Notting Hill College

The
Advanced
TEFL

Teach English to the World!

PROGRAMME
HANDBOOK
school-of-teacher-training.co.uk
 Course Overview
Notting Hill College is provides a 130 Hour Advanced Certificate which is a comprehensive course that
includes a balance between the theories and methodologies of Teaching English as a Foreign Language
(TEFL). The course thoroughly prepares you to successfully teach different age groups in different teaching
settings. The course covers an extended syllabus, the training focuses on lesson planning and practical
teaching skills which will equip novice teachers and inspire experienced ones.

Target candidature Structure

The Advanced TEFL Certificate is an introductory course
for candidates who have little or no previous experience
teaching the English language. It may also be suitable for
candidates with some experience but little training.
Notting Hill College 130 Hour Advanced TEFL Certificate has
seventeen chapters divided into two terms. The chapters
have been meticulously selected to develop student’s
teaching skills. The design of the course allows for a great
deal of flexibility; students have up to twelve weeks to finish
their course.

Objectives
During the course, students;
Duration
Since this is a distance learning course, the duration is
• Are introduced to the various roles/duties/qualities of totally dependent on a student’s learning pace; however,
a teacher in the ELT industry we can advise that the 130 hours of TEFL academic
• Become acquainted with various methods related to coursework translates to approximately 12-15 hours a week
classroom management skills of work over a 2 month period. During the course students
• Are able to plan topic-based lessons so as to ensure read 17 chapters, answer 14 quizzes and a three-part
that students are able to communicate effectively comprehensive exam.
• Improve their language awareness
• Develop familiarity with appropriate resources and
materials for use with young and adult learners of
English
• Learn how to evaluate course book and other
teaching resources
• Are introduced to strategies related to exploiting the
four language skills in order to make teaching and
learning more effective
• Learn about the various approaches needed when
teaching adults and teenagers

1
school-of-teacher-training.co.uk
Course Aims
The course enables candidates to:

• acquire essential subject knowledge and familiarity with the principles of effective teaching
• acquire a range of teaching skills for teaching English to EF learners
• demonstrate their ability to apply their learning in a real teaching context.

Candidates who complete the course successfully can begin working in a variety of ESOL teaching contexts around the
world

Syllabus Overview
This document outlines the syllabus and assessment criteria for The Advanced TEFL Certificate.
The following syllabus is a reflection of the pre-service entry point of prospective candidates and outlines both the subject
knowledge and the pedagogic knowledge and skills required for beginner ESOL teachers.

The syllabus consists of two terms covering different areas:

1st • Grammar: Terms and Definitions

• Using Games and Songs
• Teaching Receptive Skills: Reading

2nd
• Teaching Pronunciation

Term
• Teaching Receptive Skills: Listening
• Introduction to Methodology
• Teaching Productive Skills: Speaking
of Teaching English as a Foreign
• Teaching Productive Skills: Writing
Language
• Teaching Young Learners &

Term
• Teaching and Learning Grammar
Teenagers
• Classroom Management
• Selection and Use of Course Book
• Lesson Planning
• Teaching Literature
• Teaching Vocabulary
• Cooperative Learning
• Materials and Aids

Recommended Reading
To ensure that you are well prepared for the course, it is advisable to gain access to, and read, one of the following
methodology texts. You also need to purchase at least one grammar book. It is also advisable to have access to a good
learner’s dictionary.

METHODOLOGY
• How to Teach English, Jeremy Harmer, Pearson ESL, 2007
• Learning Teaching (3rd Edition), Jim Scrivener, MacMillan, 2011
• The Practice of English Language Teaching (4th Edition), Jeremy Harmer, Pearson Longman ELT

GRAMMAR
• Grammar for English Language Teachers, Martin Parrott, CUP, 2010
• Practical English Usage, Michael Swan, OUP, 2005
• An A – Z of English Grammar and Usage, Geoffrey Leech, Benita Cruickshank and Roz Ivanič,
• Longman, 2006
• Concepts and Timelines, Graham Workman, Gem Publishing, 2008
• Teaching Tenses, Rosemary Aitken, Elb Publishing, 2002

PHONOLOGY
• How to Teach Pronunciation, Gerald Kelly, Pearson ELT, ISBN: 978-0582429758
• Teaching English Pronunciation, Joanne Kenworthy, Longman, 1987, ISBN: 978-0582746213

DICTIONARIES
• Collins COBUILD Advanced Learner’s English Dictionary, Heinle ELT, ISBN: 978-0007210138
• Oxford Advanced Learners Dictionary, OUP, ISBN: 978-0194799003

2
school-of-teacher-training.co.uk
 Learning Outcomes
Ch. No. Content Learning Outcomes

Language Awareness: Linguistic Analysis & Awareness

1 Grammar Rules Grammatical frameworks: rules and conventions

a. Understand key terminology used in ELT to talk about language &
apply this terminology to planning and teaching
b. Demonstrate a basic working knowledge of how the verb phrase &
the noun phrase are formed and used in English, for example:

• Tense and aspect

• Voice
• Modality including the expression of hypothetical meaning
• Finite and non-finite forms
• The adverbial element
• Countability

2 Phonetics & The Formation & Description of English phonemes

Phonology a. Features of connected speech a. demonstrate a working knowledge
of the sounds of English
b. Understand some features of connected speech, for example:

