qulifications
• financial support for training
• local professional development opportunities

The Transforming Teaching and Learning of Skills for Life project can provide:

• Free consultancy to help you plan training for staff who deliver literacy, language (ESOL) or numeracy
• Free information and advice for existing and newly recruited staff to enable them to identify an individual route to fully qualified Skills for Life teacher status
• Information on free and supported training

'Peer Coaching for Embedding Literacy, Language and Numeracy' will be written and piloted by LLU+ at London South Bank University.

Two training programmes and associated activities will be offered in October 2007 and January/February 2008. The course will focus on using peer coaching techniques to support Skills for Life and vocational teachers to deliver innovative embedded programmes related to priority sectors such as Construction, Retail, Hospitality, Leisure and Tourism.

The project will also help fund delivery of subject specific literacy, language and numeracy qualifications in partnership with colleges across London.

It is estimated that there are hundreds of refugee teachers in the UK who want to work in schools, but meet significant barriers. RiT hopes to change this through offering help and advice to teachers who want to continue their career, or those with transferable skills (such as accounting) who want to teach.

The project provides support and training for suitably qualified refugees to become teachers with Qualified Teacher Status (QTS) in state primary or secondary schools, or to take on other suitable roles. It can help you whatever stage of your job search you are at, from learning English to applying for teaching positions.

The project also advocates on behalf of refugee teachers and feeds into policy on employment and training. The data collected will be an invaluable information source for understanding the needs of refugee teachers and addressing those needs accordingly.

The London Pre-Service teacher training project was set up to support the recruitment and training of new teachers or trainers of adult literacy, numeracy or ESOL. We are looking for organisations able to host one or two teaching placements with experienced teachers or trainers as mentors.

The London Strategic Unit are seeking to widen the range of organisations taking part in the project. They hope to engage organisations with a strong track record in their Skills for Life provision and an interest in continuing professional development.

On behalf of the ICT SfL Pathfinder Project, Tribal CTAD is delivering an entirely on-line version of the Professional Development course. This is intended for teachers who are teaching, or are planning to teach, ICT SfL learners or to follow the ICT SfL curriculum in the context of other ICT programmes. It is designed to cover three OCN units at Level 3, namely:

• using on line communication and e-learning resources for ICT SfL
• understanding purposeful use in the ICT SfL curriculum
• helping and supporting ICT SfL learners

'The Skills for Life Improvement Programme' is new. It builds on previous initiatives, making best use of people, systems and materials to help deliver the Skills for Life Strategy in the future. It is an innovative programme designed to support creative change in a wide range of self-improving organisations.

Improving the quality of the learner's experience, progression and achievement is central to the Programme. It draws on research findings from the National Research and Development Centre to excite interest in evidence based innovation. It makes real and practical links into other major national reform and development initiatives, like the National Teaching and Learning Change Programme and Train to Gain. And it provides expert support for the effective use of a wide range of existing materials and resources.

The Programme sets a high priority on developing the knowledge, skills and confidence of the workforce. It provides opportunities for unqualified and part-qualified staff in all learning settings to gain qualified status quickly. It also stimulates new thinking and enhances staff skills through continuing professional development on a range of issues, for example motivating and engaging learners.

Various training courses are taking place nationally and across London from January to June 2007.

LSU e-briefings update all professionals and stakeholders on key regional activities led by LSU for developing best practice in initial teacher education and continuing professional development.

This e-briefing highlights aspects of the work of the regional IAG service. The LSU has produced a fuller report, 'London region Skills for Life specialist information, advice and guidance for organisations and for individuals: a case study of a regional approach' in association with the National Research and Development Centre for adult literacy and numeracy (NRDC).

There are two courses available to enable adult literacy teachers to become fully trained:

1. PGCE / Certificate in Education in Adult Literacy
2. Graduate Certificate in Adult Literacy Teaching

Both courses aim to:

• provide you with a specialist qualification, which is now a requirement for teachers of adult literacy
• increase your theoretical knowledge of the field, including linguistics, theories of language and literacy acquisition and the social context of language and literacy use
• develop your understanding of teaching methods derived from this body of knowledge
• assess your practice in applying theoretical knowledge in the classroom
• provide a pathway to the MA in Adult Literacy, Language and Numeracy

This new course is for those who already have a PGCE or Certificate in Education and need to get the Level 4 subject specialism in ESOL.

The course aims to:

• provide you with a specialist qualification, which is now a requirement for teachers of adult ESOL
• increase your theoretical knowledge of the field, including linguistics, theories of language and literacy acquisition and the social context of language and literacy use
• develop your understanding of teaching methods derived from this body of knowledge
• assess your practice in applying theoretical knowledge in the classroom
• provide a pathway to the MA in Adult Literacy, Language and Numeracy

Basic Skills Professional Development is published 3 times per year. It provides support to practitioners seeking to manage their own professional development and that of their work teams. The briefing covers national initiatives and CPD programmes at local level, and examines the 'contexts' in which practitioners operate. It assesses training models, learning resources and management techniques.