RPL Guide - 10318NAT Diploma in TESOL

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  •   TESACL401A Analyse culture and learning (CORE)
  •   TESATE401A Analyse and teach English language (CORE)
  •   TESTEG402A Teach English grammar (CORE)
  •   TESTSP402A Teach spelling and pronunciation (CORE)
  •   TESTSE402A Teach speaking (CORE)
  •   TESTLE402A Teach listening (CORE)
  •   TESTRE402A Teach reading (CORE)
  •   TESTWE402A Teach writing (CORE)
  •   TESDRF402A Develop resource files (CORE)
  •   TESAMT501A Apply approaches and methods in TESOL (CORE)
  •   TESDES502A Design ESL syllabus (CORE)
  •   TESAEL502A Assess ESL learning (CORE)
  •   TESEAP502A English for academic purposes (CORE)
  •   TESESP502A Teach English for specific purposes (CORE)
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESACL401A Analyse culture and learning

This unit of competency describes the skills and knowledge required to deal with the relationships between language and culture, language and learning. It addresses the impact these dynamics have on the ESL classroom, and applications within ESL teaching.

  • Knowledge of cultural and individual differences where they existed
  • Accommodating a variety of learning styles and strategies in the ESL classroom
  • Displaying an attitude of openness to accept and respect cultural and individual differences
  • Making cultural aspects of communication explicit to ESL learners
  • Using inclusive teaching and classroom management strategies to establish an environment of cultural tolerance and respect
  • Explaining the culture of the local educational setting
  •   Completion of previous LTi unit QLD244LCL01B Analyse language, culture and learning
  •   Completion of previous LTi unit TEL001 Teach students from diverse language, culture and educational backgrounds
  •   Lesson plans that you have produced which allow for language, cultural and learning diversity
  •   Relevant qualifications
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESATE401A Analyse and teach English language

This unit describes the skills and knowledge required to analyse the functional nature of the English language. It provides knowledge on the language choices that are associated with a variety of social or functional purposes.

  • Analysis of a spoken and a written text, showing social purpose, structural features, language features and comment on Register (authentic or simulated texts)
  • Collection of model texts of a particular genre
  • Lesson plan based on genre approach to language teaching and learning may be speaking, listening, reading or writing
  •   Completion of previous Teach units QLD244AEL01B Analyse the English language and QLD244AMT01B Apply approaches and methods in TESOL
  •   Completion of previous Teach units TEL002 Analyse language and TEL013 Evaluate TESOL methodologies
  •   Lesson plans you have produced in relation to analysing the English language.
  •   Written documents analysing language that you have produced.
  •   Relevant qualifications
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESTEG402A Teach English grammar

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

Knowledge of:

  • The functional nature of language use in relation to speech and grammatical concepts
  • Literacy required to transcribe and analyse spoken or written texts and to prepare learning activities and worksheets

Ability to:

  • Identify and evaluate speech and grammatical concepts appropriate for particular students
  • Analyse texts for parts of speech and grammatical concepts
  • Highlight and make explicit to students the parts of speech and grammatical concepts used for completion of specific tasks
  • Plan and implement activities to develop specific parts of speech and grammatical concepts
  •   Completion of previous Teach unit QLD244TEG01B Teach English grammar
  •   Completion of previous Teach unit TEL007 Teach English grammar
  •   Lesson plans that you have produced to teach English grammar (which identify and evaluate speech and grammatical concepts)
  •   Text analysis that you have done
  •   Student testimonials of your ability to teach English grammar
  •   Relevant qualifications
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESTSP402A Teach spelling and pronunciation

This unit of competency describes the skills and knowledge required to understand the sound-spelling relationships in English. It addresses the techniques required to teach spelling and pronunciation.

Knowledge of:

  • The functional nature of language
  • Literacy skills required to transcribe and analyse written texts and to prepare learning activities and worksheets
  • Sound-spelling relationships, common spelling rules, sound production, stress and intonation and the International Phonetic Alphabet (IPA)

Ability to:

  • Access, highlight and make explicit to students information about sound-spelling relationships
  • Access, highlight and make explicit to students information about rhythm, stress and intonation
  • Identify and evaluate texts appropriate for particular students
  • Plan and implement activities to develop specific spelling and pronunciation skills
  •   Completion of previous Teach unit QLD244TSP01B Teach spelling and pronunciation
  •   Completion of previous Teach unit 008 Teach spelling and pronunciation
  •   Lesson plans that you have produced to teach spelling and pronunciation (including the use of IPA).
  •   Description of tasks you use to teach spelling and pronunciation (including the use of IPA).
  •   Student testimonials of your ability to teach spelling and pronunciation (including the use of IPA).
  •   Relevant qualifications
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESTSE402A Teach speaking

This unit of competency focuses on the communicative approach to language teaching and learning. It explores practical techniques required to developspeaking skills with regard to fluency and accuracy.

