Typically, it takes around 3 to 4 years to complete the Level 6 (Bachelor’s) international program. However, with the APEL.Q process, candidates who hold a Bachelor’s degree in a different field with a minimum of 1 year of English teaching experience, or those without a Bachelor’s degree but with a TESOL certification, can apply for the conversion of their experience into a Level 6 Diploma in TESOL within 3 months.
The APEL.Q evaluation criteria for the Level 6 Diploma in TESOL program are published and recognized by the government of the United Kingdom and the London Language College. After completing the APEL.Q process from the London Academy of Science, students will receive the Level 6 Diploma in TESOL from the London Language College at a cost savings of up to 95% compared to full-time programs in the United Kingdom.
APEL.Q (Accreditation of Prior Experiential Learning for Award of Academic Qualifications) is the award of academic qualifications to individual learners through the assessment of prior experiential learning toward a fully accredited degree offered by the university.
APEL.Q has been widely implemented in Europe and recently in Asia, a number of countries have recognized APEL.Q as an official process with national recognition and it is prioritized for development as an effective policy that serves for liberal education, labor mobility and lifelong learning.
APEL.Q allows professional individuals with no official academic degrees to convert their experiences into a degree. APEL.Q is claimed to be a strict, fair, transparent, accurate and cost-saving process.
In traditional training programs, the award of academic qualification is based on the competencies acquired from the training programs itself. However, APEL.Q is based on the reverse process using the national framework that the government publishes to evaluate an individual’s competency, thereby recognize and grant degrees. Degrees are granted from occupational associations and/or universities if they recognize the assessment procedure.
APEL.Q for Level 6 Diploma in TESOL of the London Academy of Sciences (LAS) is executed using qualifications criteria published and recognized by the United Kingdom government and the London Language College (LLC).
Students can earn a Level 6 Diploma in TESOL degree in 3 months by following a 3-step process: (1) A portfolio listing and describing your working history and experience (Portfolios); (2) A Competency Assessment – End Point Assessment; and (3) Final Stage – Recognition and conversion into diploma. This saves 85% of study time and 95% of tuition compared to full-time study in Europe.
The London Academy of Sciences’ APEL.Q program is the world’s first independently implemented program, with published and accepted qualifications assessment criteria by the United Kingdom government and the London Language College (LLC).
The assessment criteria of APEL.Q TESOL are not only recognized by the UK government, but are also supported and recognized by major businesses and industry associations in the UK.
The complete qualifications framework used to evaluate APEL.Q TESOL of LAS was designed by the UK government in order to ensure recognition and effectiveness in the workplace, with the assistance of councils such as Cambridgeshire County Council, The Dean Trust Teaching school, Harris Federation, Leigh Academies Trust, Avonbourne Multi Academy Trust,, Lake Academies Trust, St John Vianney Primary School, Thames and Essex Primary SCITT, Ewell Grove Primary School, Skinners’ Kent Academy, Teach First, Cardinal Hume/Trinity Teaching School, Tenax Schools Trust, Harton Technology College, Turner Schools, UCET, Carshalton Boys College, West Hill Special School, EMLC Academy Trust, The Dales School, Lampard School, NASBTT, Middlesbrough Catholic School Partnership, Medway Teaching School Alliance, South Farnham Educational Trust.
To demonstrate competency under the UK National Competency Framework for English Teachers at Level 6 (Bachelor), applicants need to provide a set of documents and evidence (portfolio) for a completed English training program with:
Provide a complete syllabus with requirements according to the London Language College’s tutorial form. Candidates can use the currently used Sylabus if it is deemed to have all the required contents.
Applicants provide a detailed teaching plan corresponding to Syllabus.
Teaching materials for teachers:
Applicants provide teaching materials. It can take any form. However, the teaching materials must be coherent with provided Syllabus.
Study materials for students:
Candidates provide materials that students will use to study. Learning materials can take any form. However, the learning materials must be coherent with provided Syllabus.
The teaching materials must state the assessment method, the grading method or any other method to prove that the student has met or failed to meet the training objectives. The assessment method must be directly related to the lecture listed in Syllabus.
The candidate provides a demo of an actual lecture for any of the modules listed in the submitted Syllabus. The actual lecture will be recorded for a minimum of 30 minutes. Actual lectures can be classroom training lectures or online training.
In addition to a demo of a lecture, the candidate will provide a description of the basic contents of the lecture, including:
Instead of full-time studying for 3 to 4 years in Europe, with the APEL.Q process for Master of Business Administration, you only have 02 activities as below:
APEL.Q is a completely fair and transparent procedure. We assure that no costs will be incurred without being announced.
