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 |
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| 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 |
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|
1.2 |
Evaluate the effectiveness of use of creative and innovative
approaches in own area of specialism |
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| 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 |
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2.2 |
Devise a scheme of work taking account of:
the needs of learners; the delivery model; and internal and external requirements |
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2.3 |
Design teaching and learning plans which take account of:
the individual goals, needs and learning preferences of all learners; and curriculum requirements |
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2.4 |
Identify opportunities for learners and others to provide
feedback to inform inclusive practice |
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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 |
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| 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 |
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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 |
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4.3 |
Demonstrate ways to promote equality and value diversity in
own teaching |
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4.4 |
Communicate with learners, learning professionals and others
to meet individual learning needs and encourage progression |
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4.5 |
Explain how own delivery of inclusive teaching and learning
has taken account of theories, principles and models of learning and communication |
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| 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 |
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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 |
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5.4 |
Communicate assessment information to other professionals
with an interest in learner achievement |
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5.5 |
Explain how own assessment practice has taken account of
theories, models and principles of assessment |
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| 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 |
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| 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
|
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| 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 |
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| 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. |
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Units of assessment
| Title: | Teaching, learning and assessment in education and training
H/505/0912 |
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| 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 |
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1.3 |
Analyse the relationships and boundaries between the teaching
role and other professional roles |
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| 1.4 | Describe points of referral to meet the needs of learners | ||
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2.1 |
Explain why it is important to identify and meet the individual
needs of learners |
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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 |
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| assessment to agree individual learning | |||
| goals with learners |
2.3 |
Use methods of initial and diagnostic assessment to agree
individual learning goals with learners |
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| 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. |
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| 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 | |
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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 | |
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6.1 |
Explain the purposes and types of assessment used in education and training | |
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6.2 |
Analyse the effectiveness of assessment methods in relation to meeting the individual needs of learners | |
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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 |
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| 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. |
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Units of assessment
Mandatory Units – Unit 3
| title: | Theories, principles and models in education and training
A/505/0818 |
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| Level: | 5 | ||
| Credit value: | 20 | ||
| Guided learning hours: | 60 | ||
| Learning outcomes
The learner will: |
Assessment criteria
The learner can:
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| 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 | |
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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 | |
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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 |
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| Level: | 5 | ||||
| Credit value: | 15 | ||||
| Guided learning hours | 50 | ||||
| Learning outcomes | Assessment criteria
The learner can: |
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| 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 | ||||
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2.Understand the policy context of education and training |
2.1 |
Explain ways in which social, political and economic factors influence education policy | |||
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2.2 |
Analyse the impact of current educational policies on curriculum and practice in own area of specialism | ||||
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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 | |||
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3.2 |
Explain how being accountable to stakeholders and external bodies impacts on organisations in education and training | ||||
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3.3 |
Explain why it is important to work in partnership with employers and other stakeholders in education and training | ||||
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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 | ||