Senior Lecturer

TESOL and Education - UH-000580

The academic entry requirements for entry into year 1 are normally one of the following:
<ul>
<li>BBB at A level</li>
<li>120 UCAS points</li>
<li>DDM BTEC</li>
</ul>
In the case of China, for example, for direct entry onto year 2, participants would need to have completed two years of a Chinese degree with a 70% plus average (in an appropriate subject area).  Direct entry onto year 3 would require participants to have completed three years of a Chinese degree, with a 70% plus average (in an appropriate subject area).  Entry onto year three could also be gained with a college graduation diploma (Dazhuan).
The School has significant experience and expertise in supporting international students and has academic and study skills support.  The course will utilise flexibility allowed by CATS/ECTS, and the equivalency advice of NARIC, in order to provide a structured, coherent programme that incorporates opportunities for people from the UK and different countries and backgrounds to study together.
The entry qualification is not subject specific, so the course will appeal to students across a range of subjects who wish to specialise TESOL to degree level.
English language competence is required.  General entry criteria for this course are International English Language Test System (IELTS) 6.00 with no score lower than 5.5 on any individual section or Test of English as a Foreign Language (TOEFL) 87.  The University’s normal entry criteria apply to all international students. 
Details of country-specific entry requirements are available on the home country page of the university’s website. http://www.hud.ac.uk/international/enquirer/whereareyoufrom/ (applicant’s home country)
Students who do not meet that requirement can enrol on a pre-sessional English programme of between 4-48 weeks, depending on their level of English. 
Admissions will be in accordance with University procedures and policy.

External Examiners are appointed by School Boards and approved by University Teaching and Learning Committee. An External Examiner is currently in place and is appointed to monitor academic achievements across the course.
The role of the External Examiner is to monitor and comment on:
<ul>
<li>the quality of student work</li>
<li>the appropriateness of approaches to teaching, learning and assessment as indicated by student performance</li>
<li>the relevance and currency of the curriculum and the adequacy of learning resources</li>
<li>the strengths and weaknesses of cohorts of students</li>
<li>the quality of assessment procedures</li>
<li>the conduct of examination boards</li>
</ul>

UH-000580 - TESOL and Education

Intermediate Core

Intermediate Level

Foundation Core

Foundation Level

Honours Core

Honours Optional

Honours Level

Structure

Certificate of Higher Education

Diploma of Higher Education

Critically analyse primary and secondary data relevant to own research

Understand learning theories and concepts related to motivation and learning styles

Analyse English language structures and usage in preparation for teaching

Justify the choice of research methodologies and methods and their application to a specific research problem

Apply relevant theories to classroom contexts and cases to analyse learning problems

Application of appropriate technology for the design and delivery of TESOL education

Understand key English language teaching methodologies

Demonstrates systematic knowledge of key aspects of supporting language learning

Understand factors influencing English teaching practices in a global context and how they affect the application of learning and teaching theories

Critically evaluate the application of educational approaches and methodologies to different cultural and social contexts

Evaluate teaching methods in order to select and implement appropriate strategies for teaching English

Understand approaches to designing, delivering and evaluating courses of English to speakers of other languages

Understand key approaches, strategies and methods for conducting research

Apply knowledge and understanding of theory to problem solving

Critically reflect on own professional practice in a specific context

Critically analyse information from a variety of sources

Develop inter-personal and team work skills

Plan and carry out a relevant investigative project 

Understand key concepts and theories of second language learning and learning styles

Communicate effectively with a variety of audiences using speech, writing and teaching/training technology 

Understand the importance of professional and ethical practice in education

Undertake an investigative project to explore the application of English teaching methodologies in specific global contexts 

Demonstrate effective skills for the design, delivery and evaluation of teaching English to speakers of other languages

Mechanisms for review and evaluation:
<ul>
<li>Module evaluation by students</li>
<li>Course evaluation by students</li>
<li>Module Leader’s reports</li>
<li>Moderation events</li>
<li>Annual course evaluation prepared by the Course Leader, considered by the Course Committee, and then by the Annual Evaluation Committee</li>
<li>School Board</li>
<li>Annual staff appraisals</li>
<li>Peer observation of teaching</li>
<li>External Examiners’ reports</li>
<li>External Examiners’ report and responses from the course team are reported in the Course Annual Evaluation Report</li>
<li>School Teaching and Learning Committee</li>
<li>School Accreditation and Validation Panel approves amendments to the course, structure and module specifications</li>
<li>Subject review/revalidation</li>
</ul>
 
Committees with responsibility for monitoring and evaluating quality and standards:
<ul>
<li>Student Panel</li>
<li>Course Committee</li>
<li>School Board</li>
<li>School Teaching and Learning Committee</li>
<li>University Teaching and Learning Committee</li>
<li>Course Assessment Board</li>
<li>School Accreditation and Validation Panel</li>
<li>Annual Evaluation Committee</li>
</ul>
 
Mechanisms for gaining student feedback on the quality of teaching and their learning experience:
Feedback is obtained from students through module evaluations, and course evaluation at the end of each academic year. Student Panels provide another opportunity for student feedback. They are held twice during the academic year, and report to the Course Committee.
 
