Go Back

The LAMDA Teacher’s Certificate in Communication

（ LTCC ）

Purpose of the qualification

The LAMDA Teacher’s Certificate in Communication has been designed to develop the skills, knowledge and understanding required to teach speech and communication, primarily in the context of LAMDA’s Introductory Examinations, Group Introductory Examinations, Group Recital, Group Choral-Speaking and Entry/Level 1 Communication Examinations to children, young people and adults.

The syllabus reflects the complex role of the communication teacher, combining research, analysis and reflection with practical exercises and tasks. More specifically, candidates will engage with:

1 - Subject Knowledge
The technical and artistic knowledge required for working with communication, voice, speech, drama and text at pre-school lower primary and basic level, within the framework provided by LAMDA Examinations.

2 - Teaching Skills
The practical skills required for planning sessions, teaching and assessing learners, within the framework provided by LAMDA Examinations.

1. Course structure: 【Overview of Course Structure】

Unit 1 - Subject Knowledge Unit 2 - Teaching Skills

AIM: Unit 1: Subject Knowledge enables the candidate to develop the technical and artistic knowledge required for working with a range of aspects of communication including voice,speech and text.	AIM: Unit 2: Teaching Skills enables the candidate to develop the practical skills required for planning sessions, teaching and assessing students within the framework provided by LAMDA’s Introductory Examinations and Group Introductory Examinations
Elements 1.1 Voice and Speech 1.2 Dramatic Play 1.3 Working with Text	Elements 2.1 Teaching 2.2 Planning 2.3 Assessing

2. Course duration:

◆ 4 days intensive face-to-face training in a total of 25 hours by instructor from London

◆ 65 hours of self-study e-learning, other learning which is approved, monitored and supervised by the course leader

3. Assessment criteria:

◆ Internal Oral presentation (40%) : 20-30 minutes [ Table A]

Content
Each candidate is required to give an oral presentation to their course class.

This must include:
＊ A memorised performance of one of the set poems from the LAMDA Communication Examinations from Introductory to Grade 3.
＊ A presentation of strategies for teaching the speaking of this poem to an individual student.

Format
The oral presentation must be no less than 20 minutes and no more than 30 minutes in length. Exercises may be practically demonstrated during the course of the oral presentation.

◆ External Written report (60%): to be handed in within 3 months after completion of course and pass the Oral Presentation, to be sent to England and assessed by an examiner approved by LAMDA [ Table B]

The student must complete a Scheme of Work. This will be an outline for a series of ten lessons for preparing a group of students for examination in one of the following examinations: LAMDA Introductory Examinations, Group Introductory Examinations, Group Recital, Choral-Speaking, Speaking Verse and Prose, Reading for Performance, Using Spoken English (Entry/Level 1). The chosen level must be different to that of the set poem used in the Internal Assessment Task.

The Scheme of Work must include the following over-arching information:

Ø General aim

Ø Group size and age range

Ø Learning needs of the group Level and type of examination

Ø Context.

And the following information for each individual lesson:

Ø Aim Ø Learning outcomes Ø Length of lesson Ø Teaching strategies

Ø Resources Ø Assessment strategies Ø Evaluation

The Scheme of Work must also indicate continuity and progression, demonstrating how each lesson in the series meets the stated general aim.

Format

The Scheme of Work must be typed or word processed, include footnotes of any quoted references and a bibliography listing titles, authors and publishers.

Photographic, audio or video evidence may be included if appropriate to topic and purpose. Audio cassettes, DVDs or VHS videotapes must not be more than 15 minutes in length and must be footnoted and clearly referred to in the main body of the Scheme of Work. Submission of taped material is optional.

Candidates are required to keep a copy of their Scheme of Work as originals will not be returned by LAMDA.