Requirements for English teaching experience:
To apply for the APEL.Q, depending on the prior qualifications, candidates are required to have the corresponding number of years of experience according to the table below:
|Degree||APEL.Q Level 6 TESOL|
|1||High school Degree
Level 3 EQF
|10 years of English teaching experienced|
|2||Certificate Level 4
Level 4 EQF
|05 years of English teaching experienced|
|3||Diploma Level 4
Level 5 EQF
|05 years of English teaching experienced|
|4||Bachelor’s degree in English or a bachelor’s degree in another discipline||01 year of English teaching experienced|
Level 7 EQF Diploma
After the completion of the APEL.Q program, candidates will receive:
APEL.Q Assessment Report is a document that evaluates candidates’s competency corresponding to Level 6 RQF (Bachelor). APEL.Q helps the LAS’s partner universities to recognize and accept candidates for conversion into a degree.
At the working environment, APEL.Q Assessment Report is also used to demonstrate the competency, the level of professional at enterprises, as well as a tool for human resource managers to evaluate employee performance.
Applicants cannot use the APEL.Q Assessment Report to transfer to other academic programs that are not recognized and authorized in writing by the LAS.
Level 6 Diploma in TESOL is awarded by London Language College according to the UK National Competency Framework – RQF and the European Competency Framework – EQF. Level 6 Diploma in TESOL of London Language College is not part of the Ofqual system of the UK government and is not subsidized by the government.
The assessment consists of the subsequent:
During the EPA (End-Point Assessment) assessment, if the Board concludes that applicants do not meet the requirement, applicants still have many opportunities to add evidence and competence to pass the EPA.
Unsuccessful records will be divided into 2 groups: (1) Group needing additional evidence (Resit) and (2) Group needing additional capacity/knowledge (Retake).
1. For records requiring additional evidence (Resit):
2. For records with additional capacity requirements (Retake):
For more details, please refer to Resit and Retake process.
|Stage||End-Point Assessment Refund||Capstone Fee Refund|
|Withdraw 2 weeks before the programme starts and
Applicants have not submitted the Portfolio
|Withdraw 1 week before the programme starts and
Applicant have not submitted the Portfolio
|At the beginning of the programme and
Applicants have not submitted the Portfolio
|One week after the programme starts||25%||N/A|
|Two weeks after the programme starts||No||N/A|
|1st FAIL the Resit||50%||N/A|
|2nd FAIL the Resit||90%||N/A|
|Resits and Retake Capstone Project||No||No|
The London Academy of Sciences has amended this policy for its APEL.Q applicants. The policy applies when applicants do not pass the APEL.Q process and do not want a Refund. The policy helps guarantee that APEL.Q applicants won’t lose any tuition fee payments they have made. The informant aspects to know are:
According to the UK government, candidates must be solely responsible for the entire APEL.Q process. However, the London Academy of Sciences (LAS) understands that with support from the LAS and local partners, the process of providing evidence will be more accurate, time-saving and easier for professional councils to evaluate.
Our local partner will support you during APEL.Q process and Capstone Project. There is no additional cost incurred, please kindly notice that your work should be done by yourself, the LAS’s local partner will not take over all your work. In addition, it is compulsory to be honest in every process, otherwise we will immediately terminate your APEL.Q application without reimbursement of any costs when we found false or inaccurate competency proofs in your application.
There is an information connection through the LAS’s End-Point Assessment (EPA) system between the LAS’s APEL.Q assessment council for candidates to apply at LAS’s partners in Europe, ASEAN, Africa, MENA region and China. Candidates can only submit 01 APEL.Q application at a time and cannot submit in more than one country.
Local scientific partners will only support you, absolutely not take over your work.
Local partners do not charge support fees from candidates. APEL.Q candidates do not incur any additional fee for activities.
According to EU regulations and those regulations related to transparency, unfair competition, both the LAS, the partner universities and local partners shall not commit anything that is not under their authority. Please refer to disclaimer for more information.
The APEL.Q process consists of two stages and each stage is independently responsible by The London Academy of Sciences (LAS) and London Language College (LLC). The responsibility of LAS will end after successful transfer of the End-Point Assessment (EPA) results to LLC and seeking the recognition from the LLC. After LLC has recognized the EPA results, the candidate officially becomes a student of LLC to be recognized results.
Depending on the LLC event schedule, candidates can participate in the graduation ceremony held in Europe or other locations chosen by LLC. Graduation ceremony attendance fees and additional related fees will be paid by the candidates and excluded from the APEL.Q tuition fee.
In case candidates are unable to attend the graduation ceremony, the degree and diploma from the LAS and LLC will be delivered to the local partner. Candidates can come to the local partner’s office to pick up their degree.
