RPL Guide 10695NAT Cert IV in TESOL

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  •   TESCIE001 Create a culturally inclusive learning environment (CORE)
  •   TESGAE001 Use the genre approach to teach English (CORE)
  •   TESTEG001 Teach English grammar (CORE)
  •   TESTSP001 Teach spelling and pronunciation (CORE)
  •   TESTSE001 Teach speaking (CORE)
  •   TESTLE001 Teach listening (CORE)
  •   TESTRE001 Teach reading (CORE)
  •   TESTWE001 Teach writing (CORE)
  •   TESDRF001 Develop resource files (CORE)
  •   TESECL001 Teach ESL to early childhood learners (ELECTIVE)
  •   TESPSL001 Teach ESL to primary aged learners (ELECTIVE)
  •   TESTAL001 Teach ESL to teenage learners (ELECTIVE)
  •   TESMAD001 Use music, art and drama in TESOL (ELECTIVE)
  •   TESTEC001 Use technology to assist ESL learning (ELECTIVE)
  •   TESWWV001 Work with volunteers in ESL contexts (ELECTIVE)
  •   TESCBC001 Establish community based English classes (ELECTIVE)
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESCIE001 Create a culturally inclusive learning environment

This unit of competency describes the skills and knowledge required to deal with the relationships between language and culture, language and learning. It addresses the impact these dynamics have on the ESL classroom, and applications within ESL teaching.

  • Knowledge of cultural and individual differences where they existed
  • Accommodating a variety of learning styles and strategies in the ESL classroom
  • Displaying an attitude of openness to accept and respect cultural and individual differences
  • Making cultural aspects of communication explicit to ESL learners
  • Using inclusive teaching and classroom management strategies to establish an environment of cultural tolerance and respect
  • Explaining the culture of the local educational setting
  •   Completion of previous Teach International unit QLD244LCL01B Analyse language, culture and learning
  •   Completion of previous Teach International unit TEL001 Teach students from diverse language, culture and educational backgrounds
  •   Lesson plans that you have produced which allow for language, cultural and learning diversity
  •   Relevant qualifications
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESGAE001 Use the genre approach to teach English

This unit describes the skills and knowledge required to analyse the functional nature of the English language. It provides knowledge on the language choices that are associated with a variety of social or functional purposes.

  • Analysis of a spoken and a written text, showing social purpose, structural features, language features and comment on Register (authentic or simulated texts)
  • Collection of model texts of a particular genre
  • Lesson plan based on genre approach to language teaching and learning may be speaking, listening, reading or writing
  •   Completion of previous Teach International units QLD244AEL01B Analyse the English language and QLD244AMT01B Apply approaches and methods in TESOL
  •   Completion of previous Teach International units TEL002 Analyse language and TEL013 Evaluate TESOL methodologies
  •   Lesson plans you have produced in relation to analysing the English language.
  •   Written documents analysing language that you have produced.
  •   Relevant qualifications
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESTEG001 Teach English grammar

This unit of competency describes the skills and knowledge required to address specific aspects of English grammar. It addresses the practical techniques required to familiarize ESL students with a variety of grammatical concepts.

Knowledge of:

  • The functional nature of language use in relation to speech and grammatical concepts
  • Literacy required to transcribe and analyse spoken or written texts and to prepare learning activities and worksheets

Ability to:

  • Identify and evaluate speech and grammatical concepts appropriate for particular students
  • Analyse texts for parts of speech and grammatical concepts
  • Highlight and make explicit to students the parts of speech and grammatical concepts used for completion of specific tasks
  • Plan and implement activities to develop specific parts of speech and grammatical concepts
  •   Completion of previous Teach International unit QLD244TEG01B Teach English grammar
  •   Completion of previous Teach International unit TEL007 Teach English grammar
  •   Lesson plans that you have produced to teach English grammar (which identify and evaluate speech and grammatical concepts)
  •   Text analysis that you have done
  •   Student testimonials of your ability to teach English grammar
  •   Relevant qualifications
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESTSP001 Teach spelling and pronunciation

This unit of competency describes the skills and knowledge required to understand the sound-spelling relationships in English. It addresses the techniques required to teach spelling and pronunciation.