◆ A band of attainment would be received for each task – ‘Below Pass’, ‘Pass’, ‘Merit’ or ‘Distinction’

4. Download:

◆ The LAMDA Teacher’s Certificate in Communication - Syllabus 2010.pdf

◆ The LAMDA Teacher’s Certificate in Communication - Suggested Bibliography.pdf

◆ The LAMDA Teacher’s Certificate in Communication - Application Form.pdf

5. Why the LTCC? u Speech, drama and debating as an important part of the latest curriculum development u LTCC provides practical trainings in both the subject matters and teaching skills u A worldwide recognition in voice, speech, drama and text teaching u Become a teacher in assisting the increasing number of students taking LAMDA examinations in Hong Kong by taking the examination	6. What do we gain by getting the Certificate? u In depth trainings in delivering lively, innovative and enjoyable lessons for all learners u Extend and develop subject knowledge in the areas of voice, speech and drama u Acquire new teaching strategies to encourage all aspect of communication skills through English language u Learn the skills required for planning and developing practical work	7. Fee: ◆ HK$7,500 (Original Price) [including: Training Fee HK$4,510 +Teaching Materials Fee HK$600 +Registration Fee HK$1,705+ Certification Fee HK$685]
		8. Entry Requirements ◆ Age: Anyone aged 19 or above ◆ Skills: Proficient in both written and oral English ◆ Experience: Practical experience in teaching prior to course entry
9. Date, Time and Venue: u Date: 10:00 am to 5:30 pm (4 days) July 7 (Wed) - 10 (Sat), 2010 u Oral presentation Exam session time: 2 hours per group of 4-6; Individual presentation 30 mins on July 12 (Mon) or 17, 2010 (Sat) u Venue: Shop No. 203, 2/F Victoria Mall, No. 188 Canton Road, Kln. [Map] 九龍尖沙咀廣東道188號港景峰，港景匯商場203號鋪 u Application Deadline: May 15, 2010

1. Course structure

Unit 1 - Subject Knowledge （↑）

	Learning Outcomes	Knowledge Requirements
Voice & Speech	Candidates must be able to: A. Identify basic anatomy in relation to voice and speech production B. Analyse how a healthy voice is produced C. Recognise common faults in consonant placement and identify strategies for corrective procedure, appropriate for their student learners D. Devise strategies for developing oral language skills appropriate to their student cohort.	u Basic Anatomy – identifying areas of the body involved in producing voice and speech, such as: abdominal muscles, diaphragm, intercostal muscles, vocal folds, resonators, speech organs u Healthy Voice Production – analysing processes, such as: centring, posture, release and relaxation, breathing, onset of voice, resonance u Faults in Consonant Placement – identifying and describing faults in consonant placement (mis-placement) on specific consonant sounds
Dramatic Play	Candidates must be able to: E. Identify appropriate warm up games for their learners F. Devise strategies for teaching improvisation and simple role play G. Identify potential resources/stimuli for improvisation, role play and the development of Spoken English H. Devise strategies for teaching the drama games listed in the LAMDA Group Introductory Examinations’ specification I. Devise strategies for developing the communication skills in the LAMDA Spoken English Examinations.	u Warming up – identifying appropriate childhood games, improvisatory games, physical exercises, vocal exercises u Improvisation and Simple Role Play – devising processes and strategies for establishing focus and concentration, building physical awareness, creating a sense of spontaneity, sustaining imaginative engagement u Resources – identifying appropriate resource material, such as titles, characters, objects, pictures, photographs, text, videos, music, sound effects u Interaction – identifying appropriate stimuli to develop communication skills
Working with text	Candidates must be able to: J. Devise strategies for developing verse-speaking skills K. Devise strategies for developing prose-speaking skills L. Devise strategies for teaching choral-speaking M. Devise strategies for teaching the set poems and prose listed in the LAMDA Introductory Examinations, Group Introductory Examinations, Reading for Performance, Spoken English and Verse and Prose (Entry to Grade 3). N. Devise strategies for developing the skills to read aloud O. Identify repertoire appropriate to the individual needs of the learner, curriculum and/or performance P. Identify new trends in literature for children and adults.	u Verse-speaking – devising strategies for bringing the thoughts and emotions to life, utilising the structure and rhythm, establishing focus and concentration, sustaining imaginative engagement. u Prose-speaking – devising strategies for bringing the thoughts and emotions to life, establishing focus and concentration, appreciating the overall shape of the passage, marking any climax within it and creating vocal contrast between narrative and dialogue. u Choral-speaking – devising strategies for bringing the thoughts and emotions to life as a group, building awareness in group rhythm and timing, creating an ensemble, developing choral unity. u Reading for Performance – devising strategies to enhance communication skills and to be able to share the thoughts and emotions of the poetry/prose, establishing focus and concentration, establishing themes and linking them together succinctly, sustaining interest and engagement. u Repertoire and the Learner – identifying text appropriate for age, maturity, gender, cultural/linguistic background, intellect, physique, ability, special needs, interests, previous experiences, previous progress, achievement.