Level 6 Diploma according to the RQF (Regulated Qualification Framework) competency framework corresponding to Bachelor’s level in the UK. The London Language College’s Level 6 Diploma in TESOL is a private, professional qualification, not part of the Ofqual system, nor is the London Language College Level 6 Diploma in TESOL eligible to get government grant.
According to international practice, admission to a Master’s degree at schools from Level 6 Diploma will depend entirely on the decision of the receiving school or university. The commitment to proceed to a Master’s degree only applies when the university has an agreement with the London Language College (LLC). Universities which London Language College has direct accreditation agreements include:
After students graduated Level 6 Diploma in TESOL from London Language College, they can proceed to a Master’s degree with the above two (02) universities. This list can be expanded according to the route of cooperation and mutual recognition between the London Academy of Sciences and the partner universities.
Besides the two aforementioned universities, due to the absence of a direct agreement, London Language College, London Academy of Sciences and all local partners do not commit to being able to transfer or study with other universities. Please check the information carefully before participating in the program.
Candidates after graduating from Level 6 Diploma in TESOL when continuing to study for a Master of TESOL or another major from a partner university of London Language College, will be able to transfer the entire APEL.Q cost and reduce it directly to the tuition fee of the Master’s programme.
Universities that directly accept Level 6 Diploma in TESOL from London Language College to proceed to Masters include:
The entire qualifications framework is used to evaluate APEL.Q for the Level 6 Diploma in TESOL program recognized by the Cambridgeshire County Council, The Dean Trust Teaching school, Harris Federation, Leigh Academies Trust, Avonbourne Multi Academy Trust,, Lake Academies Trust, St John Vianney Primary School, Thames and Essex Primary SCITT, Ewell Grove Primary School, Skinners’ Kent Academy, Teach First, Cardinal Hume/Trinity Teaching School, Tenax Schools Trust, Harton Technology College, Turner Schools, UCET, Carshalton Boys College, West Hill Special School, EMLC Academy Trust, The Dales School, Lampard School, NASBTT, Middlesbrough Catholic School Partnership, Medway Teaching School Alliance, South Farnham Educational Trust.
APEL.Q competency for Level 6 Diploma in TESOL program in accordance with the UK Regulated Qualifications Framework (RQF):
|Level||Competency Framework||Equivalent Degree|
|6||Level UK (RQF)||degree apprenticeship
level 6 diploma
level 6 NVQ
ordinary degree without honours
|10||Level tại Scotland (SCQF)||Honours Degree
Graduate Certificate / Diploma
Professional Development Awards
SCQF Level 9
Graduate Certificate / Diploma
Professional Development Awards
|Final year of 3 years university system||UK university training (FHEQ||Degree
Degree with honours – for example bachelor of the arts (BA) hons, bachelor of science (BSc) hons
|6||Europe’s Level (EQF)||Level 6 Vocational Qualifications
Bachelor Degree with Hons
|7-8||Autralia’s level (AQF)||Bachelor Degree (Level 7)
Bachelor Degree with Hons (Level 8)
|7-8||Africa’s Level (ACQF)||Bachelor Degree (Level 7)
Bachelor Degree with Hons (Level 8)
|6||ASEAN level (ARQF)||Level 6 Vocational Qualifications
Bachelor Degree with Hons
|6||Vietnamese national level (VQF)||Bachelor Degree|
UK Regulated Qualifications Framework (RQF)
|Professional Knowledge and Skills required of a TESOL teacher:|
|Set high expectations which inspire, motivate and challenge pupils||• Establish a safe and stimulating environment for pupils, rooted in
• Set goals that stretch and challenge pupils of all backgrounds,
abilities and dispositions; and
• Demonstrate consistently the positive attitudes, values and
behaviour, which are expected of pupils.
|Promote good progress and outcomes by pupils||• Be accountable for pupils’ attainment, progress and outcomes;
• Be aware of pupils’ capabilities and their prior knowledge, and
plan teaching to build on these;
• Guide pupils to reflect on the progress they have made and their
• Demonstrate knowledge and understanding of how pupils learn
and how this impacts on teaching; and
• Encourage pupils to take a responsible and conscientious attitude
to their own work and study.
