TLM was founded by Ian and Rosemary Lynch with one overriding goal: to reduce teacher's bureaucracy and allow them to teach.  This might sound quite basic and simple, but we have seen how hard this is for most other awarding organisations to grasp.  Most assume that rigour means more complexity and increased paper work.  At TLM we work on the principle of, work smarter, not harder.  In the 21st Century with the ubiquity of digital devices, there is no reason for teachers or learners to be generating reams of paper and screen shots of the minutiae of their daily tasks.  If a criterion says we need evidence of a learner's skill in managing their files, then the fact that we are moderating their files on Google Drive or similar must surely be evidence enough that they have managed their files.  We don't need screen shots and paper work to validate this.

We offer a unique qualification which is competence based and where students work on material that interests them and which will help them in their future careers or educational directions.  The coursework prepares them for an examination which checks their knowledge.  if they don't complete the exam, they still get a qualification at the appropriate level they reached.  No one loses out.

We encourage the use of free and open source applications which means that students are not disadvantaged by not being able to afford expensive proprietary software to complete their work and this then discourages piracy and copyright violations, so reinforcing best practices.  This also introduces them to something the Cabinet Office has been promoting since 2009 and an increasingly in demand skill; open source.

We are a full support organisations and offer on demand moderation which again frees teachers up to teach.  Our exams are on-line (though can be paper based) which means they can be offered when it suits the teacher and students.  We also support cross-departmental work through our on-line assessment system and offer a free VLE which is linked to the on-line markbook.

As stated in the opening paragraph, all designed to allow teachers to get on with what they do best: teach.

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