Unit 2 - Teaching Skills（↑）

	Learning Outcomes	Knowledge Requirements
Planning	Candidates must be able to: A. Identify the learning needs of individuals B. Identify the requirements of the LAMDA Introductory Examinations, Group Introductory Examinations, Group Recital, Choral-Speaking, Verse and Prose, Spoken English and Reading for Performance at Entry / Level 1. C. Plan and structure sessions / programmes that have clear learning outcomes, are appropriate, well paced and motivate the learner D. Plan and structure sessions/programmes for both individuals and groups E. Select and prepare suitable resources for stimulus, inspiration, explanation and information.	u Individual learning needs – identifying age, maturity, gender, cultural/linguistic background, intellect, physique, ability, special needs, interests, previous experiences, previous progress, prior achievement u LAMDA Examinations criteria – identifying objectives, content, external assessment requirements u Individuals and groups – planning sessions/programmes for individuals, small groups (2-10), larger group settings (11 upwards) u Resources – selecting suitable repertoire; utilising other stimulus as appropriate e.g. music, props
Teaching	Candidates must be able to: F. Teach different abilities of learners, individually and in groups G. Match appropriate teaching/learning strategies to learner’s needs H. Communicate instructions, explanations, directions and feedback clearly and appropriately I. Direct verse-speaking, choral-speaking and dramatic work with an appropriate high level of technical and artistic understanding.	u Age and group size – teaching individuals, small groups (2-10), larger group settings (11 upwards) u Teaching/learning strategies – devising closed and open-ended tasks, individual and collaborative tasks, teacher-centred and student-centred tasks u Communication techniques – projecting audibly and intelligibly; utilising appropriate modulation and tonal quality; choosing language appropriate to task and learner u Instruction, explanation, direction, feedback – utilising imagery, symbols, metaphors; avoiding bias, discrimination and abuse
Assessing	Candidates must be able to: J. Use a range of initial assessment techniques to suit the age, ability and aspirations of learners K. Assess the outcomes of learning in line with LAMDA Examinations requirements L. Monitor programmes and use results to improve teaching and learning.	u Initial assessment – gathering information about experiences, attainments, aptitude, ability, commitment, difficulties, special needs, personal characteristics u Assessing outcomes – using formative and summative assessment; using self, peer and tutor assessment; meeting LAMDA Examinations assessment requirements; meeting technical, aesthetic and artistic assessment criteria; recording assessment, giving feedback and communicating results u Monitoring and evaluation – tracking and analysing individual and group progress/attainments; monitoring programmes at regular intervals; identifying problems and patterns; utilising results to implement improvement