|Demonstrate good subject and curriculum knowledge||• Have a secure knowledge of the relevant subject(s) and
curriculum areas, foster and maintain pupils’ interest in the
subject, and address misunderstandings;
• Demonstrate a critical understanding of developments in the
subject and curriculum areas, and promote the value of
• Demonstrate an understanding of and take responsibility for
promoting high standards of literacy, articulacy and the correct
use of standard English, whatever the teacher’s specialist
• Demonstrate clear understanding of content and teaching
methodologies required for relevant curriculum areas and age
groups (for example, systematic synthetic phonics if teaching
early reading, or appropriate teaching strategies if teaching early
|Plan and teach well-structured lessons||• Impart knowledge and develop understanding through effective
use of lesson time;
• Promote a love of learning and children’s intellectual curiosity;
• Set homework and plan other out-of-class activities to consolidate
and extend the knowledge and understanding pupils have
• Reflect systematically on the effectiveness of lessons and
approaches to teaching; and
• Contribute to the design and provision of an engaging curriculum
within the relevant subject area(s).
|Adapt teaching to respond to the strengths and needs of all pupils||• Know when and how to differentiate appropriately, using
approaches which enable pupils to be taught effectively;
• Have a secure understanding of how a range of factors can inhibit
pupils’ ability to learn, and how best to overcome these;
• Demonstrate an awareness of the physical, social and intellectual
development of children, and know how to adapt teaching to
support pupils’ education at different stages of development; and
• Have a clear understanding of the needs of all pupils, including
those with special educational needs; those of high ability; those
with English as an additional language; those with disabilities;
and be able to use and evaluate distinctive teaching approaches
to engage and support them.
|Make accurate and productive use of assessment||• Know and understand how to assess the relevant subject and
curriculum areas, including statutory assessment requirements;
• Make use of formative and summative assessment to secure
• Use relevant data to monitor progress, set targets, and plan
subsequent lessons; and
• Give pupils regular feedback, both orally and through accurate
marking, and encourage pupils to respond to the feedback.
|Manage behaviour effectively to ensure a good and safe learning
|• Have clear rules and routines for behaviour in classrooms, and
take responsibility for promoting good and courteous behaviour
both in classrooms and around the school, in accordance with the
school’s behaviour policy;
• Have high expectations of behaviour, and establish a framework
for discipline with a range of strategies, using praise, sanctions
and rewards consistently and fairly;
• Manage classes effectively, using approaches which are
appropriate to pupils’ needs in order to involve and motivate
• Maintain good relationships with pupils, exercise appropriate
authority, and act decisively when necessary.
|Fulfil wider professional responsibilities||• Make a positive contribution to the wider life and ethos of the
• Develop effective professional relationships with colleagues,
knowing how and when to draw on advice and specialist support;
• Deploy support staff effectively;
• Take responsibility for improving teaching responding to advice
and feedback from colleagues; and
• Communicate effectively with parents with regard to pupils’
achievements and well-being.
|Professional and personal behaviours required of a TESOL teaching:|
|A TESOL teacher is expected to demonstrate consistently high
standards of personal and professional conduct. The following
statements define the behaviour and attitudes, which set the
|• Teachers uphold public trust in the profession and maintain
high standards of ethics and behaviour, within and outside
• Treating pupils with dignity, building relationships rooted in
mutual respect, and at all times observing proper
boundaries appropriate to a teacher’s professional position;
• Having regard for the need to safeguard pupils’ well-being,
in accordance with statutory provisions;
• Showing tolerance of and respect for the rights of others;
• Not undermining fundamental British values, including
democracy, the rule of law, individual liberty and mutual
respect, and tolerance of those with different faiths and
• Ensuring that personal beliefs are not expressed in ways
which exploit pupils’ vulnerability or might lead them to
break the law;
• Teacher apprentices must have proper and professional
regard for the ethos, policies and practices of the school in
which they teach, and maintain high standards in their own
attendance and punctuality; and
• Teacher apprentices must have an understanding of, and
always act within, the statutory frameworks which set out
their professional duties and responsibilities.
Candidates are encouraged to check and research sufficient information from reliable sources before applying to the APEL.Q procedure from the LAS.
The LAS and its partners do not commit to anything beyond their jurisdiction.
London Language College is a school operating under the license of the UK government with the function of language training and language teaching from Level 3 (beginner) to Level 8 (PhD) under license number 12984475. Language College is granted an educational institution code by the governing body for UK education (UKRLP number 10087255) and is authorized by the UK government to participate in educational activities funded by the UK government’s ESFA – the Education and Skills Funding Agency.
The London Language College (LLC) is institutionally accredited by the HEAD (Higher Education Accreditation Division).
At the program level, 100% of London Language College’s training programs are accredited by the UK’s national competency-based examination and qualification system LRN. London Language College is also an international member of the Modern Language Association of America.
London Language College accredits the entire London Academy of Sciences APEL.Q competency criteria and process specifically for the TESOL programme. The entire LAS APEL.Q TESOL process is periodically assessed by London Language College.
After completing the End-Point Assessment from LAS, all APEL.Q TESOL candidates will have their results recognized and receive a Level 6 Diploma in TESOL from London Language College.