NeuroLearning Centre
"Unlocking Potential Through Neurodiverse Education."

Approved Teacher Status / Associate Membership (AMBDA (FE/HE)) may be awarded to Educational Professionals in Continuing, Further and Higher Education who have successfully completed a BDA accredited course and have a minimum of two years' teaching / tutoring /support experience in an institution of continuing, further or higher education with learners 16 years of age or over. However, if an applicant has had a minimum of two year’s appropriate previous professional educational experience in an earlier phase of education but is now working with learners 16 years of age or over, a letter, on headed paper, from the applicant's line manager to the BDA stating that they have successfully completed an academic year of full or equivalent part-time professional activity with these learners may be substituted for the two-year requirement. Applicants for the award of ATS/APS must have successfully completed a BDA accredited course taught and assessed at a minimum of the Framework for Higher Education Qualifications (FHEQ) Level 5 (Foundation Degree) in England, Wales or Northern Ireland. The Gateway Qualifications Level 5 Diploma in Teaching Learners with Dyslexia, Specific Learning Differences and Barriers to literacy can be used to apply for ATS/ATP awards

In the case of all BDA awards, assignments at either FHEQ Level 5 (minimum for ATS FE/HE) or FHEQ Level 7 (minimum for AMBDA FE/HE) in England, Wales or Northern Ireland in the form of essays, case study and teaching and assessment reports should form part of the overall assessment. The Gateway Qualifications Level 7 Diploma in Assessing and Teaching learners with Dyslexia, Specific Learning Differences and Barriers to Literacy can be used to apply for the AMBDA FE/HE award. The BDA considers these criteria to be essential in establishing the quality of Approved Tutor Status Further and Higher Education (ATS FE/HE) and Associate Member of the BDA further and Higher Education (AMBDA FE/HE).

However, it does not insist upon specific aspects of course structure, or the academic aspects of assessment procedures, apart from them being at the appropriate level. It does not seek to act as a secondary examining body in these respects, but may request access to assignments, teaching / assessment files, films and assessment reports when courses are submitted for reaccreditation to ensure that the relevant criteria are being met. Following successful completion of an accredited course, candidates must personally apply for either ATS (FE/HE) or AMBDA (FE/HE) within three years of successful completion of that course. Any candidate who successfully completed a course more than three years previously will also be required to complete a BDA Continuing Professional Development Portfolio (CPD) and may be asked to submit evidence relating to their current competencies in multi-sensory teaching and psychometric assessment. Any queries should be addressed to the BDA Accreditation Board by email, [email protected] Certificates will be endorsed with the level at which the course was taught and assessed. Approved Teacher Status (ATS) may be awarded to teachers who hold Qualified Teacher Status (QTS) and/or are recognised by the General Teaching Council (or equivalent) or have QTLS and hold Professional Membership of the Institute for Learning. Applicants must also have a minimum of two years’ full-time or equivalent part-time relevant professional experience in teaching/supporting learners of school age (16 years of age or under at the end of the current school year). However, if an applicant has had a minimum of two year’s appropriate previous professional educational experience in another phase of education but is now working with learners 16 years of age or under, a letter to the British Dyslexia Association, on headed paper, from the applicant's line manager stating that they have successfully completed an academic year of full or equivalent part-time professional activity with these learners may be substituted for the two-year requirement.

Approved Practitioner Status (APS) may be awarded to other educational professionals who do not hold QTS; e.g. Teaching Assistants, Speech and Language Therapists, Occupational Therapists, Educational and other psychologists, with appropriate professional qualifications and experience. They must also have a minimum of two years full time or equivalent part-time relevant professional experience with learners of school age (16 years of age or under at the end of the current school year). However, if an applicant has had a minimum of two year’s appropriate previous professional educational experience in another phase of education but is now working with learners 16 years of age or under, a letter, on headed paper, from the applicant's line manager stating that they have successfully completed an academic year of full or equivalent part-time professional activity with these learners may be substituted for the two-year requirement.

