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BTEC Level 5 Diploma in Education and Training

BTEC Level 5 Diploma in Education and Training

The Pearson BTEC Level 5 Diploma in Education and Training (QCF) prepares trainee teachers and trainers to teach in a wide range of contexts. To achieve the qualification, there is a requirement for teaching practice that requires observation and assessment of performance.

The qualification can meet the needs of a range of trainee teachers and trainers, 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
  • individuals who are currently teaching and training, including those who have just begun teaching and training and who can meet the practice requirements, including the observed and assessed practice requirements, of the qualification
  • individuals currently working as assessors who wish to achieve a teaching qualification and who can meet the practice requirements, including the observed and assessed practice, of the qualification.

(APPLICANTS ARE ENCOURAGED TO SECURE A PLACEMENT PRIOR TO APPLYING FOR THE COURSE. IN CASE YOU REQUIRE ANY SUPPORT PLEASE DO LET US KNOW.

Pearson Education is the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked.  Pearson BTEC Higher National qualifications are designated higher education qualifications in the UK.  They are aligned to the Framework for Higher Education Qualifications (FHEQ) in England, Wales and Northern Ireland, and Quality Assurance Agency (QAA) Subject Benchmark Statements.

BTEC Professional qualifications are qualifications at Level 4 to Level 8 that are designed to provide professional work-related qualifications in a range of sectors. They give learners the knowledge, understanding and skills that they need to prepare for employment. The qualifications also provide career development opportunities for those already in work. Consequently, they provide a course of study for full-time or part-time learners in schools, colleges and training centres.

On successful completion of a BTEC Professional qualification, learners can progress to or within employment and/or continue their study in the same or related vocational area.
Qualification summary and key information

Qualification title Pearson BTEC Level 5 Diploma in Education and Training
Qualification Number (QN) 601/1228/1
Age range that the qualification is approved for 19+
Credit value 120
Total Qualification Time (TQT) 1200
Guided learning hours 360
Teaching practice 100 hours
Grading information The qualification and units are at pass grade.

This Diploma qualification in the QCF is recognised as equivalent to the Certificate of Education qualifications in the Framework for Higher Education Qualifications (FHEQ). Learners who have achieved the Pearson BTEC Level 5 Diploma in Education and Training (QCF) can progress to further studies in education, such as the Pearson Edexcel Level 7 Diploma in Assessment Management (QCF).
Learners who achieve the Pearson BTEC Level 5 Diploma in Education and Training (QCF) and who are progressing to higher education accredited qualifications at Level 6 or above can have their Level 5 credit recognised in line with the higher education institution’s arrangements for the recognition of prior learning.

Objective of the qualification
The Pearson BTEC Level 5 Diploma in Education and Training prepares trainee teachers and trainers to teach in a wide range of contexts. To achieve the qualification, there is a requirement for teaching practice that requires observation and assessment of performance.
The qualification can meet the needs of a range of trainee teachers and trainers, 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
  • individuals who are currently teaching and training, including those who have just begun teaching and training and who can meet the practice requirements, including the observed and assessed practice requirements, of the qualification
  • individuals currently working as assessors who wish to achieve a teaching qualification and who can meet the practice requirements, including the observed and assessed practice, of the qualification.

Progression Opportunities
This Diploma qualification is recognised as equivalent to the Certificate of Education qualifications in the Framework for Higher Education Qualifications (FHEQ).  Learners who have achieved the Pearson BTEC Level 5 Diploma in Education and Training can progress to further studies in education, such as the Pearson DfE Level 7 Diploma in Assessment Management.
Learners who achieve the Pearson BTEC Level 5 Diploma in Education and Training and who are progressing to higher education accredited qualifications at Level 6 or above can have their Level 5 credit recognised in line with the higher education institution’s arrangements for the recognition of prior learning.

Core Modules:

  1. Developing Teaching, Learning and Assessment in Education and Training
  2. Teaching, Learning and Assessment in Education and Training
  3. Theories, Principles and Models in Education and Training
  4. Wider Professional Practice and Development in Education and Training

Optional Modules:

  1. Action Learning to Support Development of Subject Specific Pedagogy
  2. Developing, Using and Organising Resources in a Specialist Area
  3. Working with Individual Learners

The learner will need to meet the requirements outlined in the table below before Pearson can award the qualification, i.e. achieve the appropriate mandatory and optional units, as well as satisfactorily complete teaching practice.