• Linking
• Assimilation and elision
• Word and sentence stress
• Intonation patterns

Principles of Teaching English as a Foreign Language

3 Teaching Methods a. Demonstrate an awareness of the different teaching methods, for

example
• Grammar translation method
• Audio-lingual approach
• The direct method
• Communicative methods
b. Make practical use of this awareness in planning and teaching

4 Classroom a. Demonstrate an awareness of the different roles teachers may adopt at

Management different stages of teaching and in different teaching/learning contexts
b. Make practical use of this awareness in planning and teaching
c. Give clear instructions
Grouping & Seating Arrangement
Arrange the physical features of the classroom to suit the learners and the
type of lesson, and ensure safety regulations are taken into account
• Set up and manage whole class work, pair & group work and individual
work as appropriate
• Rapport
• Classroom presence and control establish and maintain a good rapport
with learners at all times and foster a constructive learning atmosphere

3
school-of-teacher-training.co.uk
 5 Lesson planning Principles of planning for effective teaching of EF learners
a. Understand the purpose and principles of planning for effective teaching of
EF learners
b. Distinguish between different kinds of teaching and different kinds of lessons,
and select the kinds of lessons that are most appropriate for particular
learners
Lesson planning for effective teaching of EF learners
a. Plan logically sequenced lessons that are appropriate to the needs of the
learners
b. Devise lesson plans which include:
• A statement of aims
• A class profile
• Anticipation of difficulties and suggested solutions
• Description of teacher and learner interactions
• Details of resources to be used
• Staged description of procedures including -anticipated timings
Evaluation of lesson planning
• Self-evaluate & lesson reflection by taking note of comments from
learners
• Take account of this evaluation in planning future lessons

Developing Learners’ Sub-Language Skills

6 Teaching Vocabulary
a. Understand basic principles of word formation and lexical meaning, for
example:
• Meaning and definition
• Pronunciation
• Spelling
• Affixation and compounding
• Synonymy and hyponymy
b. Understand the effect on word choice of factors such as:
• Co-text (e.g. collocation)
• Context of situation (style)

7 Teaching Grammar a. Understand the different approaches of teaching a grammar lesson

• Deductive (vs.) inductive
b. Understand basic principles of a successful grammar lesson
• Contextualisation
• Personalisation
• Engagement

Adapting Materials & Using Games

8 Selection & use of
Materials & Aids
a. The selection, adaptation and evaluation of materials and resources in
planning (including computer and other technology based resources)
• Select and evaluate materials and resources (including use of
technology)
• Understand the need for and begin to put into practice with due
regard for the provisions of copyright, the adaptation of resources and
materials to meet the requirements of specific groups of adult learners
b. The use of teaching materials and resources
• Make appropriate use of a range of materials and resources in relation
to specified aims
• Understand the implications of teaching with limited resources

9 Selection & Usage of a. Using appropriate games to engage students

Songs & Games b. Understanding the importance of songs and games

4
school-of-teacher-training.co.uk
Developing Learners’ Language Skills
10 Teaching Reading
11 Teaching Listening
12 Teaching Speaking
13 Teaching Writing
5
school-of-teacher-training.co.uk
Grammatical frameworks: rules and conventions
a. Basic concepts & terminology used for describing reading skills
understand basic concepts and terminology used for describing reading
skills, and apply this to planning and teaching
b. Purposes of reading: understand how approaches to reading texts vary
depending on the purpose of reading, and make practical use of this in
teaching
c. Decoding meaning: identify some of the features which help learners
decode meanings of words, sentences and whole texts, and make
practical use of this in teaching
Potential barriers to reading
a. Identify some of the difficulties learners may face when trying to
understand texts
b. Identify ways of making reading texts more intelligible to learners
Basic concepts & terminology used for describing listening skills
understand basic concepts and terminology used for describing listening
skills, and apply this to planning and teaching
Purposes of listening: understand how approaches to listening texts
vary depending on the purpose of listening, and make practical use of this in
teaching
Features of listening texts:
a. Identify some of the features which indicate the purpose of utterances
and listening texts and which help convey meaning
b. Make practical use of this knowledge and awareness in teaching
Potential barriers to listening
a. Identify some of the difficulties learners may face when trying to
understand an oral texts
b. Demonstrate ways of helping learners understand listening texts and
improve their listening skills
Basic concepts and terminology used for describing speaking
skills
understand basic concepts and terminology used for describing speaking
skills, and apply this to practical teaching
Features of spoken English
a. Identify some key features of spoken English identify some ways in
which spoken English differs from written English make practical use of
this knowledge and awareness in planning and teaching
Language functions
a. Identify a wide range of language functions and the forms used to
express them
b. Apply knowledge of language functions to planning and teaching
Paralinguistic features
understand the role of paralinguistic features (e.g. gesture, gaze) in
communication
Basic concepts and terminology used for describing writing skills
understand basic concepts and terminology used for describing writing skills,
and apply this to practical teaching
Subskills and features of written texts
a. identify some of the subskills of writing
b. identify some features of written texts
Stages of teaching writing a. identify the stages of producing
written text
b. make practical use of knowledge about writing subskills, features of written
language and stages of producing written text in planning and teaching
Beginner literacy
a. understand some issues relating to beginner literacy
b. apply awareness of beginner literacy issues to practical teaching situations
English spelling and punctuation
a. Identify some English spelling patterns and some strategies to help
learners develop their spelling skills
 b. Identify some ways in which punctuation contributes to meaning in
written text
c. Apply a basic understanding of English spelling and punctuation to
practical teaching