Knowledge of:

  • The functional nature of language use in relation to speaking tasks
  • DifficuTeaches experienced by language learners in speaking tasks
  • Literacy required to transcribe and analyse spoken texts and to prepare learning activities and worksheets.

Ability to:

  • Analyse spoken texts and tasks for social purpose or function
  • Analyse tasks for speaking strategies used
  • Highlight and make explicit to students the spoken strategies used for completion of specific tasks
  • Plan and implement activities to develop specific speaking strategies
  •   Completion of previous Teach units QLD244TSE01B Teach speaking and QLD244DSP01B Design syllabus and plan lessons
  •   Completion of previous Teach units TEL003 Teach speaking and TAADEL401A Plan and organise group-based delivery. Lesson plans that you have produced to teach speaking (including learning activities).
  •   Collection of model texts you use to teach speaking.
  •   Student testimonials of your ability to teach speaking
  •   Relevant qualifications
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESTLE402A Teach listening

This unit of competency describes the skills and knowledge required to listen to a range of texts. It addresses the practical techniques required to develop listening skills and strategies that are appropriate in different situations.

Knowledge of:

  • The functional nature of language use in relation to listening tasks
  • DifficuTeaches experienced by language learners in listening tasks
  • Literacy required to transcribe and analyse appropriate listening texts and to prepare learning activities and worksheets

Ability to:

  • Analyse listening texts and tasks for social purpose or function
  • Analyse tasks for listening strategies used
  • Highlight and make explicit to students the listening strategies used for completion of specific tasks
  • Plan and implement activities to develop specific listening strategies
  •   Completion of previous Teach units QLD244TLE01B Teach listening and QLD244DSP01B Design syllabus and plan lessons
  •   Completion of previous Teach units TEL004 Teach listening and TAADEL401A Plan and organise group-based delivery
  •   Lesson plans that you have produced to teach listening (including learning activities)
  •   Collection of tasks you use to teach listening.
  •   Student testimonials of your ability to teach listening
  •   Evidence of analysis of text
  •   Relevant qualifications
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESTRE402A Teach reading

This unit of competency explores the skills and knowledge required to read a range of authentic or published texts for specific social purposes and the practical techniques for developing those skills.

Knowledge of:

  • The functional nature of language use in relation to reading tasks
  • The difficulty Teachers experienced by language learners in reading tasks
  • Literacy skills required to transcribe and analyse reading texts and to prepare learning activities and worksheets

Ability to:

  • Analyse text for social purpose
  • Analyse tasks for reading strategies
  • Identify and evaluate texts appropriate for particular students
  • Analyse, evaluate and adapt written texts
  • Plan and implement activities to develop specific reading strategies
  •   Completion of previous Teach units QLD244TRE Teach reading and QLD244DSP01B Design syllabus and plan lessons
  •   Completion of previous Teach units TEL005 Teach reading and TAADEL401A Plan and organise group-based delivery
  •   Lesson plans that you have produced to teach reading (including learning activities)
  •   List of texts you use to teach reading
  •   Student testimonials of your ability to teach reading
  •   Relevant qualifications
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESTWE402A Teach writing

This unit of competency describes the skills and knowledge required to undertake analysis of written texts appropriate to trainees’ needs. It addresses the practical techniques required to plan and implement lessons that will develop writing skills for specific text types. As well, consideration will be given to evaluating student progress and your own teaching.

