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Overview - Focus Awards Level 5 Diploma in Education and Training
Ready to elevate your teaching career to new heights? Your key to success is our Level 5 Diploma in Education and Training (RQF)! Immerse yourself in a dynamic curriculum packed with content that will enhance your understanding of teaching, learning, and assessment methodologies.
Through the Focus Awards Level 5 Diploma in Education and Training (RQF), you will receive knowledge and skills in delivering education and training, assessing students, planning education and training, using resources in the delivery of education and training, and understanding the roles and responsibilities in education and training. You will obtain a certificate after successfully completing the course as a validation of your education, which will enhance the value of your resume and further your career.
Don’t miss this chance to advance your career. Enrol right away to reach your educational and professional potential!
Qualification
Focus Awards Level 5 Diploma in Education and Training (RQF).
What You Will Learn from this Course:
From this comprehensive course, you will:
- Learn to develop teaching, learning and assessment in education and training
- Study the theories, principles and models of education and training
- Know about professional practice and development in education and training
- Gain in-depth knowledge of ESOL theories and frameworks
- Understand the relationship between ESOL and learners
- Be able to recognise the learning requirements of an organisation
Career path
The Focus Awards Level 5 Diploma in Education and Training (RQF) award will allow you to work as a skilled professional in the education and training sector. This Level 5 Diploma in Education and Training (RQF) Qualification will provide you with a world of possibilities, including the following:
- Lecturer / Teacher
- Assistant Teacher
- Coach or Trainer
- Teacher
- Primary School Teacher
- Secondary School Teacher
- Private Tutor
- Freelance Teacher/Trainer
Why Choose Teachers Training:
Some of our features are:
- Top-notch virtual learning material
- Modules availability 24/7
- An easy-to-use online learning platform
- Compliant learning
- Recognised qualification
- Regulated qualification
- Exquisite customer service
Course Description
Learners must achieve a minimum of 120 credits: 75 from the mandatory units and a minimum of 45 from the optional units. At least 61 credits must be at level 5.
Mandatory units:
Optional units:
Qualification Purpose
This Out and Out Focus Awards Level 5 Diploma in Education and Training (RQF) course is designed to help students master the information and abilities required to function with ease in the field of education and training.
Total Qualification Time
Total Qualification Time comprises GLH and an estimate of the number of hours a learner is likely to spend in preparation, study or any other learning, including assessment, which takes place as directed by, but not under the supervision of a lecturer supervisor or tutor. The credit value, where given for qualification, is determined by TQT, as one credit corresponds to 10 hours of learning.
The total Qualification Time for this qualification is 728 hours.
Total Credit value 120.
Guided Learning Hours
These hours are made up of all contact time, guidance, or supervision of a learner by a lecturer, supervisor, tutor, trainer, or other appropriate education or training providers.
Guided Learning Hours for this qualification is 390 hours.
Who is this course for?
This course is ideal for:
- Individuals who want to work in the educational field as competent professionals.
- Individuals who have worked in assessment roles and wish to progress on to a teaching qualification.
- Individuals who wish to obtain a sought-after educational and training qualification.
- Trainee teachers, as well as those who have experience in a teaching role.
Entry Requirements
- Learners should be 19+ to undertake this qualification.
- Reading and communication skills should be adequate to meet the requirements of the training.
- Do not have a criminal background that prevents them from working with young people or vulnerable adults as a teacher.
- Hold a relevant qualification at a level above that of their learners, ideally at least Level 3 in their area of specialisation.
- Minimum core of literacy, language, numeracy, and ICT
Progression
Learners wishing to progress from this qualification can undertake the following qualifications:
- Level 5 Diploma in Teaching Disabled Learners
- Level 5 Diploma in Teaching English: ESOL
- Level 5 Diploma in Teaching English: Literacy
- Level 5 Diploma in Teaching Mathematics: Numeracy
Assessment Methods
Each learner is required to create a portfolio of evidence which demonstrates achievement of all the learning outcomes and the assessment criteria associated with each unit.
The main pieces of evidence for the portfolio could include:
- Assessor observation – completed observational checklists on related action plans
- Witness testimony
- Learner product
- Worksheets
- Assignments / projects / reports
- Record of oral and written questioning
- Learner and peer reports
- Recognition of prior learning (RPL)
Evidence may be drawn from actual or simulated situations where appropriate and where permitted by the relevant Sector Skills Council or Sector Skills Body.
Disclaimer
The Teacher’s Training is an affiliate partner of Apex Learning. Under the affiliate program, the Teachers Training is advertising this qualification; however, the course delivery, quality assurance and assessment would be conducted through Apex Learning.
