Level 5 Diploma in Education & Training

The Level 5 Diploma in Education and Training is a teaching qualification which has a teaching/training practice requirement. It is an ‘in service’ qualification designed for those working or wishing to work as teachers/trainers in England.

It may be possible for pre-service teachers/trainers (defined as those who are not formally contracted as teachers/trainers) to also complete this qualification. All candidates, whether pre-service or in-service must have access to 100 hours of teaching.

Candidates who successfully complete this qualification will take an analytical and practical approach to all aspects of planning, delivering and assessing inclusive teaching and learning. Whilst doing this, candidates will embed theories and principles in education and training and demonstrate them in their practice.

Summary of Distinctive Features

• The Level 5 Diploma in Education and Training is a teaching qualification which has a teaching/training practice requirement.

• It is an ‘in service’ qualification designed for those working or wishing to work as teachers/trainers in England. It may be possible for pre-service teachers/trainers (defined as those who are not formally contracted as teachers/trainers) to also complete this qualification. All candidates, whether pre-service or in-service must have access to 100 hours of teaching.

• Candidates who successfully complete this qualification will take an analytical and practical approach to all aspects of planning, delivering and assessing inclusive teaching and learning. Whilst doing this, candidates will embed theories and principles in education and training and demonstrate them in their practice.

• Candidates will also carry out research into professionalism in education and training policies and consider their impact on their role and their accountability as a teacher/trainer.

• Candidates will also have the opportunity to contribute to quality improvement and quality assurance within their own organisation.

• There is no requirement for candidates to have completed the Level 3 Award in Education and Training or the Level 4 Certificate in Education and Training before commencing this qualification. All of the mandatory units are Education and Training Units.

• There is a requirement for a minimum of 100 hours teaching/training practice and a minimum of eight teaching/training practice observations, which must reach the required standard of practice.

Who Is This Qualification For

Trainee teachers on this qualification can teach in a wide range of contexts such as teaching across more than one level, teaching a variety of learners with specific needs, teaching individuals and groups and workplace mentoring. The DET qualification also aims to meet the professional needs of a wide range of trainee teachers and is designed:

• For candidates who work or who want to work as teachers/trainers in the further education and skills sector.

• For candidates who are not in a teaching/training role or who have just started a teaching/training role.

• For teachers/trainers who are seeking career progression in their area of work,

• For candidates who have already achieved some Learning and Development units that can be carried forward into this qualification.

• For candidates who are assessors and wish to achieve a teaching/training qualification.

• For candidates who have completed the New College Swindon Award in Education and Training, or Award in Preparing to Teach in the Lifelong Learning Sector and wish to progress For candidates who have completed the New College Swindon Level 4 Certificate in Education and Training or the Level 4 Certificate in Teaching in the Lifelong Learning Sector, and wish to progress.

Course & Outcomes Aims

Intended Learning Outcomes By the end of the DET qualification, students must be able to:

• Define and analyse the different concepts of equality and diversity and inclusion;

• Implement the policies and strategies to ensure that the legislations and other regulatory frameworks relating to teaching and learning are being adhered to;

• Plan and deliver their subject area in an inclusive manner;

• Demonstrate knowledge of and ability to implement the different ways to assess learners at the different stages of their learning journey;

• Analyse the importance of continuous personal and professional development in the teaching profession;

• Demonstrate the ability to evaluate own practice in the different aspects of being a teaching professional such as planning, delivering, assessing, dealing with students’ issues, managing behaviour of students and participating the upholding of the organisational values and culture;

• Implement the different theories, models and principles of reflective practice, teaching and learning, communication, assessment and curriculum development;

• Demonstrate the ability to reflect on own wider skills and those of their learners and their impact on their motivation, confidence and achievement;

• Develop, use and organise resources for teaching and learning in an inclusive manner and in line with the related legislations;

• Evaluate the impact of the macro environment on the educational system, organisational policies and consequently own practice;

• Demonstrate the ability to plan, deliver and assess learners of the age group of 14-19;

• Evaluate own practice in terms of planning, delivering and assessing learners of the age group of 14-19.

Learning, Teaching & Assessment

The qualification will be assessed by a combination of assignments, a portfolio of teaching evidence and observation of teaching or training. Simulation of teaching (micro-teaching) is not permitted for this qualification.

Suggested assessment activities are provided in the form of example assignments in an assessment pack, available on the New College Swindon website ( www.newcollege.ac.uk). The example assignments in the assessment pack are not compulsory, but are offered to centres in an attempt to ensure that learners meet all assessment criteria.

The assessment pack is accompanied by an answer pack, containing model answers for the example assignments. At the start of the assessment pack there is a useful table showing which assessment criteria should be met in the portfolio of teaching evidence.

Candidates must build a portfolio of evidence which:

• enables each unit to be assessed independently

• enables centres to claim any completed individual units if a candidate withdraws from the programme before completing the whole qualification.

• evidences that candidates have taken part in a minimum of 100 hours of practice and eight hours of observed and assessed practice which meet the required standard of practice.

• Conduct regular guidance meetings to support you with your future plans

• Work with you to reflect on personal behaviour and the moral responsibility that we all have to support others and create a supportive and productive society

There are additional observed and assessed practice requirements for some optional units that belong to the Education and Training suite and the Learning and Development suite. These requirements are in addition to the observed and assessed practice requirements identified above for the mandatory units and are summarised in the separate guidance document

Support for Learning

• Student progression is supported both by subject tutors and also by central college services

• A comprehensive induction introducing new students to the subject, to the course and to the college facilities: eg. Learning Resources, staff & Student Support

• College and Programme Handbooks available in print and electronic format

• Personal and academic support integrated into teaching provided by approachable lecturers and a personal tutor who monitors performance

• Study and research skills integrated into the programme

• Written electronic assignment feedback, within three weeks of assignment submission

• Up-to-date computing facilities and a modern, well-equipped Learning Resources Centre

• Virtual Learning Environment (MOODLE)

• Access to higher education specific academic support sessions

• Access to Student Support for students with welfare, financial or counseling needs

• Access to Learning Support for students with educational needs.

• Access to careers advice and support

• Regular one-to-one tutorials and target setting

Unit Details

• Theories, principles and models in education and training (Core)

• Wider professional practice and development in education and training (Core)

• Developing Teaching, learning and assessment in education and training (Core)

• Teaching, learning and assessment in education and training (Core)

• Inclusive Practice (Optional)

• Developing, creating and using resources in your specialist area (Optional)

• Teaching in a specialist area (Optional)