14 Teaching Literature a. Identify different approaches to teaching literature

b. Understand the rationale for an Integrated Model for Teaching Literature
c. Apply theories of teaching literature to practical lessons for young learners

15 Teaching Young a. Understand the basic principles of teaching young learners & teenagers
Learners & Teenagers b. Learn the characteristics of different ages
c. Identify the importance project work
d. Apply practical activities and lesson types

16
Selection of a. Understand the factors that influence to teaching materials selection
Course-book b. Apply these factors to adopting teaching materials

17 Cooperative learning a. Understand the importance of involving learners of different ability levels in
the work of the class
b. Identify teamwork guidelines
c. Understand types of cooperative learning activities

Assessment
The Advanced TEFL Certificate is awarded to candidates who have completed the course and
who have met the assessment criteria for all written assignments, quizzes & final exams.

The course is examined by continual assessments of the assignments & quizzes for each chapter and the final exam. All
tasks are assessed against learning outcomes & model answers with guidance slips where needed. The overall grades are
awarded by the grades achieved in the Assigned Tasks (Assignments, quizzes & final) and include tasks based on simple
lesson plans, materials adaptation, learner needs and motivation, methodologies, practical assignments and exercises
from the input chapter and their analysis and evaluation.

The candidates should aim for these essential points for each term:

• Demonstrate language knowledge and awareness and appropriate teaching strategies

• Demonstrate knowledge about language skills and how they may be acquired
• Plan and prepare lessons designed to develop their learners’ overall language competence
• Demonstrate an appropriate range of teaching skills at this level and show professional awareness & responsibility
• Demonstrate an adequate ability of using teaching resources to facilitate the learning process & engage learners
• Assess learner needs, and plan and deliver lessons which take account of learners’ backgrounds, learning preferences
and current needs

Assessment requirements Mode of assessment

To meet the assessment requirements, candidates are Assessment is continuous and integrated.
required to read materials and to submit all coursework
requirements including all written assignments, quizzes Continuous means that: assessment takes place
and final exam. throughout the course.

Integrated means that: all assessed components

contribute to the overall grade

6
school-of-teacher-training.co.uk
Assessment framework
There are three components
Component One: Assignments, Component Two: Quizzes and Components Three: Final Exam
Written assignments (of which there are four in total).

Assessment & Grading System

The Advanced Certificate in TEFL is achieved by satisfactorily completing; 14 quizzes, four 500-word assignments, six lesson
plans and a three-part task-based comprehensive exam. Programme graduates are awarded one of the following grades

Grade C, Pass, have completed the course satisfactorily. They have attained an adequate standard in all the modules.
Grade B, Pass with Credit; have shown that they are able to relate the theoretical issues studied to practical teaching
situations.
Grade A, Pass with Distinction, have demonstrated an ability to express original thinking, and a sound knowledge of TESOL
techniques.

Grade From To
A+ Distinction 98 100
A Excellent with Honour 95 97
A- Excellent 90 94
Grading Scale B+
B
Very Good
Good with Merit
86
80
89
85
B- Good 70 79
C+ Promising 65 69
C Satisfactory 60 64
C- Pass 50 59

Marking Criteria
Marking Criteria for the Final Grades of The Advanced TEFL Certificate Criteria for the final grades clarify the assessor
expectations to the candidates.

A C
Distinction: Grade A: demonstrates Pass: Grade C: demonstrates:
• Clear Rationale supported by appropriate and substantial • Clear rationale with limited activities
activities • Some knowledge, understanding and evaluation of relevant
• Extensive knowledge, understanding and evaluation of literature
relevant theories • Practical application of knowledge with some reflection
• Coherent writing backed by substantial evidence and of results
experience
• Practical activities, experimentation with the language D
• Professional presentation of ideas combined application of Referral Grade D: demonstrates:
knowledge • Rationale not clearly explained or supported
• Practical application of theory with in-depth focus on • Limited knowledge, understanding and evaluation of
communication relevant literature
• Arguments not developed or sustained
B • Practical application not linked to theoretical
Merit: Grade B: demonstrates: knowledge
• Clear Rationale supported by adequate activities
• Knowledge, understanding and evaluation of relevant
theories
• Coherent writing backed by adequate evidence and
experience
• Practical application of knowledge with reflection of results

7
school-of-teacher-training.co.uk
 Assignments
Over the duration of the course, students are required to complete four 500 word assignments & six
lesson-plans. The assignments ask students to…

1. Reflect on the learning experience

2. Develop a skill-based lesson
3. Reflect on what you have achieved on the course & what teaching skills you still need to develop

First Term Chapter Second Term Chapter

• MY TEACHER – Discussion Question No • TEACHING LISTENING – Lesson Plan 10

• APPROACHES IN EFL/ESL – Discussion 3 • TEACHING SPEAKING – Lesson Plan 11
Question 4 • TEACHING READING – Lesson Plan 12
• CLASSROOM SEATING ARRANGEMENT – • TEACHING WRITING – Lesson Plan 13
Discussion Question 6 • COURSE REFLECTION No
• TEACHING VOCABULAR Y- Discussion Question 7
• TEACHING GRAMMAR - Discussion Question

The following grid shows the chapters you need to read and their equivalent assignments.