It should be noted that the BDA has introduced specific requirements related to courses leading to ATS/APS: Portfolios of evidence must contain twenty hours of supervised and assessed specialist teaching, of which 10 hours must be with the same learner 16 years of age or under at the end of the current school year in a 1:1 situation. The remaining 10 hours may be with a different learner, who could be taught in a small group of no more than three learners and may be 18 years of age or under at the end of the current school year. Only one hour of teaching per week of the initial 20 hours can be included in the professional practice portfolio. If, following advice from the supervising tutor, the student undertakes more than one lesson per week, these lessons will not be counted as part of the initial 20 hours. The student should include a brief outline in the portfolio to indicate what each interim lesson covered.

There are no formal entry requirements for these qualifications. However, they are designed for qualified practising and experienced teachers and other professionals who hold recognised professional qualifications. Although Gateway Qualifications promotes open access to all qualifications, in practice, candidates who do not have a professional background in providing learning support may find it difficult to access opportunities to generate the full range of evidence required to achieve the full qualification. Candidates will need access to learners who experience difficulties in literacy and permission from senior management in order to carry out the practical elements of the qualification. Candidates may apply directly to a centre for the Level 7 qualification if they feel that they have sufficient experience and prior qualifications to be able to cope with the demands of the qualification. The centre will decide whether this is sufficient. It should be noted, however, that, as 20 hours of observed teaching practice are carried forward from the Level 5 qualification to the Level 7, anyone who does not achieve the Level 5 qualification must complete the 20 hours of teaching practice in addition to the 10 hours required on the Level 7 qualification.

Candidates should possess an appropriate level of learning support experience and should have unrestricted access to appropriate teaching and assessment practice. It is anticipated that candidates will have a high level of skill and be working at or above the equivalent of Level 3 in the following core skill areas: literacy, numeracy and ICT.

The qualifications have been approved by the Office of Qualifications and Examinations Regulation (Ofqual) that regulates qualifications, examinations and assessments in England and Qualifications Wales, the regulator of non-degree qualifications and the qualifications system in Wales. Gateway Qualifications has worked with the British Dyslexia Association (BDA) to ensure that these qualifications can be used by learners to gain the relevant BDA status on successful achievement of the qualification, subject to conditions of delivery and teaching practice being met.

Please see Section 1. 3 Approved Teacher Status – British Dyslexia Association Aims These qualifications provide opportunities for candidates to:

• develop skills

• gain underpinning knowledge and understanding

• demonstrate competence in the workplace

• provide progression to higher education

• improve employability

• continue professional development.

The Level 5 Diploma aims to:

• develop candidates’ understanding of specific learning differences and barriers to literacy (dyslexia) affecting learning and cognition

• develop candidates’ understanding of the context of learning and of the national and regional policies which affect SEND policies and provision within their own workplace

• develop candidates’ ability to identify and assess the needs of learners with specific learning differences and barriers to literacy, using observation and evidence-based assessment

• develop candidates’ ability to plan, deliver, review and evaluate effective teaching programmes for learners with specific learning differences and barriers to literacy, both in individual and small group settings

• plan, deliver and evaluate programmes which include both literacy and numeracy, and to understand how difficulties with language and literacy will affect the development of numeracy skills

• develop candidates’ ability to work with others in supporting learners with specific learning differences

• develop candidates’ professional values and commitment to professional standards.

The Level 7 Diploma aims to:

• develop candidates’ ability to identify and assess the needs of learners with specific learning differences and barriers to literacy, using observation and evidence-based assessment and standard tests

develop candidates’ ability to write assessment reports and teaching programmes to inform and advise other professionals on learners with specific learning needs

• write assessment reports to advise external bodies (e.g. awarding organisations and Local Authorities) with regard to learners’ specific assessment needs

• develop candidates’ professional values and commitment to professional standards

• develop candidates’ understanding of a range of specific learning differences and barriers to literacy affecting learning and cognition

• develop candidates’ ability to plan, deliver, review and evaluate effective teaching programmes for learners with specific learning differences and barriers to literacy, both in individual and small group settings

• plan, deliver and evaluate programmes which include both literacy and numeracy, and to understand how difficulties with language and literacy will affect the development of numeracy skills

• develop candidates’ ability to work with others in supporting learners with specific learning differences and barriers to literacy

• develop candidates’ theoretical understanding of specific learning differences and barriers to literacy with reference to international research.