[Table A] （↑） The LAMDA Teacher’s Certificate in Communication (LTCC) ASSESSMENT CRITERIA FOR THE ORAL PRESENTATION ( INTERNAL ) The following table illustrates the basis of marking within each band of attainment (Pass, Merit and Distinction)
	KNOWLEDGE (70 marks)	PRESENTATION (30 marks)
Distinction 80+	■ Clarifies the thoughts within the text ■ Demonstrates a high level of understanding of rhythm and timing ■ Demonstrates a high level of understanding in the teaching of communication skills at pre-school, lower primary and basic level 56-70	■ Presents information clearly and coherently ■ Adapts all language to purpose, topic and audience 24-30
Merit 65-79	■ Clarifies most of the thoughts within the text ■ Demonstrates an understanding of rhythm and timing ■ Demonstrates understanding in the teaching of communication skills at pre-school, lower primary and basic level 46-55	■ Presents most of the information clearly and coherently ■ Adapts most language to purpose, topic and audience 19-23
Pass 50-64	■ Clarifies some of the thoughts within the text ■ Demonstrates some understanding of rhythm and timing ■ Demonstrates some understanding in the teaching of communication skills at pre-school, lower primary and basic level 35-45	■ Presents some of the information clearly and coherently ■ Adapts some of the language to purpose, topic and audience 15-18
Below Pass 0-49	■ Demonstrates insufficient clarity and expression in the speaking of the text ■ Demonstrates insufficient understanding of rhythm and timing ■ Demonstrates insufficient understanding in the teaching of communication skills, pre-school, lower primary and basic level 0-34	■ Presents information with insufficient clarity and coherence ■ Does not adapt language to purpose, topic and audience 0-14

[Table B] （↑） The LAMDA Teacher’s Certificate in Communication (LTCC) ASSESSMENT CRITERIA FOR THE WRITTEN PRESENTATION ( EXTERNAL ) The following table illustrates the basis of marking within each band of attainment (Pass, Merit and Distinction)
	KNOWLEDGE (70 marks)	PRESENTATION (30 marks)
Distinction 80+	■ Demonstrates a high level of technical and artistic understanding in the subject of communication skills at pre-school, lower primary and/or basic level ■ Demonstrates a high level of understanding in planning, preparing and assessing teaching sessions, appropriate to LAMDA examinations 56-70	■ Organises and presents information clearly and coherently ■ Organises and presents all information in a format appropriate to purpose, topic and audience ■ Uses relevant and appropriate vocabulary 24-30
Merit 65-79	■ Demonstrates technical and artistic understanding in the subject of communication skills at pre-school, lower primary and/or basic level ■ Demonstrates understanding in planning, preparing and assessing teaching sessions, appropriate to LAMDA examinations 46-55	■ Organises and presents most of the information clearly and coherently ■ Organises and presents most of the information in a format appropriate ■ to purpose, topic and audience ■ Uses relevant and appropriate vocabulary most of the time 19-23
Pass 50-64	■ Demonstrates some technical and artistic understanding in the subject of communication skills at pre-school, lower primary and/or basic level ■ Demonstrates some understanding in planning, preparing and assessing teaching sessions, appropriate to LAMDA examinations 35-45	■ Organises and presents some of the information clearly and coherently ■ Organises and presents some of the information in a format appropriate to purpose, topic and audience ■ Uses relevant and appropriate vocabulary some of the time 15-18
Below Pass 0-49	■ Demonstrates insufficient technical and artistic understanding in the subject of communication skills at pre-school, lower primary and/or basic level ■ Demonstrates insufficient understanding in planning, preparing and assessing teaching sessions, appropriate to LAMDA examinations 0-34	■ Organises and presents information with insufficient clarity and coherence ■ Does not present information in a format appropriate to purpose, topic and audience ■ Does not use relevant and appropriate vocabulary 0-14

	Master Mind Education Ltd. 智慧谷教育有限公司 （Sole Representative of LAMDA Examinations UK for HK） Room 1005, Nam Fung Center, 264-298 Castle Peak Road, Tsuen Wan, N.T. Tel: 3428 3131 / 2411 8110 Fax: 2260 7047 Website: www.mmind.org/enlamda.html