First Term Second Term

First Assignment acts as an introduction; you do not need
to read any chapter before answering this assignment.
Second Assignment focuses on theories of teaching; read
chapter 3 “Teaching Methods”.
Third Assignment focuses on seating arrangement; read
First Assignment focuses on planning a listening lesson;
read chapters 4, 5, 8, 9 &11 “Teaching Listening “is the main
chapter.
Second Assignment focuses on planning a speaking lesson;
read chapters 4, 5, 8, 9 & 12 “Teaching speaking “is the
main chapter.

chapter 4 “Classroom management”. Third Assignment focuses on planning a reading lesson;

Fourth Assignment focuses on planning a vocabulary
lesson; read chapters 4, 5 & 7 “Teaching Vocabulary” is the
main chapter.
Fifth Assignment focuses on planning a grammar lesson;
read chapters4, 5, 8, 9 & 10 “Teaching Reading” is the main
chapter.
Fourth Assignment focuses on planning a writing lesson;
read chapters 4, 5, 8, 9 & 13 “Teaching Writing” is the main
chapter.

read chapters 4, 5 & 6 “Teaching Grammar” is the main Fifth Assignment acts as course reflection; you need to finish
chapter. reading all the chapters before answering this assignment.

8
school-of-teacher-training.co.uk
Assessment Criteria for Lesson Plans:
In the six lesson plans, successful candidates at Pass level should show that they can confidently
prepare and plan for the effective teaching of EFL learners. The overall scope and assessment
criteria for lesson plans are described below.

• Identifying and stating appropriate aims/outcomes for individual lessons

• Ordering activities coherently to achieve lesson aims/outcomes
• Selecting, adapting or designing materials, activities, games, resources and aids appropriate for the lesson
• Ensuring that the materials used classroom has a professional appearance, and copyrighted
• Describing the procedure of the lesson in sufficient detail
• Including interaction patterns appropriate for the materials and activities used in the lesson
• Ensuring balance, variety and a communicative focus in materials, tasks and activities
• Allocating appropriate timing for different stages in the lessons
• Analysing language with attention to form, meaning and phonology and using correct terminology
• Anticipating potential difficulties with language, materials and learners
• Suggesting solutions to anticipated problems
• Using terminology that relates to language skills and subskills correctly
• Providing appropriate practice of language items
• Helping learners to understand reading and listening texts
• Helping learners to develop oral fluency
• Helping learners to develop writing skills
• Setting up whole class and/or group or individual activities appropriate to the activity type
• Selecting appropriate teaching techniques in relation to the content of the lesson
• Making use of materials, resources and aids to enhance learning
• Give clear instructions for tasks and activities
• Using a range of questions effectively for the purpose of elicitation and checking of understanding

Assessment Criteria for Assignments:

The scope and assessment criteria for each written assignment are described below. Each assignment should be 500
words. All assignments must be written in academic prose.

Assignment 1: Reflection on the Learning Process

Candidates can demonstrate their learning by:
• Identifying teaching skills & learners’ needs
• Showing awareness of how learners’ background(s), previous learning experience and learning style(s) affect learning
• Using written language clearly, accurately and appropriately

Assignment 2: Adapting Teaching Methods

Candidates can demonstrate their learning by:
• Identifying the different teaching methods and critically reviewing their features
• Selecting appropriate teaching method to help learners progress
• Comparing between methods and selecting the appropriate method to serve a particular target language
• Using written language clearly, accurately and appropriately

Assignment 3: Selection of Seating Arrangement

Candidates can demonstrate their learning by:
• Comparing between different seating arrangements & stating their advantages
• Using written language clearly, accurately and appropriately

Assignment 4: Course reflection

Candidates can demonstrate their learning by:
• Noting their own teaching strengths and weaknesses
• Pinpointing the ELT areas of knowledge and skills which need further development
• Using written language clearly, accurately and appropriately

9
school-of-teacher-training.co.uk
 Quizzes
Quizzes & Chapters
First Term Chapter Second Term Chapter

• QUIZ 1: Grammar Rules 1 • QUIZ 1: Selection & Use of Material and Aids 8
• QUIZ 2: Pronunciation 2 • QUIZ 2: Teaching Reading 10
• QUIZ 3: Teaching Methods 3 • QUIZ 3: Teaching Listening 11
• QUIZ 4: Classroom Management 4 • QUIZ 4: Teaching Speaking 12
• QUIZ 5: Lesson Planning 5 • QUIZ 5: Teaching Writing 13
• QUIZ 6: Teaching Grammar 6 • QUIZ 6: Teaching Young Learners & Teenagers 14
• QUIZ 7: Teaching Vocabulary 7 • QUIZ 7: Selection & Use of Course Book 17

* No Quizzes for the following chapters

• Co-operative learning Chapter 16
• Using games and songs Chapter 9
• Teaching literature Chapter 15
**Quizzes correction is based on model answers

Exam
This exam measures your understanding of the course. You are not asked comprehension questions. You are mainly asked
to develop activities and lesson plans in which you will integrate more than a module. For example you’ll be asked to
develop a reading lesson. In this lesson you might be using listening and/or writing. You would also be using info from the
chapter of Lesson Planning as well as the materials and aids.

