ABP OASIS LTD

The qualification aims to allow trainee teachers the flexibility to teach in a wide range of 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.

The Diploma in Education and Training (DET) qualification also aims to meet the needs of a wide range of trainee teachers including:

Individuals who are not currently teaching and training but can meet the teaching practice requirements of the qualification.
Individuals who are currently teaching and training or have just begun teaching and training and can meet the teaching practice requirements of the qualification.
Individuals currently working as assessors who wish to achieve a teaching qualification and can meet the teaching practice requirements of the qualification.

• Students who wish to undertake the Master’s programme must:

  • A degree or a relevant vocational and/or academic qualification.
  • A keen interest in teaching and learning.
  • 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. (If you do not have a DBS and wish to apply for one, please click here for more information on how to apply).
  • A satisfactory level of Literacy and Numeracy.
  • Pass an initial assessment test (Level 2 in literacy and numeracy with in-depth proficiency in writing is required).

• Applicants whose primary qualification was obtained in a non-English speaking country may also achieve an English test such as IELTS 6.0 or other equivalent tests as defined by the regulators.

DET is a 120 credit qualification, consisting of four mandatory units (total 75 credits) and optional units totalling 45 credits. Minimum credits to be achieved at Level 5 or above is 61 credits. The learner will need to meet the requirements outlined in the tables below before the Pearson qualification can be awarded, i.e. achieve the appropriate mandatory and optional units, as well as satisfactorily complete teaching practice.

The Process of Learning

The module explores a wide range of issues related to the process of learning in both formal and informal educational contexts. In particular, the module examines how individuals learn, how learning differs between individuals and groups, and what factors hinder and facilitate learning. The analysis focuses on memory, motivation, metacognition and behaviour, and how teacher attitudes and expectations can influence each of these elements.

Issues and Innovations in Pedagogy

The module examines the effectiveness of different pedagogical approaches with respect to the context and subject matter being taught. It begins by analysing the principles underpinning effective pedagogy before various models for teaching are explored with an examination of how classroom behaviour can be managed to prevent disruption to the learning process. In the final part, the role of assessment in checking understanding is considered before a review of recent innovations in pedagogy completes the module.

Educational Policy – Objectives and Effectiveness

Education plays a major role in economic development and reduction in social inequality, therefore it is a key strategic policy that can never be completely separated from political ideology. This may lead to the formulation of policy not grounded in evidence-based information, and changes in policy as a result of changes in governments. This module examines how education policy is formulated, its link to social justice, and how policy has changed over the years with a consequent impact on teaching and leadership in education.

Reflecting on Professional Practice

This module will involve course participants reflecting on an aspect of professional practice through the use of action research. The object of the research will be agreed in consultation with the course tutor(s) and could focus on any issues related to performance or an improvement in an educational context, from the effectiveness of course teaching strategies and lesson designs, to the influence that family background has on student performance. Where appropriate, the results of this research could be used to inform further research in the final module, ‘Conducting Educational Research / Dissertation’.

Conducting Educational Research

The Conducting Educational Research module consolidates the skills of independently collecting data, solving problems, applying theory, and reaching meaningful conclusions about educational issues.

The module is in two parts:

Part One involves the submission of a research proposal with a justification of the research aims, proposed research methodology (including ethical considerations and how issues of validity and reliability will be addressed), literature review and details of how the results will be evaluated. The submitted research proposal will be the outcome of studying Research Methodology in the previous four modules.

After carrying out the research, Part Two will involve the submission of a dissertation setting out the results of the research with a critical evaluation of the findings, the methodology used and applicability of the results in an educational setting.

Mandatory Units

Selected Optional Units

If a student is not able to complete the full qualification, their achievements will be recognised through the issue of unit certificates listing the units and credits achieved.

Pearson BTEC Level 5 Diploma in Education and Training: 1 Year (Full-time)

At London School of Management Education, we allocate a minimum of 395 Guided Learning Hours (GLHs) for this programme. Students are however required to follow Pearson prescribed Guided Learning Hours (GLHs) in relation to mandatory and optional units and are expected to undertake self-directed learning including research.

The programme is delivered through a variety of methods which are helpful for learners to link theory and practice. Students are encouraged to become reflective practitioners. They will study various theories and legislation, learn how to plan, deliver, assess and evaluate. Furthermore they will consider teaching and learning for a range of groups and individuals.

The Diploma in education and training course includes face-to-face training days, one to one tutorials, workplace assessment and the completion of all mandatory and optional assignments as well as a teaching practice portfolio. During this programme, there will be opportunities for workshops, discussions, and group work to support what has been studied. All students will be guided at every step towards achieving their goals.

In order to achieve this qualification successfully, students will need to demonstrate a depth of knowledge and understanding of each unit. Each student will be required to conduct his/her own independent research, and show evidence of their reading and research by maintaining an ongoing reflective journal of their practice and development.

Students will be assessed using centre devised Written Assignments, Portfolio Building, Self and Peer Assessments, as well as Presentations including Group Presentations. All assignments are graded as a Pass.

Teaching practice is integral to the entire programme and through this, students will demonstrate their own understanding of the principles of teaching and learning. Through the teaching practice, trainee teachers will demonstrate their ability to plan and deliver lessons, and assess their students.

Trainee teachers will have to evidence 100 teaching practice hours. They will be observed for a minimum of eight hours over a minimum of eight occasions where mentors or tutors will provide constructive feedback which will further their development as teachers.

Teaching practice will involve the following:

• A number of teaching practice locations/settings/contexts
• 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.

In order to make the assessment as fair as possible, a system of moderation has been put in place. Academia Consultants undertakes stringent assessment activities and internal moderation, whilst Pearson periodically undertakes an external moderation exercise. The final results are then presented to the Academia Consultants Board of Examiners for final approval. The final grades are then entered on the Pearson portal for final certification.

This DET qualification is recognised as equivalent to the Certificate of Education qualification in the Framework for Higher Education Qualifications (FHEQ).

On successful completion of the DET course, students can apply for their Qualified Teacher Learning & Skills (QTLS) status or Qualified Teacher Status (QTS) through the Education and Training Foundation (ETF). Further details are available at https://set.et-foundation.co.uk/professionalism/gaining-qtls and https://www.gov.uk/qualified-teacher-status-qts.

QTLS status enables candidates to teach in schools as well as further and higher education institutions.

Learners who have achieved the Pearson BTEC Level 5 Diploma in Education and Training as per the Qualification & Credit Framework (QCF) can progress to further studies in education, such as the Pearson Level 7 Diploma in Assessment Management (QCF). Those who are progressing to higher education accredited qualifications at Level 6 or above can have their Level 5 credits recognised in line with the higher educational institution’s arrangements for the recognition of prior learning.

NB: The College reserves the right not to run this programme if less than 15 students are recruited.