Minimum number of credits that must be achieved  120
Number of mandatory credits that must be achieved 75
Number of optional credits that must be achieved 45
Minimum number of credits that must be achieved at Level 5 or above  61
Teaching practice hours 100

 

It is recommended that all those wishing to join this qualification programme should undertake an initial assessment of skills in English, mathematics and ICT. Development needs should be recorded and an action plan agreed. The aim is for learners to achieve Level 2 as a minimum.

1 – Age restriction: Minimum: 18
2 –  A degree or a relevant vocational and/or academic qualification.
3 – Mature entry: Appropriate work experience
4 – APEL / APL: Students already in employment or with relevant previous experience
5 – English Language Competency: Minimum: CEFR B2 – PTE Academic = 51 (in all 4 skills) or IELTS = 5.5 (in all 4 skills)
6- A current DBS Check/Certificate – should not have a criminal background, which might prevent them from working as a teacher with young people or vulnerable adults.

Start Dates

TO BE CONFIRMED

Tuition Fee

Full Time: £6000.00
Part Time: £3000.00 / Per Annum

Duration

Full Time / 1 Year
Part Time / 2 Years

Awarding Body

The overall grade for the qualification is a ‘pass’. The learner must achieve all the required units as indicated in the specified qualification structure.
To pass a unit the learner must:

  • achieve all the specified learning outcomes
  • satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion
  • show that the evidence is their own.

Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must provide adequate evidence to meet all the learning outcomes and assessment criteria.
The assessment evidence accepted by the College could be for example performance observation, individual or group presentations, projects, tests, extended writing, professional discussion.  The methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria.
To achieve the Diploma, there is also a requirement for 100 hours of practice. Any appropriate location for practice will allow a trainee to meet the requirements  of the standards; variety is encouraged but is not essential. There is no requirement to evidence working specifically with groups of learners to achieve these qualifications, unless units specify that purpose (see individual units).
Any appropriate location for practice that will allow a trainee teacher to meet the required standards is permitted.
Breadth in teaching/training practice is encouraged, giving learners opportunities to experience varied aspects of training.  The College encourages learners of the range of appropriate settings and contexts, such as: teaching across more than one level; teaching a variety of learners; teaching individuals and groups; experience of non-teaching roles; gaining subject specialist knowledge through workplace mentoring.
There is widespread use of video evidence in portfolio-based qualifications. The rules for this are that the original video must be available for verification, the recording should be indexed and the participants in the video should give their permission for the recording.

Equality and fairness are central to our work.  Our Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments and that qualifications are awarded in a way that is fair to every learner.
We are committed to making sure that:

  • learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking a qualifications, disadvantaged in comparison to learners who do not share that characteristic
  • all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

For learners with disabilities and specific needs, the assessment of their potential to achieve the qualification must identify, where appropriate, the support that will be made available to them during delivery and assessment of the qualification.

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.
The College recognises learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom.  RPL provides a route for the recognition of the achievements resulting from continuous learning.
RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.
The College will allocate a ‘mentor’ to each learner as they progress through their programme. A mentor can provide on- going support by, for example, providing developmental feedback to learners following teaching practice observations, monitoring the quality of their planning and preparation, carrying out regular one-to-one tutorials and helping them develop good practice in their teaching and learning.

The overall grade for the qualification is a ‘pass’. The learner must achieve all the required units as indicated in the specified qualification structure.
To pass a unit the learner must:

  • achieve all the specified learning outcomes
  • satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion
  • show that the evidence is their own.

Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must provide adequate evidence to meet all the learning outcomes and assessment criteria.
The assessment evidence accepted by the College could be for example performance observation, individual or group presentations, projects, tests, extended writing, professional discussion.  The methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria.
To achieve the Diploma, there is also a requirement for 100 hours of practice. Any appropriate location for practice will allow a trainee to meet the requirements  of the standards; variety is encouraged but is not essential. There is no requirement to evidence working specifically with groups of learners to achieve these qualifications, unless units specify that purpose (see individual units).
Any appropriate location for practice that will allow a trainee teacher to meet the required standards is permitted.
Breadth in teaching/training practice is encouraged, giving learners opportunities to experience varied aspects of training.  The College encourages learners of the range of appropriate settings and contexts, such as: teaching across more than one level; teaching a variety of learners; teaching individuals and groups; experience of non-teaching roles; gaining subject specialist knowledge through workplace mentoring.
There is widespread use of video evidence in portfolio-based qualifications. The rules for this are that the original video must be available for verification, the recording should be indexed and the participants in the video should give their permission for the recording.

+ Assessment

The overall grade for the qualification is a ‘pass’. The learner must achieve all the required units as indicated in the specified qualification structure.
To pass a unit the learner must:

  • achieve all the specified learning outcomes
  • satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion
  • show that the evidence is their own.

Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must provide adequate evidence to meet all the learning outcomes and assessment criteria.
The assessment evidence accepted by the College could be for example performance observation, individual or group presentations, projects, tests, extended writing, professional discussion.  The methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria.
To achieve the Diploma, there is also a requirement for 100 hours of practice. Any appropriate location for practice will allow a trainee to meet the requirements  of the standards; variety is encouraged but is not essential. There is no requirement to evidence working specifically with groups of learners to achieve these qualifications, unless units specify that purpose (see individual units).
Any appropriate location for practice that will allow a trainee teacher to meet the required standards is permitted.
Breadth in teaching/training practice is encouraged, giving learners opportunities to experience varied aspects of training.  The College encourages learners of the range of appropriate settings and contexts, such as: teaching across more than one level; teaching a variety of learners; teaching individuals and groups; experience of non-teaching roles; gaining subject specialist knowledge through workplace mentoring.
There is widespread use of video evidence in portfolio-based qualifications. The rules for this are that the original video must be available for verification, the recording should be indexed and the participants in the video should give their permission for the recording.

+ Learners With Disabilities

Equality and fairness are central to our work.  Our Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments and that qualifications are awarded in a way that is fair to every learner.
We are committed to making sure that:

  • learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking a qualifications, disadvantaged in comparison to learners who do not share that characteristic
  • all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

For learners with disabilities and specific needs, the assessment of their potential to achieve the qualification must identify, where appropriate, the support that will be made available to them during delivery and assessment of the qualification.

+ Prior Learning

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.
The College recognises learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom.  RPL provides a route for the recognition of the achievements resulting from continuous learning.
RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.
The College will allocate a ‘mentor’ to each learner as they progress through their programme. A mentor can provide on- going support by, for example, providing developmental feedback to learners following teaching practice observations, monitoring the quality of their planning and preparation, carrying out regular one-to-one tutorials and helping them develop good practice in their teaching and learning.

+ Assessment

The overall grade for the qualification is a ‘pass’. The learner must achieve all the required units as indicated in the specified qualification structure.
To pass a unit the learner must:

  • achieve all the specified learning outcomes
  • satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion
  • show that the evidence is their own.

Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must provide adequate evidence to meet all the learning outcomes and assessment criteria.
The assessment evidence accepted by the College could be for example performance observation, individual or group presentations, projects, tests, extended writing, professional discussion.  The methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria.
To achieve the Diploma, there is also a requirement for 100 hours of practice. Any appropriate location for practice will allow a trainee to meet the requirements  of the standards; variety is encouraged but is not essential. There is no requirement to evidence working specifically with groups of learners to achieve these qualifications, unless units specify that purpose (see individual units).
Any appropriate location for practice that will allow a trainee teacher to meet the required standards is permitted.
Breadth in teaching/training practice is encouraged, giving learners opportunities to experience varied aspects of training.  The College encourages learners of the range of appropriate settings and contexts, such as: teaching across more than one level; teaching a variety of learners; teaching individuals and groups; experience of non-teaching roles; gaining subject specialist knowledge through workplace mentoring.
There is widespread use of video evidence in portfolio-based qualifications. The rules for this are that the original video must be available for verification, the recording should be indexed and the participants in the video should give their permission for the recording.

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