The test consists of three parts; they could be taken together or separately. The duration of each part is 2 hrs and 30 min
to 3 hrs and 30 minutes. This depends on the students typing skills and their ability to work with technology.

The 1st part of the test covers the The 2nd part of the test covers the The 3rd part of the test covers the
following chapters: following chapters: following chapters:

• Teaching Methods • Lesson planning • Lesson planning

• Lesson planning • Teaching Vocabulary • Teaching Writing
• Using Games in classrooms • Selection and Use of Materials & Aids • Selection and Use of Materials & Aids
• Teaching Grammar • Teaching Speaking • Teaching Grammar
• Pronunciation • Using Songs in classrooms
• Teaching Young Learners & Teenagers

Requirements of the test: Before you sit for the test you need to download

• Lyrics of a song
• 150 word reading text
• The English phonetic symbols (RP)
• A picture/photo that can be used in a lesson: (you will decide on the way in which you will use the photo.
So feel free to choose what you like.

10
school-of-teacher-training.co.uk
 Essay Grading Rubric
Category A (4) C (2) F (0)
• Purpose/Thesis • Purpose and thesis are
original and sophisticated,
delving beyond the surface of
the assignment.
• Organization/Logic • Essay shows complex
rhetorical development.
Paragraphs are tight, well
structured, and logical.
• Idea Development • Ideas delve beneath the
surface and say something
new and original.
• Content/Details • Analysis depth exceeds
expectations. Details are
thorough, advanced, and
sophisticated.
• Generalizations • If generalizations are made,
they are warranted by the
content of the essay.
• Evidence/Citation • Evidence is presented with
sophistication, style, and
finesse. Documentation of
sources is flawless.
• Audience/Tone • Polished tone clearly tailored
to an appropriate, academic
audience.
• Style/Expression • Style is sophisticated,
advanced, and varied,
Sentence style and structure
is likewise impressive.
• Grammar/ • No grammar or punctuation
Punctuation errors exist.
• Format/MLA • Essay is perfectly
formatted according to MLA
requirements.
11
school-of-teacher-training.co.uk
• Purpose and thesis are
original and sophisticated,
delving beyond the surface of
the assignment.
• Essay contains a clear
introduction, body, and
conclusion. Paragraphs
make sense and are linked
with appropriate.
• Ideas are sophisticated and
logically developed. Readers
can readily follow the ideas.
• Essay goes beyond
summary, providing in-depth
analysis and specific claims.
• Many claims are too general
and lack specific support.
• Evidence is drawn from the
text or another reputable
source. Evidence is pertinent,
valid, and documented
correctly.
• Appropriate tone for
academic writing, Generally
formal with no second-person
pronouns.
• Essay reflects appropriate
academic style with
consistency. Variety is shown
in sentence structure.
• Few grammar errors are
present. Essay has clearly
been proofread and edited.
• Essay conforms to required
format with minor errors.
• Purpose and thesis are
original and sophisticated,
delving beyond the surface of
the assignment.
• No organization. Poor
structure with incoherent
paragraphs. No transitions
are used to join arguments.
• Ideas are basic or incoherent.
• Essay is shallow and basic,
focusing on surface details
only.
• Unsupported generalizations
and stereotypes abound.
• Ideas and claims have
no support or evidence is
unfounded; source material
is used with no attempt at
documentation.
• Casual, colloquial tone,
Inappropriate use of slang,
Written to a non-academic
audience.
• Style inappropriate for the
subject matter. No variety is
Shown in sentence structure
or content.
• Grammar is sloppy with
numerous surface errors.
• Essay does not conform to
required format.
 Scoring Rubric
for Students’ Work in the TEFL Diploma

Adequate (C) Meets Standards (B) Exemplary (C)

• Demonstrates minimally • Demonstrates competent • Demonstrates eective use of

acceptable writing skills use of standard writing skills writing skills (grammar and
(grammar and spelling) (grammar and spelling). spelling)

Some diculty in organization Organized Well organized

• Response to prompt in this • Response to prompt in this • Response to prompt in

section shows acceptable section shows some analysis this section is clear, with
analysis of required of the required components. extensive analysis of the
components. required components.

• Paragraphs contain some • Paragraphs contain adequate • Paragraphs contain detail

details that addresses the detail that addresses the that addresses the prompts
prompts prompts and is supported with
evidence.

• Response demonstrates • Response demonstrates • Response demonstrates

some insights into the material signicant insight into the signicant insight into the
covered. material covered. material covered.

• Shows adequate understanding • Shows understanding of • Shows sophisticated

of concepts concepts. understanding of concepts.

