TQUK Level 5 Diploma in Education and Training (RQF)

 TQUK is an Awarding Organisation recognised by the Office of Qualifications and Examinations Regulation (Ofqual) in England, CCEA Regulation in Northern Ireland and by Qualifications Wales.

Our qualifications are designed to support and encourage learners to develop their knowledge and skills.

 

Qualification Purpose

It prepares trainee teachers to teach in a wide range of contexts and requires observation and assessment of practice. Teaching practice is a requirement of the qualification.

It meets the needs of a range of trainee teachers, including:

  • Planning and developing schemes of work
  • Delivering learning sessions
  • Developing teaching and learning strategies
  • Assessment practices

 

Learners must be willing to undertake an initial assessment of their skills in English, mathematics and ICT, record their development needs and follow an action plan.

There are no specific entry requirements

Learners must meet the following minimum criteria:

  • Reading and communication skills should be adequate to meet the requirements of the training.
  • Do not have a criminal background which prevents them 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 specialism
  • Minimum core of literacy, language, numeracy and ICT

 

Structure

Learners must achieve a minimum of 120 credits from two unit groups.

There is a requirement for a minimum of 100 hours of practice.

Group A Mandatory units Seventy five (75) credits must be achieved from this group
no. Unit title Unit ref. Level Credit value GLH
1 Theories, principles and models in education and training

(Note that achievement of this unit is a pre-requisite for the unit Developing teaching, learning and assessment in education and training).

A/505/0818 5 20 60
2 Developing teaching, learning and assessment in education and training

(Note that achievement of the unit Theories, principles and models in education and training is a pre-requisite for this unit)

R/505/0923 5 20 65

 

3 Teaching, learning and assessment in education and training H/505/0912 4 20 65
4 Wider professional practice in education and training J/505/0837 5 15 50

 

Group B Optional units Forty five ( 45) credits must be achieved from this group
no. Unit title Unit ref. Level Credit value GLH
1 Manage learning and development in groups

(Learning and Development unit)

A/502/9550 4 6 30
2 Managing behaviors in a learning environment M/505/3912 5 6 20
3 Preparing for the mentoring role L/505/0189 4 3 15
4 ESOL theories and frameworks A/505/0785 5 15 40
5 Literacy theories and frameworks J/505/0773 5 15 40

 

Entry Requirements

There are no specific entry requirements. There may be a requirement by the employer for learners to be checked by the Disclosure and Barring Service: https://www.gov.uk/disclosure-barring-servicecheck/overview or if they intend to work with learners who are covered by these regulations (formerly Criminal Records Bureau (CRB)). It is the learner’s responsibility to seek advice from their employer regarding this.  Learners must meet the following minimum criteria. Specifications shall be discussed accordingly.

Assessment

The qualification is assessed by internally set and marked assessments subject to external quality assurance.

Where indicated in the unit specifications, assessment must meet the requirements of the identified assessment strategy/principles.

Transfer of Practice

There is no transfer of practice, including observed and assessed practice, from a previously achieved levels.

Course Delivery  

Pre-Course Information

All learners should be given appropriate pre-course information regarding any TQUK qualifications. The information should explain about the qualification, the fee, the form of the assessment and any entry requirements or resources needed to undertake the qualification.

Initial Assessment

Centres should ensure that any learner registered on a TQUK qualification undertakes some form of initial assessment. The initial assessment should be used to inform a teacher/trainer on the level of the learner’s current knowledge and/or skills.

Initial assessment can be undertaken by a teacher/trainer in any form suitable for the qualification to be undertaken by the learner/s. It is the centre’s responsibility to make available forms of initial assessment that are valid, applicable and relevant to TQUK qualifications.

Learner Registration

Once approved to offer a qualification the centre should register learners before any assessment can take place. Recognised centres must follow TQUK’s procedures for registering learners. For short courses, TQUK offer the option of registering a course and booking a number of places. Learners are then added once the course has taken place, thus acknowledging situations where substitutions are made at short notice to meet business needs.