Knowledge of:

  • The functional nature of language
  • Literacy skills required to transcribe and analyse written texts and to prepare learning activities and worksheets
  • Sound-spelling relationships, common spelling rules, sound production, stress and intonation and the International Phonetic Alphabet (IPA)

Ability to:

  • Access, highlight and make explicit to students information about sound-spelling relationships
  • Access, highlight and make explicit to students information about rhythm, stress and intonation
  • Identify and evaluate texts appropriate for particular students
  • Plan and implement activities to develop specific spelling and pronunciation skills
  •   Completion of previous Teach International unit QLD244TSP01B Teach spelling and pronunciation
  •   Completion of previous Teach International unit 008 Teach spelling and pronunciation
  •   Lesson plans that you have produced to teach spelling and pronunciation (including the use of IPA).
  •   Description of tasks you use to teach spelling and pronunciation (including the use of IPA).
  •   Student testimonials of your ability to teach spelling and pronunciation (including the use of IPA).
  •   Relevant qualifications
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESTSE001 Teach speaking

This unit of competency focuses on the communicative approach to language teaching and learning. It explores practical techniques required to developspeaking skills with regard to fluency and accuracy.

Knowledge of:

  • The functional nature of language use in relation to speaking tasks
  • DifficuTeaches experienced by language learners in speaking tasks
  • Literacy required to transcribe and analyse spoken texts and to prepare learning activities and worksheets.

Ability to:

  • Analyse spoken texts and tasks for social purpose or function
  • Analyse tasks for speaking strategies used
  • Highlight and make explicit to students the spoken strategies used for completion of specific tasks
  • Plan and implement activities to develop specific speaking strategies
  •   Completion of previous Teach International units QLD244TSE01B Teach speaking and QLD244DSP01B Design syllabus and plan lessons
  •   Completion of previous Teach International units TEL003 Teach speaking and TAADEL401A Plan and organise group-based delivery. Lesson plans that you have produced to teach speaking (including learning activities).
  •   Collection of model texts you use to teach speaking.
  •   Student testimonials of your ability to teach speaking
  •   Relevant qualifications
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESTLE001 Teach listening

This unit of competency describes the skills and knowledge required to listen to a range of texts. It addresses the practical techniques required to develop listening skills and strategies that are appropriate in different situations.

Knowledge of:

  • The functional nature of language use in relation to listening tasks
  • DifficuTeaches experienced by language learners in listening tasks
  • Literacy required to transcribe and analyse appropriate listening texts and to prepare learning activities and worksheets

Ability to:

  • Analyse listening texts and tasks for social purpose or function
  • Analyse tasks for listening strategies used
  • Highlight and make explicit to students the listening strategies used for completion of specific tasks
  • Plan and implement activities to develop specific listening strategies
  •   Completion of previous Teach International units QLD244TLE01B Teach listening and QLD244DSP01B Design syllabus and plan lessons
  •   Completion of previous Teach International units TEL004 Teach listening and TAADEL401A Plan and organise group-based delivery
  •   Lesson plans that you have produced to teach listening (including learning activities)
  •   Collection of tasks you use to teach listening.
  •   Student testimonials of your ability to teach listening
  •   Evidence of analysis of text
  •   Relevant qualifications
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESTRE001 Teach reading

This unit of competency explores the skills and knowledge required to read a range of authentic or published texts for specific social purposes and the practical techniques for developing those skills.

Knowledge of:

  • The functional nature of language use in relation to reading tasks
  • The difficulty Teachers experienced by language learners in reading tasks
  • Literacy skills required to transcribe and analyse reading texts and to prepare learning activities and worksheets

Ability to:

  • Analyse text for social purpose
  • Analyse tasks for reading strategies
  • Identify and evaluate texts appropriate for particular students
  • Analyse, evaluate and adapt written texts
  • Plan and implement activities to develop specific reading strategies
  •   Completion of previous Teach International units QLD244TRE Teach reading and QLD244DSP01B Design syllabus and plan lessons
  •   Completion of previous Teach International units TEL005 Teach reading and TAADEL401A Plan and organise group-based delivery
  •   Lesson plans that you have produced to teach reading (including learning activities)
  •   List of texts you use to teach reading
  •   Student testimonials of your ability to teach reading
  •   Relevant qualifications
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESTWE001 Teach writing

This unit of competency describes the skills and knowledge required to undertake analysis of written texts appropriate to trainees’ needs. It addresses the practical techniques required to plan and implement lessons that will develop writing skills for specific text types. As well, consideration will be given to evaluating student progress and your own teaching.