• Narrative displays acceptable • Narrative displays adequate • Narrative displays detailed

knowledge of English as knowledge of English as or extensive knowledge
a second language (ESL) a second language (ESL) of English as a second
pedagogical theory pedagogical theory language (ESL) pedagogical
theory

12
school-of-teacher-training.co.uk
 FAQ
Q1: What is the TEFL?
A1: Stands for Teaching English as Foreign Language

Q2: Give me more information about the TEFL with Notting Hill College?
A2: Overview
The 130-Hour Advanced TEFL Diploma provides a comprehensive introduction to the theories & methodologies of
Teaching English as a Foreign Language (TEFL). It thoroughly prepares you to successfully teach different age groups in
different teaching settings. The course covers an extended syllabus, considerably longer than the industry standard of
100 hours. The training focuses on lesson planning & practical teaching skills which equip novice teachers and inspire the
experienced. This course is ideal for those who desire flexibility to gain a TEFL professional qualification.

Q3: What do I study?

A3: Coursework
NHC Advanced TEFL Course has seventeen chapters divided into two terms during which you study both the theoretical
& practical aspects needed in the teaching profession.

First Term Second Term

1. Grammar Rules & Terms 1. Using Games & Songs
2. Teaching Pronunciation 2. Teaching Reading
3. Teaching Grammar 3. Teaching Listening
4. Classroom Management 4. Teaching Speaking
5. Lesson Planning 5. Teaching Writing
6. Teaching Vocabulary 6. Teaching Literature
7. Introduction to TEFL Methodology 7. Cooperative Learning
8. Teaching Young Learners & Teenagers
9. Selection and Use of Course-Book
10. Materials and Aids

The chapters have been carefully selected to develop your teaching skills.

Q4: What is my time frame?

A4: The design of the course offers a great deal of flexibility. You have up to eight weeks to finish your course. Extension
can also be arranged for free for the first time (it grants you 4 extra weeks) after, you would pay £25 for every extra 4 weeks

Q5: How would you assess me? Is there a Test?

A5: Course Assessment
The Advanced TEFL Diploma is achieved by satisfactorily completing...
• Fourteen quizzes
• Four 500-word assignments
• Six lesson plans
• A three-part task-based comprehensive exam
Your work will be assessed and a detailed feedback will be sent to you with your grade.

13
school-of-teacher-training.co.uk
Q6: How would I proceed in the course?
A6: Your Learning Path
Once you register for the TEFL Diploma your account will be activated within 2 working days. Then a study plan will be sent
to your email address, in which a detailed time frame will be given to every stage of the programme.
1- Finish chapters 1 to 7
2- Take the first term quizzes
3- Finish chapters 8 to 17
4- Take the second term quizzes
5- Download your task-based exam
6- Upload your work
7- Receive grades and feedback
8- Receive your Advanced TEFL Certificate Certificates will be delivered within 15 working days.
Certificates will be delivered within 15 working days.

Q7: Am I Eligible to join the TEFL?

A7: Eligibility
English Proficiency: This course is open for NATIVE and NON-NATIVE speakers of English. However, a high standard of both
written and spoken English is a must for non-native speakers.
Prerequisite: Only a high school Diploma/GCSE’s are required
Age group: Although there is no upper age limit for admission, applicants should not be less than 18.
Teaching Experience: Prior qualifications or English teaching experiences are not required.

Q8: what does the course focus on?

A8: Course Objectives
. Get introduced to the various roles/duties/qualities of a teacher in the ELT industry
. Become acquainted with various methods related to classroom management skills
. To be able to plan topic-based lessons so as to ensure that students are able to communicate effectively
. Improve their language awareness
. Develop familiarity with appropriate resources and materials for use with young and adult learners
. Learn how to evaluate course-book and other teaching resources
. Be introduced to strategies related to exploiting the 4 language skills in order to make teaching and learning more
effective & enjoyable
. Learn about the various approaches needed when teaching adults and teenagers

Q9: Do I Get Certificate at the end of the course? What type of

Certificate?
A9: Certificates & Credentials
At the end of the course graduates receive a Certificate of Achievement that proves the completion of the course, a
Course Transcript breaks down the course syllabus & a Record of Work Pursued documents your performance in all the
assigned tasks.

Q10: Is it a Certificate or a Diploma?

A10: The Certificate would state the Advanced TEFL Diploma

14
school-of-teacher-training.co.uk
Q11: Tell me more about Notting Hill College
A11:
Notting Hill College is a dynamic fully accredited British institution which specialises in further education as well as
vocational training. The College offers endorsed programmes and Ofqual regulated qualifications in the fields of business,
language, health & safety and teacher training. By providing an array of programmes, Notting Hill College aims to satisfy
the needs of individuals and institutes in the private, public and governmental sectors.

The UK campus is accredited by Accreditation Service for International Colleges (ASIC) which is an independent body
providing accreditation services for independent, further and higher education colleges. ASIC accreditation helps
students and parents make a more informed choice and will also help a school, college, university, training provider or
distance education provider, demonstrate to the international student body that they are a high quality institution.

Notting Hill College is an ASIQUAL validated centre. ASIQUAL is a UK based awarding body offering qualifications which
recognises both students’ academic achievements and evidenced skills.

Notting Hill College is approved by TQUK. They are an awarding organisation recognised by the Office of Qualifications
and Examinations Regulation (Ofqual) and the Welsh Government. TQUK offers qualifications on the Qualifications and
Credit Framework (QCF). Qualifications regulated by Ofqual are listed on the Register of Regulated Qualifications.

