This is a competence-based qualification. A competence-based qualification is based on National Occupational Standards (NOS) and is a job-ready qualification which requires learners to demonstrate the skills and knowledge required to work in a specific industry. Furthermore, it must be assessed in the workplace or in a realistic work environment (RWE) in accordance with the relevant assessment requirements. LCPS College provides the course both In-class learning as well as Online learning.
Aims and objectives of this qualification
This Level 5 Diploma in Education and Training prepares trainee teachers to teach in a range of contexts. It can meet the needs of a range of trainee teachers, including:
- Individuals who are not currently teaching and training but who can meet the practice requirements, including the observed and assessed practice requirements of the qualification.
- Learners who as of now are teaching and training (including those who have just started teaching and training) and can meet the practice requirements, including the observed and assessed practice requirements of the qualification.
- Students/People working as assessors and wish to achieve a teaching qualification.
The objective of the qualification is to confirm occupational competence in a teaching role within the workplace.
London College of Professional Studies provide various flexible delivery methods to its learners which include blended learning, online learning, distance learning and In-class learning. The learners can choose the mode of study as per their choice and convenience. Learners are able to interact with tutors and we also provide students the LCPS online portal where they can see all the study notes, assignments briefing and online library.
- 12 Months
The Level 5 Diploma in Education and Training is accredited by an Ofqual regulated awarding body NCFE
- Blended Learning
All trainee teachers joining the generic qualification Level 5 Diploma in Education and Training should undertake an initial assessment of skills in English, Mathematics, and ICT. They should record their development needs and, where applicable, agree an action plan to address them. Moreover, if trainees join the qualification programme having already undertaken an initial assessment of their English, Mathematics and ICT skills, their record of development needs and any previous action taken to address them should be reviewed and updated as required. Potential teacher trainees wishing to take any of the specialist optional units will need to evidence Level 3 personal skills in English or Mathematics, as appropriate. The entry criteria and how they can be evidenced can be found in ‘Criteria for entry to mathematics (numeracy) and English (literacy and ESOL) teacher training in the lifelong learning sector (LLUK, June 2007, amended 2010). The minimum core document comprises 3 sections:
- Language and literacy
- Information and communication technology (ICT).
To be awarded the NCFE Level 5 Diploma in Education and Training, 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 or above Level 5. This qualification consists of 4 mandatory units and 35 optional units:
- Unit 01: Teaching, learning and assessment in education and training (20 credits)
- Unit 02: Developing teaching, learning and assessment in education and training (20 credits)
- Unit 03: Theories, principles and models in education and training (20 credits)
- Unit 04: Wider professional practice and development in education and training (15 credits)
- Unit 05 Action learning to support development of subject specific pedagogy (15 credits)
- Unit 06 Action research (15 credits)
- Unit 07 Delivering employability skills (6 credits)
- Unit 08 Develop and prepare resources for learning and development (6 credits)
- Unit 09 Develop learning and development programmes (6 credits)
- Unit 10 Developing, using, and organising resources within a specialist area (15 credits)
- Unit 11 Effective partnership working in the learning and teaching context (15 credits)
- Unit 12 Engage with employers to facilitate workforce development (6 credits)
- Unit 13 Equality and diversity (6 credits)
- Unit 14 Evaluating learning programmes (3 credits)
- Unit 15 Identify the learning needs of organisations (6 credits)
- Unit 16 Inclusive practice (15 credits)
- Unit 17 Internally assure the quality of assessment (6 credits)
- Unit 18 Manage learning and development in groups (6 credits)
- Unit 19 Preparing for the coaching role (3 credits)
- Unit 20 Preparing for the mentoring role (3 credits)
- Unit 21 Preparing for the personal tutoring role (3 credits)
- Unit 22 Principles and practice of lipreading teaching (12 credits)
- Unit 23 Specialist delivery techniques and activities (9 credits)
- Unit 24 Teaching in a specialist area (15 credits)
- Unit 25 Understanding and managing behaviours in a learning environment (6 credits)
- Unit 26 Understanding the principles and practices of externally assuring the quality of assessment (6 credits)
- Unit 27 Understanding the principles and practices of internally assuring the quality of assessment (6 credits)
- Unit 28 Literacy and ESOL and the learners (20 credits)
- Unit 29 Literacy and ESOL theories and frameworks (20 credits)
- Unit 30 Literacy and the learners (15 credits)
- Unit 31 Literacy, ESOL and the learners (15 credits)
- Unit 32 Literacy theories and frameworks (15 credits)
- Unit 33 ESOL and the learners (15 credits)
- Unit 34 ESOL theories and frameworks (15 credits)
- Unit 35 Action learning for teaching in a specialist area of disability (15 credits)
- Unit 36 Understanding theories and frameworks for teaching disabled learners (15 credits)
- Unit 37 Numeracy and the learners (15 credits)
- Unit 38 Numeracy knowledge and understanding (15 credits)
- Unit 39 Managing behaviors in a learning environment (6 credits)
Each learner is required to create a portfolio of evidence which demonstrates achievement of 100% of the learning outcomes and assessment criteria associated with each unit. Learning outcomes and assessment criteria specify what each learner must achieve. The main pieces of evidence for the portfolio could include:
- Assessor observation – completed observational checklists and related action plans.
- witness testimony
- learner’s proof of work
- Record of professional discussion
- Record of oral and written questioning
- Learner and peer reports
- Recognition of Prior Learning (RPL).
- Learners who achieve this qualification could progress to:
- Bachelor of Arts (BA) or Bachelor of Science (BSc) with Qualified Teacher Status (QTS)
|Classes||8 to 10 Classes|
|Course Discounted Fee||£1100|
|Course Fee Instalment Plan||Initial-Deposit £300
5 Monthly instalments of £220
(For companies we will charge 20 % VAT)