Knowledge of:

  • The functional nature of language use in relation to written tasks
  • The difficulty Teachers experienced by language learners in written tasks
  • Literacy skills required to transcribe and analyse written texts and to prepare learning activities and worksheets
  • Knowledge and understanding of written genres
  • Knowledge and understanding of feedback and correction strategies and techniques

Ability to:

  • Access, highlight and make explicit to students information about sound-spelling relationships
  • Access, highlight and make explicit to students information about lexical field and grammar
  • Identify and evaluate texts appropriate for particular students
  • Analyse, evaluate and adapt written texts
  • Plan and implement activities to develop specific writing skills
  •   Completion of previous Teach International units QLD244TWE01B Teach writing and QLD244DSP01B Design syllabus and plan lessons
  •   Completion of previous Teach International units TEL006 Teach writing and TAADEL401A Plan and organise group-based delivery
  •   Lesson plans that you have produced to teach writing (including learning activities)
  •   Description of tasks you use to teach writing.
  •   Student testimonials of your ability to teach writing
  •   Any written texts that you have evaluated
  •   Relevant qualifications
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESDRF001 Develop resource files

This unit of competency describes the skills and knowledge required to develop a file of resources. It addresses the practical techniques required to organize materials and/or resources around grammar points, topics, ESL student levels and communicative functions.

Knowledge of:

  • Where to access grammar reference and teaching materials
  • Where to access topic-based materials
  • Where to access materials aimed at different levels
  • Where to access skill-based materials

Ability to:

  • Plan and organise to:
    • categorise and file resources according to grammar, topic, level and skills
  • Apply literacy skills by:
    • evaluating existing materials
    • preparing or customising learning materials such as handouts and information sheets
    • developing original materials
    • interpreting and restating information about grammar
  • Apply communication skills to:
    • write explanations of grammar points
    • create illustrations of grammar points
  • Use technology to produce documents
  •  Completion of previous Teach International QLD244DRF01B Develop resource files
  •   Completion of previous Teach International TEL012 Develop resource files
  • A list of criteria that you have developed for selecting materials
  • A portfolio of materials and resources filed according to grammar, topic, ESL student level and skills accompanied by a description of how the materials were categorised and filed.
  •   Relevant qualifications
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESECL001 Teach ESL to early childhood learners

This unit of competency describes the skills and knowledge required to work with early childhood learners. It addresses the practical techniques required to examine the characteristics of the language use of learners at this stage of life and development and their learning goals, with application to appropriate ESL classroom techniques.

Knowledge of:

  • Learner profiling, including characteristics, needs and goals of early childhood learners
  • Knowledge of communication of early childhood learners
  • Knowledge of linguistic features
  • Knowledge of learning program design
  • The availability, types and content of relevant existing learning resources and learning materials
  • How to identify learning materials and learning activities
  • Instructional design principles
    • Sequencing information
    • Providing opportunities for practise
  • Teaching methods and techniques appropriate for early childhood ESL learners

Ability to:

  • Recognise and be sensitive to the developmental stage of children under 8 years of age
  • Ensure ethical conduct in dealing with early childhood learners
  •   Completion of previous Teach International QLD245ECL01B Teach ESL to early childhood learners
  •   A portfolio of materials activities and resources, including lesson plans designed for early childhood learners
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESPSL001 Teach ESL to primary school-aged learners

This unit of competency describes the skills and knowledge required to work with primary school-aged children. It addresses the practical techniques required to examine the characteristics of language use of learners at this stage of life and development and their learning goals, with application to appropriate ESL classroom techniques.