Notting Hill College in an institutional member of the International Association of Teachers of English as a Foreign
Language (IATEFL), the College of Teachers (CoT), London Chamber of Commerce (LCC) and the Quality International
Study Abroad Network (QISAN).

Notting Hill College is also a UK Registered Learning Provider (UKRLP No. 10028428) and is registered with the Information
Commissioner’s Office (ICO Ref. ZA047052).

Q12: How much would the course Cost?

A13: £250
Course fees include
• Course Materials
• Assessment
• Issuing Course Certificate, Course Transcript & Record
• E-support
• Shipping

Q13: How can I pursue my professional development

after finishing the TEFL?
A14:
After the TEFL, students can apply for the TESOL Diploma and then the Master of Arts in TESOL.

Q 14: Do you recruit graduates?

A15:
Notting Hill College has a sister company “UK Trainers”; it helps in the job placement. We register all TEFL graduates
in UK Trainers data-base. We also recommend our distinguished graduates & issue recommendation letters to them.
Outstanding performance

15
school-of-teacher-training.co.uk
Q15: How would I prove to employers the authenticity
of my certificate?
A16: Verification
All Notting Hill College alumni are registered on our database; employers can access the certificate verification link, enter
students certificate number & verify the authenticity of the certificate.
Verification Link: http://www.school-of-teacher-training.co.uk/verify.php

Q16: What are the payment methods?

A17: Payment Methods:
At NHC-School of Teacher Training, we offer a variety of payment options so that you can easily make your payment.
Following are the methods through which you can pay your tuition fee at NHC-School of Teacher Training:
• Pay through Credit Card/Debit Card.
This payment method can accept credit cards. You can pay using Moneybookers.
• Pay through Bank transfer
Just in case, if you can’t get hold of credit or debit cards, you can pay your course fees
via our bank transfer.
Bank Details: See attachment

Q17: How would I register for the course?

A18:
1. Visit www.school-of-teacher-training.co.uk
2. Click course enrolment on the menu bar
3. Select the course
4. Click Sign-up
5. You will be directed to the Learning Zone, click enroll now & fill the application
6. Choose the payment method
a. When choosing bank transfer an email will be sent to you with all bank details
b. When choosing online you will be directed to our payment portal on Moneybookers
c. In case you filled the application and wish to pay directly visit the link below
http://www.nottinghillcollege.co.uk/pay_online/pay_online.php

Q18: Is it only distance learning?

A19: Learning format
At Notting Hill College we have different training format to suit you: Students could study
• Distance learning
• In the classroom
• Blend of both (distance learning & classroom based)

12
16
school-of-teacher-training.co.uk
 Our Policies
Equal Opportunities

Equal Opportunities Policy Statement:

Notting Hill College believes that equal opportunities are important in order to:-

a) Encourage the development of individuals’ abilities, talents and potential to the full
b) Attract potential students from the widest possible pool of talent.
c) Meet its moral and legal obligations.
d) Provide a working environment free from unlawful discrimination, harassment or victimisation.

Notting Hill College (NHC) has adopted the following Equal Opportunities Policy Statement:
Notting Hill College will seek to ensure that all students & staff are treated equally in all aspects of course provision, regardless of age, race,
colour, nationality, ethnic or national origin, disability, gender, marital status, sexual orientation, political belief, religion, or irrelevant criminal
conviction or other irrelevant characteristics. This policy will be widely promoted, and copies will be freely available and displayed in the Affiliate
Centre’s offices.

Implementation and Monitoring

Notting Hill College (NHC) will take measures, including staff development and training to combat inequality, discrimination or prejudice
based on any of the personal characteristics mentioned above, and to eliminate barriers which may prevent people joining as employees
or as students. It is the responsibility of the Affiliate Centre’s Manager to monitor effectiveness, and to review and develop the policy where
necessary. Monitoring and review will take place annually. Students or employees who feel they have been discriminated against should raise
the matter with the Centre’s Manager. Initially the student/employee and Centre’s Manager should aim to resolve the matter informally. It may
be that discriminatory action is unwitting and easily resolved once the problem is clear.

If students or employees are dissatisfied with the outcome, the complaint is very serious, or the Centre`s Manager(s) is/are the cause of the
complaint, the student/employee should raise the matter, in writing.

Complaints and appeals

If for any reason you are not satisfied with the service provided by Notting Hill College, then please email us:
complaints@nottinghillcollege.co.uk
Please outline the nature of your grievance and we promise to take measures & acknowledge your complaint within 24 hours. The Quality
Assurance Manager will try to reach a satisfactory conclusion for all sides within 4 working days. If you are not satisfied with your distance
learning grade, please contact your online tutor for detailed feedback. If you are still not satisfied then please contact the The Quality Assurance
Manager at the above address. If you have to drop-out please contact The Quality Assurance Manager to state your reasons. Once accepted,
you will be charged £50 for re-enrolment fees.
If you have do not pass your course, you have the right appeal. You will be notified of your grade and the reasons behind the attained grade, to
appeal against such a decision please contact the Quality Assurance Manager at the above address outlining the justification for your appeal.

17
school-of-teacher-training.co.uk
 Terms & Conditions
We highly recommend that you carefully read, and understand, our Terms and Conditions. Kindly email tefl.tesol@nottinghillcollege.co.uk if you have any questions relating to these terms.

