Overview
A wise man once said that teaching is the profession that creates all other professions – as such, it’s a position of great privilege, but equal responsibility. A great teacher is there to help, to advise, encourage, and nurture.
This Level 5 Diploma in Education and Training (DET Level 5) will qualify you to teach post-16.
If that sounds appealing to you, then the good news is that you don’t need a degree. Our Level 5 Diploma in Education and Training course (Level 5 DET) is a nationally recognised teaching qualification for the post-16 sector, and once you’ve completed it, you’ll be able to:
- Become qualified to teach in the post-16 sector – no degree required!
- Register with the Society for Education and Training (SET)
- Work towards QTLS (Qualified Teacher Learning and Skills) status
After you’ve breezed through 100 hours of teaching practice via your DET course and qualification, this course will enable you to:
- Teach in further education colleges, as well as adult or community centres
- Teach in the third or voluntary sector
- Teach prison or offender education
- Teach for work-based learning providers
- Teach in the public sector, such as police or paramedic training
- Teach in schools and academies, for ages 14-19.
As you study for your Level 5 Diploma in Education and Training (DET), you’ll work at your own pace, in your own time, you’ll explore the roles and responsibilities of the teacher, how to manage behaviours in a learning environment, which assessment methods to use and when. In short, Level 5 DET will equip you with everything you need to know to become a brilliant teacher!
What you'll learn
In this assignment, you’ll learn about pedagogical theories and theorists. Pedagogy is an approach to teaching which refers broadly to the theory and practice of education and how this influences the growth of learners. Understanding the learning process is the most important skill a teacher can have! Theory and practice go hand in hand, so you need to show how you use your knowledge of the theories and principles of learning to understand, develop and inform your teaching.
In this assignment you’ll focus on the UK legislation relation to equality, diversity and inclusivity of the teaching approaches that address the needs of students from a variety of backgrounds, learning needs, and styles of learning. You’ll research how to use strategies that contribute to an overall inclusive learning environment, where all your students are equally valued and are able to demonstrate and develop their skills.
Next, you’ll study impact of behavioural and communication theories that will enable you to understand how to manage behaviours in a teaching role. You’ll gain an understanding of the characteristics and impact of behaviours in the learning environment, related legislation, and organisational policies that regulate the management of behavioural issues. You’ll investigate practice relating to your own area of specialism, how to apply theories, principles and models of communication in relation to planning and delivering an inclusive lesson. This assignment also requires that you apply theories and models of reflection in order to evaluate your own practice.
The purpose of this assignment is to provide you with knowledge, understanding and skills relating to wider professional practice in education and training. It includes understanding professionalism and professional values in education and training, the legislative and policy context of education and training, the impact of being accountable to stakeholders and external bodies, and the organisational context of education and training.
This assignment will encourage you to develop your understanding of the key principles of assessment and the range of assessment activities. It will also ensure that you have the opportunity to devise an assessment activity relating to your teaching and to make the links between the theoretical principles of assessment and the practical assessment you will design and carried out.
A curriculum is the content you’ll deliver to your students. Curricula can be designed by educational professionals who specialise in curriculum design or by working teachers who develop their own lesson plans for delivery to their own students. When designing a curriculum and its resources, there are several important factors to bear in mind; Inclusion, classroom management, special needs, legislation and codes of practice. This assignment will encourage you to research what curriculum design means and how to use it to develop your own teaching and learning plans.
Reflective practice is an essential tool for developing and extending the skills needed to teach in a sector which often has to be quickly responsive to change. You have practised thinking in a reflective way throughout your course. This assignment requires you to draw together reflections on your professional development and consider new research into various models of reflective practice. You’ll then be able to complete an assignment in which you reflect on what you have learned, how you have developed your ability and skills and what you have gained from your teaching experiences as you come to the end of your teacher training programme.
Extra info
Awarding Body
NCFE is the leader in vocational and technical learning committed to powering a more intelligent education eco-system. We combine over 170 years of experience with deep insight into what is needed and what works.
From world-class qualifications and content to new assessment methodologies, from innovative technology platforms to partnership opportunities with our network of expert collaborators – NCFE galvanises the education sector to shape the most innovative solutions for individual learning needs. In doing this, we’re working for a fairer education system for all learners to power inclusivity and choice.
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Course Outcome
At the end of this course, successful learners will be awarded a formal DET Level 5 qualification certificate of achievement by NCFE. Our Level 5 Diploma in Education and Training online course has been designed specifically to meet the needs of learners who prefer to study from home.
How is this course assessed or examined?
This course is assessed in two ways:
Tutor-marked assignments (TMAs)
Each unit is followed by a tutor-marked assignment (TMA) which will be completed at the end of each module and marked by your tutor.
You will not be required to take an external exam with this course as your portfolio of evidence is internally assessed by us and externally quality assured by the awarding body. The outcomes for each TMA are Achieved or Not Yet Achieved. Your tutor will provide feedback on your work, and should there be any amendments required, they will outline what is needed for you to complete that assignment.
Observation (included)
This course requires eight observations. This means that somebody will need to observe you in practice. This could be in a workplace or a voluntary placement. These practical observations are as follows:
- Internal Observation – there are three in total, and they can be conducted by a qualified person within your placement
- External Observation – there are five in total, and they will be carried out by an Oxbridge Assessor (we’ll visit you)
We offer five complimentary external observations for this course to any student on the UK mainland, which in addition to the internal observation, is enough to complete the course.
More information about practical observations
Entry requirements
To enrol on this course you'll either, already be a trainee teacher with subject-specific experience, working with a teaching organisation or have a confirmed trainee teacher placement with a teaching organisation.
There is a mandatory practical requirement of 100 hours of teaching practice, 8 of these hours will need to be observed by a teaching-qualified colleague or mentor who will support you on your journey through this qualification.
You should hold English and maths at level 2.
Due to the nature of this course, the minimum starting age is 19.