Knowledge of:

  • Learner profiling, including characteristics, needs and goals of primary school-aged childhood learners from 6-13 years of age
  • Knowledge of communication of primary school-aged learners
  • Knowledge of linguistic features
  • Knowledge of learning program design
  • The availability, types and content of relevant existing learning resources and learning materials
  • How to identify learning materials and learning activities
  • Instructional design principles
    • Sequencing information
    • Providing opportunities for practise
  • Teaching methods and techniques appropriate for early childhood ESL learners

Ability to:

  • Recognise and be sensitive to the developmental stage of children from 6 to under 13 years of age
  • Ensure ethical conduct in dealing with primary school-aged learners
  •   Completion of previous Teach International QLD245PSL01B Teach ESL to primary school-aged learners
  •   A portfolio of materials activities and resources, including lesson plans designed for primary school-aged learners
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESTAL001 Teach ESL to teenage learners

This unit of competency describes the skills and knowledge required to work with teenage learners. It addresses the practical techniques required to examine the characteristics of language use of learners at this stage of life and development and their learning goals, with application to appropriate ESL classroom techniques.

Knowledge of:

  • Learner profiling, including characteristics, needs and goals of teenage learners from 13-19 years of age
  • Knowledge of communication of teenage learners
  • Knowledge of linguistic features
  • Knowledge of learning program design
  • The availability, types and content of relevant existing learning resources and learning materials
  • How to identify learning materials and learning activities
  • Instructional design principles
    • Sequencing information
    • Providing opportunities for practise
  • Teaching methods and techniques appropriate for early childhood ESL learners

Ability to:

  • Recognise and be sensitive to the developmental stage of teenagers from 13 to under 19 years of age
  • Ensure ethical conduct in dealing with teenage learners
  •   Completion of previous Teach International QLD245ETL01B Teach ESL to teenage learners
  •   A portfolio of materials activities and resources, including lesson plans designed for teenage learners
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESMAD001 Use music, art and drama in TESOL

This unit of competency describes the skills and knowledge required to incorporate music, art and drama into the ESL classroom. It addresses the practical techniques required to use music, art and drama across a variety of ages and stages of development in English as a second language learners.

Knowledge of:

  • How to structure and develop lesson plans
  • The availability, types and content of relevant existing learning resources and learning materials
  • How to identify learning materials and learning activities
  • Instructional design principles
    • Sequencing information
    • Providing opportunities for practise
  • Teaching methods and techniques appropriate for early childhood ESL learners

Ability to:

  • Identify communication needs of learners
  • Identify or create learning materials and learning activities
  • Planning and organisational skills to:
    • Reflect the group and individual learning needs within lesson plans
    • Incorporate relevant learning objectives in lesson plans
    • Determine the structure and time requirements for a lesson
    • Identify specific facility, technology and equipment needs for a lesson
  •   Completion of previous Teach International QLD245UCL01B Use music, art and drama in TESOL
  •   A portfolio of materials activities and resources, including lesson plans
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESTEC001 Use technology to assist ELS learning

This unit of competency describes the skills and knowledge required to use technology as an integral part of some ESL learning activities. It addresses the practical techniques required to teach some basic technology literacy, develop a portfolio of internet sites, software designed for ESL learning and other technology-based activities which can contribute to the learning process

Knowledge of:

  • Knowledge of technology terminology
  • Knowledge of available ESL software
  • The availability, types and content of relevant existing learning resources and learning materials
  • Knowledge of how to structure and develop lesson plans
  • The subject matter of the delivery, for example
    • The specific topic/subject/unit content
    • Specific areas of content knowledge as defined in a learning program
  • Instructional design principles
    • Sequencing information
    • Providing opportunities for practise
  • Different teaching methods and techniques appropriate to computer-assisted language learning
  • The availability and sources of specific resources and equipment for learners
  • Knowledge of the use and application of a word-processing program

Ability to:

  • Identify communication needs of learners
  • Identify or create learning materials and learning activities
  • Operate a word-processing program
  • Guide learners in using computers
  •   Completion of previous Teach International QLD245MAD01B Use music, art and drama in TESOL
  •   A portfolio of materials activities and resources, including lesson plans (including any annotated text, relevant web addresses, instructions for accessing computer programs or using specific technology items etc.)
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESWWV001 Work with volunteers in ESL contexts

This unit of competency describes the skills and knowledge required to working with volunteer workers in ESL programs. It addresses the practical techniques required to recruit, train, monitor and support volunteers.