Staff Development:
Annual Staff Appraisals
Peer observation of teaching
Staff are encouraged to attain appropriate higher degrees
Updating professional and (IT) computing developments
All staff encouraged to attain HE Academy membership
Research and scholarly activity

UH-000580

The programme is validated by the University during a process which includes external representation.
Within the School of Education and Professional Development, teacher training courses are inspected by OfSted; and courses in Youth and Community are subject to endorsement and accreditation by the National Youth Agency.
The provision of the School of Education and Professional Development was reviewed by the Quality Assurance Agency in 2001. The School received an excellent grading of 22 out of 24.
A collaborative provision audit by QAA in 2007 reported broad confidence in the soundness of management of the academic standards of awards and in the learning opportunities offered to students through collaborative provision.
A QAA Institutional Audit in 2010 reported that confidence can reasonably be placed in the soundness of the institution's present and likely future management of the academic standards of its awards.
The University possesses the Investors in People Quality Kitemark.
The principal committees involved in the management of the course will be the Course Committee, the Course Assessment Board and the Student Panel. The functions and mode of operation of these committees is as indicated in the University Regulations.
The Student Panel will meet twice per academic year.  There will be a rolling record of student comments that is available online through UniLearn. A report of issues raised and actions taken will be given at the subsequent Course Committee.
Staff and students will be encouraged to reflect that they should be positive role models regarding issues relevant to sustainability.
Please note:  This specification provides a concise summary of the main features of the Programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.  More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the study module guide and course handbook.  The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.

<ul>
<li>International students will be offered an International Week by the International Office. </li>
<li>All students will start their time at the university with an induction programme. Students will be introduced to the town of Huddersfield, an overview of the course and an introduction to university academic writing skills and expectations regarding academic conduct; an introduction to the University’s VLE UniLearn and a guide to Computing and Library services; and an introduction to the university student services gateway. It will also include an explanation of the Personal Development Planning process.  </li>
<li>At the beginning of the programme, students will be allocated a personal academic tutor who will offer academic counselling and guidance, maintain an overview of academic progress, maintain an overview of problems which may lead to a claim for extenuating circumstances, coordinate the preparation of references, and refer the student to other university support mechanisms as appropriate.  International students will be given support by their personal academic tutor to assist their adjustment to living in a new environment. </li>
<li>Attention will be paid to any specific academic needs of international students in order to assist their transition to UK academic assessment methods and requirements. This support and guidance will be provided by module tutors and the Academic Skills Tutor in the School in order to assist students to develop any new study skills that may be needed. Students will also be supported though the International Learning Tutor. </li>
<li>Students will be provided with a Student Handbook which contains inter alia information on university facilities, course organisation, assessment regulations, and advice on the presentation of assignments.</li>
<li>Throughout the programme students will have access to email and tutorial support from both module tutors and personal academic tutors. </li>
<li>The Academic Skills Tutor within the School will be available to provide academic support in a range of contexts including: support for dyslexic students; support for mature students who are returning to study; support for international students adjusting to UK academic requirements; tutorials for all students covering generic academic skills; and academic writing skills workshops. </li>
<li>Throughout the programme students will be able to access advice from module tutors on campus and facilities, and have opportunities to meet other students and share sports, leisure and social events. </li>
<li>The course will begin with a week-long induction programme. In particular, this will include: an overview of the course; an introduction to study skills; an introduction to correct forms of referencing using the APA 6th System and will be expected to utilise the University e-guide on APA 6th Referencing conventions. </li>
<li>Students will have access to the provision of the Directorate of Student Services, which includes the Careers and Employability Service and Well Being and Disability Services. In addition, there is a Faith Centre in Queens Street South Annex. </li>
<li>All modules incorporate formative assessment enabling students to receive interim feedback on the quality of their work prior to formal submission. </li>
<li>Module tutors provide academic advice and support to students on issues relating to the modules which they teach.</li>
</ul>