Guided Learning Hours

These hours are made up of all real time contact time, guidance or supervision of a learner by a lecturer, supervisor, tutor, trainer or other appropriate provider of education or training.

GLH for this qualification is 360.

 

Teaching Practice Requirement

There is a requirement for a minimum of 100 hours of practice and a requirement to evidence working with groups of learners to achieve this qualification. There must be a minimum of eight observations totaling a minimum of eight hours

 

Total Qualification Time

Total Qualification Time for this qualification is 1200 hours.

 

Units of assessment

Mandatory Units  – Unit 1

Title: Developing teaching, learning and assessment in education and training

R/505/0923

Level: 5
Credit value: 20
Guided learning hours 65
Learning  outcomes Assessment criteria
The learner will: The learner can:
1.Be able to investigate practice in own

area of specialism

 

1.1

Analyse the application of pedagogical principles in own area

of specialism

 

1.2

Evaluate the effectiveness of use of creative and innovative

approaches in own area of specialism

2.Be able to apply theories, principles

and models of learning, communication and assessment to planning inclusive teaching and learning

 

2.1

Use  initial  and  diagnostic  assessments  to  agree  learners’

individual goals and learning preferences

 

 

 

2.2

Devise a scheme of work taking account of:

         the needs of learners;

         the delivery model; and

         internal and external requirements

 

 

 

2.3

Design teaching and learning plans which take account of:

     the individual goals, needs and learning preferences of all learners; and

         curriculum requirements

 

2.4

Identify  opportunities  for  learners  and  others  to  provide

feedback to inform inclusive practice

 

 

2.5

Explain how own practice in planning inclusive teaching and

learning has taken account of theories, principles and models of learning, communication and assessment

3.Be able to apply theories of behaviour 3.1 Analyse theories of behaviour management
management      to      creating      and
3.2 Establish and sustain a safe, inclusive learning environment
maintaining  a  safe,  inclusive  teaching
and learning environment 3.3 Explain how own practice in creating and maintaining a safe,

 

inclusive   teaching   and   learning   environment   has   taken account of theories of behaviour management
4.Be able to apply theories, principles

and     models     of     learning     and

communication  to  delivering  inclusive

teaching and learning

 

 

4.1

Design resources that:
         actively promote equality and value diversity; and

         meet the identified needs of specific learners

 

 

4.2

Demonstrate flexibility and adaptability in the use of inclusive

teaching and learning approaches and resources, including technologies, to meet the needs of individual learners

 

4.3

Demonstrate ways to promote equality and value diversity in

own teaching

 

4.4

Communicate with learners, learning professionals and others

to meet individual learning needs and encourage progression

 

 

4.5

Explain how own delivery of inclusive teaching and learning

has  taken  account  of  theories,  principles  and  models  of learning and communication

5.Be able to apply theories, models and

principles  of  assessment  to  assessing

learning in education and training

5.1 Design assessments that meet the individual needs of learners
 

 

5.2

Demonstrate  flexibility  and  adaptability  in  using  types  and

methods of assessment to meet individual learning needs and assessment requirements

 

 

 

 

5.3

Demonstrate the use of assessment data in:

         monitoring  learners’  achievement,  attainment  and

progress;

         setting learners’ targets;

         planning subsequent sessions; and

         recording the outcomes of assessment

 

5.4

Communicate assessment information to other professionals

with an interest in learner achievement

 

5.5

Explain how own assessment practice has taken account of

theories, models and principles of assessment

 

6.Be able to implement expectations of

the    minimum    core    in    planning,

delivering    and    assessing    inclusive

teaching and learning

 

 

6.1

Analyse  ways  in  which  minimum  core  elements  can  be

demonstrated in planning, delivering and assessing inclusive teaching and learning

 

6.2

Apply  minimum  core  elements  in  planning,  delivering  and

assessing inclusive teaching and learning

7.Be able to apply theories and models

of  reflection  and  evaluation  to  the

7.1 Use  theories  and  models  of  reflection  to  evaluate  the

effectiveness  of  own  practice  in  planning,  delivering  and assessing inclusive teaching and learning

 

evaluation of own practice in planning,

delivering    and    assessing    inclusive

teaching and learning

 

7.2

Analyse ways to improve own practice in planning, delivering

and assessing inclusive teaching and learning

Assessment requirements:

 

The learning outcomes must be assessed in a teaching and learning environment. Simulation is not permitted. There is a requirement to observe and assess practice in this unit.