Course Curriculum
| Induction Form | |||
| Induction Form | 00:00:00 | ||
| Registration Form | |||
| Registration Entry Form | 00:00:00 | ||
| Introduction to the Course | |||
| An introduction to the Diploma in Education and Training | 00:00:00 | ||
| Glossary of Educational Terms | 00:00:00 | ||
| Verbs used in the Diploma in Education and Training units | 00:00:00 | ||
| Educational Abbreviations and Acronyms | 00:00:00 | ||
| Hints and Tips for Creating and Using Handouts and Visual Presentations | 00:00:00 | ||
| Online Safety | 00:00:00 | ||
| Tips for New Teachers and Trainers | 00:00:00 | ||
| Attitudes Affecting Behaviour | 00:00:00 | ||
| Beginners Guide to Referencing | 00:00:00 | ||
| Study Materials | |||
| Topic 01 | |||
| Teaching Roles Responsibilites and Legislation | 00:00:00 | ||
| Table of Examples of Teaching Roles and Responsibilities. | 00:00:00 | ||
| Boundaries of Teaching. | 00:00:00 | ||
| Topic 02 | |||
| Initial and Diagnostic Assessment, Learner Needs and Points of Referral | 00:00:00 | ||
| Demonstrating Good Practice to Promote Inclusion | 00:00:00 | ||
| Table of Examples of Potential Needs and Points of Referral | 00:00:00 | ||
| Template – Initial and Diagnostic Assessment | 00:00:00 | ||
| Topic 03 | |||
| Designing Schemes of Work, Group Profiles and Session Plans | 00:00:00 | ||
| Example Completed Scheme of Work | 00:00:00 | ||
| Completed Example Scheme of Work Rationale | 00:00:00 | ||
| Example Completed Session Plan | 00:00:00 | ||
| Template – Scheme of Work Rationale | 00:00:00 | ||
| Template – Scheme of Work | 00:00:00 | ||
| Topic 04 | |||
| Using Resources and Technology | 00:00:00 | ||
| Table of Resources | 00:00:00 | ||
| List of Technologies | 00:00:00 | ||
| Advantages and Disadvantages of Using Technology | 00:00:00 | ||
| Resource box | 00:00:00 | ||
| Assistive Resources | 00:00:00 | ||
| Topic 05 | |||
| Theories, Principles and Models of Learning | 00:00:00 | ||
| Examples of Meeting VARK Learning Preferences | 00:00:00 | ||
| Topic 06 | |||
| Teaching and Learning Approaches, Communication | 00:00:00 | ||
| Theories, Principles and Models of Communication | 00:00:00 | ||
| Examples of Verbal and Non Verbal Communication | 00:00:00 | ||
| Checklist for Verbal, Listening, Non Verbal and Written Communication | 00:00:00 | ||
| Topic 07 | |||
| Assessing Learning | 00:00:00 | ||
| Theories, Principles and Models of Assessment | 00:00:00 | ||
| The Teaching and Learning Cycle | 00:00:00 | ||
| Table of Assessment Types | 00:00:00 | ||
| Assessment Methods and Approaches | 00:00:00 | ||
| Table of Assessment Methods, Approaches and Activities | 00:00:00 | ||
| Table of Assessment Requirements | 00:00:00 | ||
| Table of Peer and Self Assessment Advantages and Limitations | 00:00:00 | ||
| Using Questions | 00:00:00 | ||
| Minimising Risks | 00:00:00 | ||
| Key Feedback Words | 00:00:00 | ||
| Group Profile Completed Example | 00:00:00 | ||
| Template – Group Profile | 00:00:00 | ||
| Template – Individual Learning Plan | 00:00:00 | ||
| Template – Workshop Plan | 00:00:00 | ||
| Templates – Assessment Records | 00:00:00 | ||
| Completed Example of Assessment Records | 00:00:00 | ||
| Topic 08 | |||
| Theories, Principles and Models of Curriculum Development | 00:00:00 | ||
| Topic 09 | |||
| Theories, Principles and Models of Reflection and Evaluation | 00:00:00 | ||
| Example Completed Reflective Learning Journal | 00:00:00 | ||
| Table of Objectives at Different Levels | 00:00:00 | ||
| Template – Reflective Learning Journal | 00:00:00 | ||
| Reviewing Own Practice Planning and Evaluation | 00:00:00 | ||
| Table of Strengths and Limitations of Teaching and Learning Approaches | 00:00:00 | ||
| Example Completed Personal Development Plan | 00:00:00 | ||
| Example Completed CPD Record | 00:00:00 | ||
| Checklist for Demonstrating a Task | 00:00:00 | ||
| Example Completed Self Evaluation Form | 00:00:00 | ||
| Template – Personal Development Plan | 00:00:00 | ||
| Template – CPD Record | 00:00:00 | ||
| Template – Session Plan Pro-forma | 00:00:00 | ||
| Template – Self Evaluation of a Delivered Session Pro-forma | 00:00:00 | ||
| Template – Course Evaluation | 00:00:00 | ||
| Topic 10 | |||
| The Teaching and Learning Environment, Behaviour and Respect, Equality and Diversity | 00:00:00 | ||
| Working With an LSA | 00:00:00 | ||
