LRN Level 5 Teaching English
Advanced teacher-training focused on curriculum design, assessment, SLA-informed methodology, and observed teaching practice. Mapped to RQF/EQF and aligned to CEFR use in planning and assessment.
LRNLevel 5Teaching EnglishRQF/EQF Aligned
Overview
This programme develops the knowledge and classroom craft of English language teachers at an advanced (Level 5) standard. Trainees design schemes of work, create valid assessments, and deliver observed lessons informed by Second Language Acquisition (SLA) principles and CEFR-banded outcomes.
Always refer to the official LRN specification for units, rules of combination, and assessment requirements for your cohort.
Who It’s For
- Practicing tutors and assistants progressing from Level 3 or equivalent experience.
- Graduates/teachers transitioning into ELT, EAP/ESP, or adult ESOL settings.
- Centre staff seeking formalised training in curriculum, QA and assessment.
Modules (Indicative)
- SLA & Pedagogic Grammar: form-meaning-use, noticing, task-based & communicative approaches.
- Curriculum & Course Design: needs analysis, learning outcomes, schemes of work, materials adaptation.
- Assessment Design & CEFR: validity, reliability, rubrics; integrating CEFR A1–C2 appropriately.
- Teaching the Skills (L • S • R • W): lesson staging, receptive/productive strategies, feedback.
- Language Systems: grammar, lexis, pronunciation & phonology (segmental/suprasegmental).
- Inclusive & Safe Classrooms: SEND, safeguarding, EDI, pastoral support and wellbeing.
- Technology-Enhanced Learning: LMS, quizzes, audio, video, AI-aware pedagogy & ethics.
- ESP & EAP Options: English for work, academic study skills, assessment literacy.
- Professional Practice & QA: standardisation, moderation, observation cycles, reflective CPD.
- Observed Teaching Practice: micro-teaching and full lessons with tutor feedback.
Assessment Model
- Observed lessons (with written lesson plans & post-lesson reflection)
- Scheme of Work & materials pack (with adaptation rationale)
- Assessment task design with CEFR-mapped rubrics
- Language analysis tasks (grammar/lexis/phonology)
- Professional portfolio & CPD plan
- Internal standardisation; external moderation as applicable
Credit & Time Allocation
| Component | Hours | Description |
|---|---|---|
| GLH | 300 | Guided Learning Hours (workshops, observed practice, tutorials) |
| SS | 300 | Self-Study (reading, resource creation, planning, reflection) |
| TAT | 60 | Tutorial & Assessment Time (supervision, marking, viva) |
| TQT | 660 | Total Qualification Time (illustrative) |
Confirm with the official LRN specification for your intake and units selected.
Entry & English
- Academic: Level 4 (or equivalent) or substantial classroom experience evidencing readiness for Level 5.
- English: Typically CEFR C1 / IELTS 6.5 (or equivalent) to teach across bands effectively.
- Documents: ID, prior education evidence, CV, statement of intent, any centre forms.
Progression
Graduates typically advance to:
- English language teaching roles (general, ESP, or EAP) with greater responsibility
- Academic Coordinator/Lead Teacher positions
- Further study at Level 6–7 (TESOL, Applied Linguistics, PGCEi/Master’s modules)
Next step