 

To be eligible for the award of credit for this unit, a trainee teacher must be able to provide evidence of a minimum of two assessed observations of practice that meet the required standard of practice.

 

The unit Theories, principles and models in education and training (Level 5) is a prerequisite for this unit.

Units of assessment

Title: Teaching, learning and assessment in education and training

H/505/0912

Level: 4
Credit value: 20
Guided learning hours 65
Learning  outcomes Assessment criteria
The learner will: The learner can:
1. Understand roles, responsibilities and

relationships in education and training

1.1 Analyse own role and responsibilities in education and training
 

1.2

Summarise key aspects of legislation, regulatory requirements

and codes of practice relating to own role and responsibilities

 

1.3

Analyse the relationships and boundaries between the teaching

role and other professional roles

1.4 Describe points of referral to meet the needs of learners
 

2.1

Explain why it is important to identify and meet the individual

needs of learners

 

2.Be able to use initial and diagnostic

 

2.2

Analyse the role and use of initial and diagnostic assessment in

agreeing individual learning goals

assessment to agree individual learning
goals with learners  

2.3

Use  methods  of  initial  and  diagnostic  assessment  to  agree

individual learning goals with learners

2.4 Record learners’ individual learning goals
3.Be able to plan inclusive teaching and

learning

 

3.1

Devise  a  scheme  of  work  in  accordance  with  internal  and

external requirements

 

 

 

 

3.2 Design teaching and learning plans which respond to:

• the individual goals and needs of all learners; and

• curriculum requirements.

3.3 Explain  how  own  planning  meets  the  individual  needs  of learners
3.4 Explain  ways  in  which  teaching  and  learning  plans  can  be adapted to meet the individual needs of learners
3.5 Identify  opportunities  for  learners  to  provide  feedback  to inform inclusive practice

Mandatory Units  – Unit 2

4.Be able to create and maintain a safe, inclusive teaching and learning environment  

4.1

Explain why it is important to promote appropriate behavior and respect for others
4.2 Explain ways to promote equality and value diversity
4.3 Establish and sustain a safe, inclusive learning environment
5.Be able  to  deliver inclusive teaching and learning 5.1 Analyse the effectiveness of teaching and learning approaches used  in  own  area  of  specialism  in  relation  to  meeting  the individual needs of learners
 

5.2

Analyse  benefits  and  limitations  of  communication  methods and media used in own area of specialism
 

5.3

Analyse the effectiveness of resources used in own area of specialism  in  relation  to  meeting  the  individual  needs  of learners
5.4 Use inclusive teaching and learning approaches and resources, including technologies, to meet the individual needs of learners
5.5 Demonstrate ways to promote equality and value diversity in own teaching
6.Be able to assess learning in education and training  

5.6

Adapt  teaching  and  learning  approaches  and  resources, including technologies, to meet the individual needs of learners
 

5.7

Communicate with learners and learning professionals to meet individual learning needs
 

6.1

Explain  the  purposes  and  types  of  assessment  used  in education and training
 

6.2

Analyse the effectiveness of assessment methods in relation to meeting the individual needs of learners
 

6.3

Use types and methods of assessment, including peer and self-assessment, to

• involve learners in assessment

• meet the individual needs of learners

• enable learners to produce assessment evidence that is valid,

reliable, sufficient, authentic and current; and

• meet internal and external assessment requirements

6.4 Use questioning and feedback to contribute to the assessment

process

6.5 Record  the  outcomes  of  assessments  to  meet  internal  and external requirements
6.6 Communicate assessment information to other  professionals with an interest in learner achievement

 

7.Be able to implement expectations of the minimum core in planning, delivering and assessing inclusive teaching and learning 7.1 Analyse ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning
7.2 Apply  minimum  core  elements  in  planning,  delivering  and assessing inclusive teaching and learning
8.Be able to evaluate own practice in planning, delivering and assessing  inclusive teaching and learning 8.1 Review the effectiveness of own practice in planning, delivering and assessing inclusive teaching and learning, taking account of the views of learners and others
8.2 Identify areas for improvement in own practice in planning, delivering and assessing inclusive teaching and learning
Assessment requirements:

 

The learning outcomes must be assessed in a teaching and learning environment. Simulation is not permitted. There is a requirement to observe and assess practice in this unit.