Deposits and Balance Payments

1. To book a particular offer, you would need to pay a deposit of £50, which is non-refundable. We accept most debit and credit cards or by Skrill (Money Bookers). Once you decided to start
your course, you will need to pay the full amount at the time of booking. If a full or partial refund has to be made a fee of £20 will be made to cover each bank transaction charge.

Prices

2. The School of Teacher Training at Notting Hill College reserves the right to change any of the prices, courses, services or other particulars contained on the website at any time.

Online Course&Customer Satisfaction

3. If for any reason you are not satisfied with the course you have purchased you are entitled to a full refund within seven days from the date you made the purchase of the course ”Grace
Period”. After 7 days you are not entitled to a refund if you wish to cancel. You cannot get a refund on online courses if you have already begun the course, even if you are still in your grace
period.

Extensions

4. The design of the courses offers a great deal of flexibility. You have up to eight weeks to finish your course. Extension can also be arranged free of charge for the first time (it grants you 4
extra weeks) after, you would pay £25 for every extra 4 weeks. After 12 months of inactivity, your course will be deleted and you will not be able to access your grades or course work. Please
contact tefl.tesol@nottinghillcollege.co.uk to extend your course.

Failing the course

5. In most cases, students pass the course. However, if the assessor feels you have not assimilated the content of the course sufficiently then you may be asked to resubmit your tasks. The first
resubmission will be free of charge. For every other resubmission, you will be charged £25.If you have dropped-out, please contact The Course Officer to state your reasons. Once accepted,
you will be charged 50 GBPs as re-enrollment fees.
6. If you do not have the essential proficiency of English to accomplish the course, we reserve the right to fail you without expectation of a refund. As a guide we recommend that non-native
speakers have a minimum IELTS 5.0 score. If you are unsure, we could arrange access to our placement test free of charge.

Plagiarism

7. Copying word for word from any source including your course book is considered plagiarism. Nonetheless, we recognize that researching and sharing ideas play a vital role in the academic
endeavor. With this in mind, we request our students to present genuine work. Their answers must be tailored to their particular teaching environment & their activities must be modified to
reflect their students’ needs.
To avoid plagiarism, you must use your own words, paraphrase ideas & alter activities. If any student is found responsible for any violation of this rule, he/she will receive a written warning. If
violation is repeated, student will be subject to course failure. No refund will be made.

Trainer

8. Online courses: You can contact your Course Leader at any time by email. For general questions your Course Leader will reply within 48 hours (Monday to Friday). For feedback on
assignments your Course Leader will respond within 5 days (Monday to Friday).

Certificates

9. Every endeavour is made to ensure that certificates reach the graduates within 15 working days upon exam results. The School of Teacher Training at Notting Hill College, however, cannot be
responsible for certificates that are not received due to postal issues (wrong recipient and/or postal address). If you have not received your certificate within 15 working days of passing your
course, please contact us for assistance. Certificate issuance is free of charge for the first attempt. If the package bounced back, graduate will pay £40 for resending.
10. All graduates can request a new certificate to replace a lost certificate for the administrative fee of £50 within the United Kingdom and £75 worldwide. This fee includes standard postage and
packaging. If the graduate requires alternative postal arrangements, this will solely be at the cost of the graduates.

Liability

11. The School of Teacher Training at Notting Hill College does not accept liability for any loss or additional expense caused by delay or interruption to travel services, weather conditions,
civil disturbance, industrial action, strikes, wars, floods, sickness or force majeure. Such losses or additional expenses are your responsibility. Force majeure represents unusual and
unforeseeable circumstances such as war or the threat of war, riots, terrorist activity, civil strife, industrial disputes, natural or nuclear disaster, fire, flood or adverse weather conditions.
12. The School of Teacher Training at Notting Hill College does not accept responsibility or liability for death, bodily injury or illness caused to the student or any other person included on the
application form. Any claims shall be subject to Scottish law in respect of any question of liability or quantum, and all proceedings shall be within the sole domain of the Scottish courts.
13. Under no circumstances does The School of Teacher Training at Notting Hill College accept responsibility or liability for loss of personal possessions while attending the course.
14. The School of Teacher Training at Notting Hill College does not accept responsibility or liability for any other event which may affect you or your course.

Data Protection Act 1998

15. In order to register and receive or use the services on our website, you will be required to submit some personal information, such as your name, your postcode and email address.
We have a legal duty to ensure that we keep your personal data safe and secure, in accordance with the Data Protection Act 1998. We will not share your personal information with anybody else
without your knowledge, unless we are required by law to doso.

Acceptance of Terms and Conditions

16. By signing the application form, verbally agreeing on the telephone or ticking the relevant box on the website you are agreeing to accept all these conditions. The person, who signs the
application form, does so on behalf of all the registered individuals included. Hence, all are bound by the booking conditions.

18
school-of-teacher-training.co.uk
Head Office
Notting Hill College Manchester
Peter House, 9th Floor, Oxford Street,
Manchester, Greater Manchester, M1 5AN
United Kingdom
Tel: 0044 1616375960
Mobile: 0044 7404115914
Fax: 0044 1613327725
E-mail: manchester@nottinghillcollege.co.uk
Or Visitwww.nottinghillcollege.co.uk

A DVA N C E D

C E R T I F I C AT E