Knowledge of:

  • The functional nature of language use in relation to written tasks
  • The difficulty Teachers experienced by language learners in written tasks
  • Literacy skills required to transcribe and analyse written texts and to prepare learning activities and worksheets
  • Knowledge and understanding of written genres
  • Knowledge and understanding of feedback and correction strategies and techniques

Ability to:

  • Access, highlight and make explicit to students information about sound-spelling relationships
  • Access, highlight and make explicit to students information about lexical field and grammar
  • Identify and evaluate texts appropriate for particular students
  • Analyse, evaluate and adapt written texts
  • Plan and implement activities to develop specific writing skills
  •   Completion of previous Teach units QLD244TWE01B Teach writing and QLD244DSP01B Design syllabus and plan lessons
  •   Completion of previous Teach units TEL006 Teach writing and TAADEL401A Plan and organise group-based delivery
  •   Lesson plans that you have produced to teach writing (including learning activities)
  •   Description of tasks you use to teach writing.
  •   Student testimonials of your ability to teach writing
  •   Any written texts that you have evaluated
  •   Relevant qualifications
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESDRF402A Develop resource files

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

Knowledge of:

  • Where to access grammar reference and teaching materials
  • Where to access topic-based materials
  • Where to access materials aimed at different levels
  • Where to access skill-based materials

Ability to:

  • Plan and organise to:
    • categorise and file resources according to grammar, topic, level and skills
  • Apply literacy skills by:
    • evaluating existing materials
    • preparing or customising learning materials such as handouts and information sheets
    • developing original materials
    • interpreting and restating information about grammar
  • Apply communication skills to:
    • write explanations of grammar points
    • create illustrations of grammar points
  • Use technology to produce documents
  •  Completion of previous Teach QLD244DRF01B Develop resource files
  •   Completion of previous Teach TEL012 Develop resource files
  • A list of criteria that you have developed for selecting materials
  • 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.
  •   Relevant qualifications
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESAMT501A Apply approaches and methods in TESOL

This unit of competency describes the skills and knowledge required to evaluate strengths and weaknesses of various TESOL methodologies and to select and apply appropriate methodologies in response to different learning needs and situations.

Knowledge of:

  • A range of TESOL methodologies, including their distinctive characteristics and strengths and weaknesses
  • Learning strategies
  • Cultural perceptions of education
  • A variety of ESL learner goals
  • A variety of learning styles
  • Own learning preference and style
  • Awareness of own culture

Ability to:

  • Research TESOL methodologies
  • Interpret information about TESOL methodologies
  • Select and apply appropriate TESOL methodology for learner’s needs
  • Describe TESOL methodologies
  •   Completion of previous Teach unit QLD244AMT01B Apply approaches and methods in TESOL and demonstrated knowledge of Communicative Language Teaching and Genre/Text Type TESOL methodology
  •   Completion of previous Teach unit TEL013 Evaluate TESOL methodologies and demonstrated knowledge of Communicative Language Teaching and Genre/Text Type TESOL methodology.
  •  Any information you have produced in relation to TESOL methodologies.
  •  Any evidence of training you have had in relation to teaching TESOL methodologies.
  • Lesson plans that you have produced demonstrating different TESOL methodologies
  •   Relevant qualifications
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESDES502A Design ESL syllabus

This unit of competency describes the skills and knowledge required to plan a series of lessons for a group ESL learning environment. It addresses the practical techniques required to plan ESL teaching.

Knowledge of:

  • Adult learning principles including: learning needs to be learner centred, students need to be supported throughout learning process, use of model texts, students have life experiences they can connect with learning and students prefer to know why they are learning something and its benefits to them
  • The effects of verbal and non-verbal communication (e.g. how to interpret behaviour including those that fall outside of the teacher/trainer’s home culture; how to model behaviour and values)
  • Learner styles (for example: Auditory, Visual, Kinaesthetic)
  • Needs analysis including identifying learner characteristic, needs, and goals
  • Distinctive characteristics of various syllabus types

Ability to:

  • Apply cultural understanding in the context of TESOLPlan own work, including sequencing events/activities and identifying improvements
  • Identify and correctly use equipment and/or technology
  • Design and/or customise effective learning resources
  • Design and/or customise activities and/or tasks for TESOL contexts
  • Completion of previous Teach unit QLD244DSP01B Design ESL syllabus and lesson plans and additional evidence from sources outlined below
  • Completion of previous Teach unit TAADEL401A Plan and organise group-based delivery and additional evidence from sources outlined below
  • A training and assessment strategy you have created which identifies learning goals and learner needs in a TESOL context
  • Syllabus/curriculum that you have developed for ESL training.
  •   Lessons plans you have created for teaching speaking, listening, reading, writing and grammar
  •   Lesson plans which involve the use of learning activities and materials
  •   Evidence of peer review, moderation or validation of your lesson plans/syllabus
  •   Improvements made to your lesson plans/syllabus
  •   A copy of modified/contextualised learning resources and learning materials
  •   Third part report on your ability to design syllabus and plan lessons
  •   Training (formal or informal about learner styles)
  •   Relevant qualifications
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESAEL502A Assess ESL learning

This unit of competency describes the skills and knowledge required to select appropriate assessment methods and develop appropriate assessment tools. It addresses the practical techniques required to evaluate learning in an ESL context.