 

To be eligible for the award of credit for this unit, a trainee teacher must be able to provide evidence of a minimum of two assessed observations of practice that meet the required standard of practice.

Units of assessment

Mandatory Units  – Unit 3

 

title: Theories, principles and models in education and training

A/505/0818

Level: 5
Credit value: 20
Guided learning hours: 60
Learning outcomes

The learner will:

Assessment criteria

The learner can:

 

 

 

 

 

1.    Understand    the    application theories,   principles   and   models

learning in education and training principles and models of communication

in education and training

 

2.Understand the application of theories,

1.1 Analyse theories, principles and models of learning
1.2 Explain  ways  in  which  theories,  principles  and  models  of learning can be applied to teaching, learning and assessment
1.3 Analyse models of learning preferences
1.4 Explain  how  identifying  and  taking  account  of  learners’ individual  learning  preferences  enables  inclusive  teaching, learning and assessment
2.1 Analyse theories, principles and models of communication
2.2 Explain  ways  in  which  theories,  principles  and  models  of communication  can  be  applied  to  teaching,  learning  and assessment
3.Understand the application of theories, principles and models of assessment in education and training 3.1 Analyse theories, principles and models of assessment
 

 

3.2

Explain  ways  in  which  theories,  principles  and  models  of assessment can be applied in assessing learning
4.Understand the application of theories and models of curriculum development within own area of specialism 4.1 Analyse theories and models of curriculum development
 

 

4.2

Explain  ways  in  which  theories  and  models  of  curriculum development can be applied in developing curricula in own area of specialism

Units of assessment

Mandatory Units  – Unit 4

 

Title: Wider professional practice and development in education and training

J/505/0837

Level: 5
Credit value: 15
Guided learning hours 50
Learning  outcomes Assessment criteria

The learner can:

The learner will:
1.Understand  professionalism  and  the

influence   of   professional   values   in

education and training

 

1.1

Define    the    concepts    of    professionalism and dual
professionalism in education and training
 

1.2

Explain  ways  in  which  professional  values  influence  own practice in own area of specialism
 

2.Understand   the   policy   context   of education and training

 

2.1

Explain ways in which social, political and economic factors influence education policy
 

2.2

Analyse   the   impact   of   current   educational   policies   on curriculum and practice in own area of specialism
 

3.Understand accountability    to

external   bodies training the       impact

of stakeholders and on   education and

 

3.1

Explain  the  roles  of  stakeholders  and  external  bodies  in education and training
 

3.2

Explain how being accountable to stakeholders and external bodies impacts on organisations in education and training
 

3.3

Explain  why  it  is  important  to  work  in  partnership  with employers and other stakeholders in education and training
 

3.4

Analyse the impact of being accountable to stakeholders and xternal bodies on curriculum design, delivery and assessment in own area of specialism

 

4.Understand the organisational context of education and training 4.1 Explain  key  aspects  of  policies,  codes  of  practice  and guidelines of an organisation
4.2 Analyse   the   impact   of   organisational   requirements   and expectations  on  curriculum  and  practice  in  own  area  of specialism
5.Be able to contribute to the quality improvement   and   quality   assurance arrangements of an organisation  

5.1

Analyse  the  quality  improvement  and  quality  assurance arrangements of an organisation
5.2 Explain the function of self-assessment and self-evaluation in the quality cycle
5.3 Evaluate a learning programme taking account of the quality arrangements of an organisation
5.4 Identify  areas  for  improvement  in  a  learning  programme taking account of the outcomes of evaluation
Assessment requirements: None