| Identifying Inequality | 00:00:00 | ||
| Learner Differences | 00:00:00 | ||
| Ways to Promote and Advance Equality | 00:00:00 | ||
| The Environment – Examples of Physical, Social and Learning Aspects | 00:00:00 | ||
| Safeguarding Prevent British Values | 00:00:00 | ||
| Equality and Diversity – Glossary of Terms | 00:00:00 | ||
| Checklist for Equality and Diversity | 00:00:00 | ||
| Topic 11 | |||
| The Minimum Core | 00:00:00 | ||
| Topic 12 | |||
| Observations and Teaching Practice | 00:00:00 | ||
| Starter and Closing Activities | 00:00:00 | ||
| Facilitating Group Learning | 00:00:00 | ||
| Facilitating Individual Learning | 00:00:00 | ||
| Extension Activities | 00:00:00 | ||
| Pre Course Assessment Diploma | 00:00:00 | ||
| Checklist for Teaching | 00:00:00 | ||
| Observation Checklist (DET) | 00:00:00 | ||
| Teaching Practice Log Information | 00:00:00 | ||
| Template – Teaching Practice Log | 00:00:00 | ||
| Sample Action Plan for the Diploma in Education and Training | 00:00:00 | ||
| Five Minute Session Plan | 00:00:00 | ||
| Example Three Stage Session Plan | 00:00:00 | ||
| Topic 13 | |||
| Professionalism and Professional Values | 00:00:00 | ||
| Working With Other Professionals | 00:00:00 | ||
| Topic 14 | |||
| Education Policy and the Curriculum | 00:00:00 | ||
| Topic 15 | |||
| Stakeholders and External Bodies in Education and Training | 00:00:00 | ||
| Stakeholders and External Bodies in Education and Training | 00:00:00 | ||
| Topic 16 | |||
| Organisational Context of Education and Training | 00:00:00 | ||
| Topic 17 | |||
| Quality Improvement and Quality Assurance | 00:00:00 | ||
| Quality Cycle | 00:00:00 | ||
| The Role of a Lead IQA Role | 00:00:00 | ||
| Possible Risks for an Internal Quality Assurer | 00:00:00 | ||
| Templates – IQA Records | 00:00:00 | ||
| Example – IQA Templates | 00:00:00 | ||
| Preparing for an External Quality Assurance Visit | 00:00:00 | ||
| Example Self-evaluation for a Taught Session | 00:00:00 | ||
| Self-evaluation for a Taught Session | 00:00:00 | ||
| Surveys and Questionnaires | 00:00:00 | ||
| Mandatory Units | |||
| Assignment Preparation Guideline | 00:00:00 | ||
| Unit 01: Teaching, Learning and Assessment in Education and Training | |||
| Guidance to Achieving the Unit | 00:00:00 | ||
| Assignment: DET Unit 1 | 00:00:00 | ||
| Unit 02: Developing Teaching, Learning and Assessment in Education and Training | |||
| Guidance to Achieving the Unit | 00:00:00 | ||
| Assignment: DET Unit 2 | 00:00:00 | ||
| Unit 03: Theories, Principles and Models in Education and Training | |||
| Guidance to Achieving the Unit | 00:00:00 | ||
| Assignment: DET Unit 3 | 00:00:00 | ||
| Unit 04: Wider Professional Practice and Development in Education and Training | |||
| Guidance to Achieving the Unit | 00:00:00 | ||
| Assignment: DET Unit 4 | 00:00:00 | ||
| Optional Units - Unit 01: Developing, Using and Organising Resources in a Specialist Area | |||
| Developing Using and Organising Resource | 00:00:00 | ||
| Assignment: Optional Unit 1 – Developing, Using and Organising Resources in a Specialist Area | 00:00:00 | ||
| Optional Units - Unit 02: Inclusive Practice | |||
| Policy and Regulatory Frameworks on Inclusive Practice | 00:00:00 | ||
| Maintaining Inclusive Learning Environment | 00:00:00 | ||
| Inclusive Practice Roles and Responsibilities | 00:00:00 | ||
| Factors-Influencing-Learning | 00:00:00 | ||
| Evaluating Own Inclusive Practice | 00:00:00 | ||
| Assignment: Optional Unit 2 – Inclusive Practice | 00:00:00 | ||
| Optional Units - Unit 03: Effective Partnership Working in the Learning and Teaching Context | |||
| The Purpose of Partnership Working | 00:00:00 | ||
| Reporting on a Partnership’s Output | 00:00:00 | ||
| Purpose and Nature of Partnership Working | 00:00:00 | ||
| Partnership Roles and Responsibilities | 00:00:00 | ||
| Management of Partnerships | 00:00:00 | ||
| Ground Rules and Timescales | 00:00:00 | ||
| Context Within Which a Partnership Operates | 00:00:00 | ||
| Communicating Effectively Within a Partnership | 00:00:00 | ||
| Assignment: Optional Unit 3 – Effective Partnership Working in the Learning and Teaching Context | 00:00:00 | ||
| Submit your Assignment | |||
| Assignment Submission Checklist | 00:00:00 | ||
| Assignment Submission | 00:00:00 | ||
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