Knowledge of:

  • Where to access potential volunteers
  • Marketing / promotional methods
  • Knowledge of the roles and responsibilities of volunteers
  • Administration procedures involved with training
  • The availability and sources of specific programs, for training volunteers
  • Knowledge of relevant policy, legal requirements, codes of practice and national standards including Commonwealth and state/territory legislation, including:
    • Licensing
    • Industry/workplace requirements
    • Duty of care under common law
    • OHS
    • Recording information and confidentiality requirements
    • Anti discrimination including equal opportunity, racial vilification and disability – discrimination
    • Workplace relations
  • OHS relating to work role including:
    • Reporting requirements for hazards
    • Safe use and maintenance of relevant equipment
    • Emergency procedures Sources of OHS information
  • Knowledge of mentoring techniques

Ability to:

  • Plan, organise and:
    • Recruit volunteers
    • Identify tasks that volunteers are required to complete
    • Identify specific facility, technology and equipment needs for each session
    • Include volunteers in classroom activities
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):
Unit Code & Name Unit Description We will be looking for evidence of the following to be collected: Evidence that you can provide:

RPL Applicant to tick (✔) any of that apply. You must be able to submit these for assessment and verification

TESCBC001 Establish community based English classes

This unit of competency describes the skills and knowledge required to set up and coordinate community-based ESL programs It addresses the practical techniques required to set up an ESL class outside of formal learning institutions. The unit involves some action learning as trainees investigate local situations and requirements for an ESL program.

Knowledge of:

  • Knowledge of relevant policy, legal requirements, codes of practice and national standards including Commonwealth and state/territory legislation, including:
    • Licensing
    • Industry/workplace requirements
    • Duty of care under common law
    • OHS
    • Recording information and confidentiality requirements
    • Anti discrimination including equal opportunity, racial vilification and disability – discrimination
    • Workplace relations
      • Basic principles of budgeting, including
      • Defining fixed and variable expenses
      • Defining income
  • OHS relating to work role including:
    • Reporting requirements for hazards
    • Safe use and maintenance of relevant equipment
    • Emergency procedures Sources of OHS information

Ability to:

  • Research:
    • Investigate ESL tuition options
    • Find Non-English Speaking Background (NESB) residents of a local area
    • Find suitable local venues for ESL classes
    • Investigate insurance requirements
    • Identify sources for volunteers
  •   Completion of previous Teach International QLD245CEC01B Establish community based English classes
  •   A documented practical research task (PRT) of ESL opportunities in a specific geographical area. This may have been in be your local area or any other area where there may have been an opportunity to establish a community based ESL class.
  •   References from employment
  •   Colleague Testimonial Form
  •   Supervisor Testimonial Form
  •   Other (please list below):

RPL SELF ASSESSMENT FORM

Cert IV in TESOL (10695NAT)
Task I have performed these tasks (✔)
Often Sometimes Never
Teach students from diverse languages and cultures
Analyse the English language
Use various approaches and methods in TESOL
Teach English grammar English to non-native speakers
Teach Spelling and Pronunciation English to non-native speakers
Teach speaking English to non-native speakers
Teach listening English to non-native speakers
Teach reading English to non-native speakers
Teach writing English to non-native speakers
Plan lessons for English as a second language learning
Develop resource files for English as a second language learning
Teach English as a second language to early childhood learners
Teach English as a second language to primary school aged children
Teach English as a second language to teenage learners
Use music, art and drama while teaching English as a second language
Use technology to assist ESL learners
Work with volunteers in ESL contexts
Establish community based English classes

RPL EVIDENCE SUMMARY FORM

Cert IV in TESOL (10695NAT)
You can use the following table to summarise the evidence you can provide.
Evidence Tick the items you have provided Year(s) completed or applicable Unit(s) of the TESOL course to which this evidence applies
Past Studies
Copies of qualifications
Academic transcripts showing exact subjects or topics and results
Actual work completed for past studies (e.g. essays or assignments)
Other:
Workplace Documents (produced in paid or voluntary capacity):
Training session/lesson plans and work programs
Learning resources
Student assessment
Other:
Audio/Video Recordings
Of your teaching or assessing
Other:
Third Party Reports
References from employers
Colleague Testimonial
Supervisor Testimonial
Letters of thanks from satisfied students
Other:
Any Other Evidence
For example: Documents from workshops, seminars and conferences
For example: Industry awards
For example: Membership of relevant professional associations