Knowledge of:

  • Cultural sensitivity and equity considerations (this may be covered by evidence for TESALC401A– Anaylse language, culture and learning
  • Criterion referenced assessment and norm referenced assessment
  • Principles of assessment and how they are applied
  • Range of assessment purposes and assessment contexts
  • Different types of assessment methods and their suitability for gathering various types of evidence; suitability for content of syllabus/curriculum/units; resource requirements and associated costs
  • Assessment tools: types, instruments, procedures, relationship to assessment methods, and support of assessment process
  • Design of different styles, formats and media for assessment tools
  • Assessment presentation
  • What represents reasonable adjustments and when are they applicable or not applicable
  • Potential barriers and processes relating to assessment tools and methods
  • Characteristics of different ESL tests eg ISLPR, IELTS, TOEFL, TOEIC and the accreditation process for proctors of international ESL tests
  • Evaluation methodologies suitable for reviewing personal assessment practice
  • Relevant policy, legislation, codes of practice and national standards for example:
    • Copyright and privacy laws in terms of electronic technology
    • Security of information

Ability to:

  • Analyse and interpret skills to:
    • unpack competency standards
    • interpret assessment tools and other assessment information
    • identify candidate needs
    • make judgements based on assessing available evidence
  • Observe:
    • candidate readiness for assessment
    • candidate performance
    • when candidate may need assistance throughout the assessment process
  • Research and/or evaluate:
    • required human and material resources for assessment
    • assessment system policies and procedures
    • evidence
    • the assessment process
  • Apply cognitive skills to:
    • weigh up the evidence and make a judgement
    • consider and recommend reasonable adjustments
  • Make a decision on a candidate’s competence
  • Use literacy skills to:
    • read and interpret relevant information to conduct assessment
    • prepare required documentation and records/reports of assessment outcomes in required format
  • Communicate/use interpersonal skills to:
    • explain the assessment process to the candidate
    • give clear and precise instructions
    • ask effective questions
    • provide clarification
    • discuss process with other relevant people
    • give appropriate feedback to the candidate
    • discuss assessment outcomes with the candidate
    • establish a working relationship with the candidate
  • Display inclusive attributes including:
    • a willingness to guide and support candidates
    • capacity to encourage, accept and utilise feedback
    • sensitivity to individual difference and need
    • ethical conduct in assessment
  •   Completion of previous Teach unit QLD244AEL02B Assess ESL learning
  •   Completion of previous Teach units TAAASS402A Assess competence and TAAASS403A Develop assessment tools
  •   Assessment tools that you have developed
  •   Assessment processes that you have developed
  •   Assessment feedback that you have given students
  •   Student testimonials about your assessment conduct and manner
  •   Relevant qualifications
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESEAP502A Teach English for academic purposes

This unit of competency is designed to help trainees prepare for teaching English for Academic Purposes. It focuses on the range of language skills necessary for successful studies in academic contexts, and activities for developing those skills.

Knowledge of:

  • Standardised English proficiency exams, including:
    • focus of different exams
    • question types included in exams
  • Academic spoken genres, for example:
    • lectures
    • discussions
    • tutorials
    • oral presentations
    • class interaction
  • Structural and linguistic features of academic written genres, for example:
    • essays
    • arguments
    • reports
    • literature reviews
    • thesis documents
    • research findings
    • textbooks
  • Cohesion in academic texts
  • Cultural values and practices in relation to academic study, for example:
    • perceptions of roles, responsibilities and relationships of teachers and students
  • Appropriate behaviour of teachers and students

Ability to:

  • Analyse, interpret and unpack spoken and written academic texts
  • Interpret ESL assessment tools and other assessment information
  • Identify ESL students’ needs
  • Observe ESL students’ participation in various academic activities, e.g. discussions and tutorial groups
  • Identify areas of discomfort with local educational practices which may be caused by culture stress
  • Access information about cultural views on academic study
  • Read and interpret academic texts and tasks
  • Write academic texts/learning materials
  • Prepare learning activities
  • Explain the cultural aspects of communication events
  • Give clear and precise instructions
  • Ask effective questions
  • Provide clarification
  • Give appropriate feedback and correction
  • Debrief students after simulated discussions
  • Establish a trusting relationship with ESL students
  • Deal ethically with ESL students
  • Encourage, accept and utilise feedback
  • Completion of previous Teach unit TEL014 Teach English for academic purposes and additional evidence from sources outlined below
  • Lesson plans that you have produced to teach English for academic purposes
  • Description of tasks you use to teach English for academic purposes
  • Student testimonials of your ability to teach English for academic purposes
  •   Relevant qualifications
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESESP502A Teach English for specific purposes

This unit of competency describes the skills and knowledge required to successfully study in a variety of specific English language contexts, and activities for developing those skills.

Knowledge of:

  • Learning principles, including:
    • learning needs to be learning centred
    • learning process needs to reflect individual circumstances and needs
    • learning process needs to support increasing learner independence
    • learning process needs to reflect personal and language developmental stage of learners
    • use of experimental and participative learning
    • use of modelling
    • use of wide range of second language acquisition strategies for learner success
  • Learner styles, for example:
    • auditory
    • visual
    • kinaesthetic
    • left/right brain
    • global/analytical
    • theoretical
    • activist
    • pragmatist
    • reflective
  • Learning theories, for example:
    • communicative approach to language learning
    • cognitive learning theory
    • adult learning principles
    • information processing
    • behavioural learning theory
    • genre theory
  • Learner profile characteristics
  • Syllabus design, structure and content
  • Lesson plan structure and development
  • Availability, types and content of relevant existing learning resources and learning materials

Ability to:

  • Develop new learning materials and learning activities
  • Apply instructional design principles, for example:
  • sequence information appropriately
  • provide opportunities for practise
  • Use different teaching methods and techniques as appropriate to ESP student group
  • Analyse, interpret and unpack spoken and written texts
  • Interpret ESL assessment tools and other assessment information
  • Identify ESL students’ needs
  • Access information about cultural views on specific contexts of study
  • Access real life texts and tasks related to specified contexts
  • Read and interpret specific texts and tasks
  • Write texts related to a specific context
  • Prepare learning activities
  • Give appropriate feedback and correction
  • Deal ethically with ESL students
  • Completion of previous Teach unit QLD245ESP01B Teach English for specific purposes and additional evidence from sources outlined below
  • Lesson plans that you have produced to teach English for specific purposes
  • Description of tasks you use to teach English for specific purposes
  • Student testimonials of your ability to teach English for specific purposes
  •   Relevant qualifications
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):

RPL SELF ASSESSMENT FORM

Diploma in TESOL (10318NAT)
Task I have performed these tasks (✔)
Often Sometimes Never
Teach students from diverse languages and cultures
Analyse the English language
Teach English grammar English to non-native speakers
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
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
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
Use various approaches and methods in TESOL
Analyse ESL training requirements
Develop an ESL syllabus plan
Design ESL leaning and assessment strategies
Develop a series of ESL lessons
Review and evaluate ESL syllabus and lessons
Design and create assessment tools
Implement assessment, make assessment decisions, record assessment outcomes and provide feedback to ESL students
Evaluate effectiveness of assessment tools
Apply syllabus design techniques to create an outline of a series of lessons for teaching English for academic purposes
Develop listening, speaking, reading and writing skills necessary for participation in academic contexts
Monitor and review English for academic purposes learning progress
Research a specific purpose for English
Apply syllabus design techniques to create an outline for a series of English lessons for a specific purpose
Monitor and review English learning progress in a specific context

RPL EVIDENCE SUMMARY FORM

Diploma in TESOL (10318NAT)
You can use the following table to summarise the evidence you can provide.
Evidance 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
Actual work completed for past studies (e.g. essays or assignments)
Other:
Workplace Documents (produced in paid or voluntary capacity):
Training session/lesson plans and work programs
Learning resources
Student assessment
Other:
Audio/Video Recordings
Of your teaching or assessing
Other:
Third Party Reports
References from employers
Colleague Testimonial
Supervisor Testimonial
Letters of thanks from satisfied students
Other:
Any Other Evidence
For example: Documents from workshops, seminars and conferences
For example: Industry awards
For example: Membership of relevant professional associations