Level 5 Diploma in Teaching (Further Education and Skills)

Qualification Specification of Level 5 Diploma in Teaching (Further Education and Skills)

To complete the Level 5 Diploma in Teaching, you’ll go through these main types of assessment: tutor-marked assignments and practical teaching observations with professional discussion.

Tutor-Marked Assignments (TMAs)

At the end of each unit, you’ll submit a written assignment that reflects what you’ve learned. Your tutor will review your work, provide you with clear feedback, and let you know if any improvements are necessary. Each assignment is marked as either Achieved or Not Yet Achieved, and you’ll have the chance to make revisions if required.

There are no formal exams for this qualification. Instead, you’ll build a portfolio of evidence that shows your progress and understanding throughout the course. Your tutor reviews this portfolio and then externally quality assures it by the awarding body to ensure it meets national standards.

Teaching Observations

As part of the course, you’ll also complete ten teaching observations. These are a key part of your assessment and give you the chance to demonstrate your skills in a real classroom or training environment.

You’ll need to complete at least 250 hours of teaching practice during your course. Observations will be carried out in two ways:

Internal Observations: Someone suitably qualified from your teaching placement can carry these out.

External Observations: A Lead Academy assessor will visit your placement to observe and assess your teaching in accordance with the course requirements.

The purpose of observations is to provide developmental feedback to the you and assess whether you meet expected teaching standards. Observations should be spaced throughout the qualification with a minimum of 10 working days between observations, considering your progress. Early observations may focus on development, while later ones assess against standards. Learners must undergo a minimum of 10 observations during this qualification, the majority of these ideally to groups of at least ten learners. Each observation must be a minimum of 45 minutes and conducted by the provider tutor and/or subject specialist/placement mentor. An observation report highlighting the achieved assessment criteria is required for each observation.

Observation of remote delivery: A maximum of 2 observations may be of live remote delivery. One observation can be observed remotely by the assessor, provided arrangements are made for prompt feedback and discussion with the learner after the session.

Professional discussion: This should be conducted in person by two qualified teachers, one from the provider and one from the placement. This discussion will determine if the trainee teacher has or has not met the Occupational Standards.

Trainee teachers must complete placements in at least two different locations to gain exposure to diverse teaching environments.

The second placement should be a minimum of 20 hours and should ideally be at a different provider. Where this is not feasible, the second placement may instead involve:
• teaching a different subject area with the same provider
• teaching in a different venue with the same provider

The 20 hours at the second placement do not have to be teaching hours, allowing for flexibility to include a range of professional activities.

Non-teaching practice:

Placement hours not spent on face-to-face teaching practice may be used for non-teaching professional activities, which help learners develop an understanding of the broader responsibilities of a teacher. These may include:

• Team meetings
• Planning
• Interviews
• Assessment meetings
• Observations
• CPD activities.

These activities provide the learners with experience of the wider role of a teacher on a day-to-day basis.

Robust mentoring and support arrangements are essential. All trainee teachers should have support from two staff members at their placement, in addition to their course tutor. This should be:

• Subject Specialist competent in and teaching the trainee’s subject area, offering subject specific support. This staff member should dedicate a recommended 30 minutes per trainee per week for support and engagement in assessments, especially in the subject-specific aspect.
• Local Pastoral Support Mentor for general advice and support. This mentor may support multiple trainees, acting for a group if needed. The recommended support time is 30 minutes per trainee per week. This mentor is expected to liaise with the provider regarding ongoing progress reports.

What you will learn
Below is an outline of the course material you will study:

Unit 1: Pedagogic Methodologies and Curriculum Development
By researching educational theories, trainee teachers will apply pedagogic methodologies to curriculum development, analysing teaching methods and educational policies in Further Education (FE).

Unit 2: Understanding learners and educational practices
Trainee teachers will assess the diverse backgrounds of learners, prepare tailored learning plans, and understand initial and diagnostic assessments.

Unit 3: Professionalism and Inclusive Teaching Practices
Trainee teachers will understand their roles, government policies affecting FE, and develop effective communication and collaboration strategies for an inclusive learning environment.

Unit 4: Promoting Equality, Diversity, and Inclusion
This unit emphasises strategies to promote equality, diversity, and inclusion in teaching practices while addressing barriers to learning.

Unit 5: Partnership Working and Collaboration in Further Education
Develops strategies for effective partnership working and communication within the FE sector to enhance collaborative teaching and learning outcomes.

Unit 6: Assessment Principles and Practices
This unit covers the design and use of various assessment strategies, enabling trainee teachers to effectively analyse and interpret assessment data.

Unit 7: Resource Development and Management for Effective Learning
Trainee teachers will learn how to develop effective educational resources while adhering to legal requirements and copyright regulations.

Unit 8: Teaching Practice in Further Education
Focuses on planning and delivering inclusive teaching sessions, supporting learners, and providing feedback through supervised practical teaching placement.

Unit 9: Behaviour Management
Focusing on factors that influence learner behaviour, trainee teachers will evaluate and implement strategies to create a safe and inclusive atmosphere.

Unit 10: Professional Development and Reflective Practice
You will learn to maintain subject expertise and develop Continuous Professional Development (CPD) while applying reflective models to evaluate their practices.

Unit 11: Digital Pedagogies for Teaching and Learning
With a focus on digital skills, trainee teachers will manage effective digital delivery and utilise educational technologies for teaching, learning, and assessment.

The Level 5 Diploma in Teaching is designed for individuals pursuing a career in the further education and skills sector. It is suitable for:

• Aspiring teachers seeking a recognized qualification
• Those passionate about supporting adult learners and lifelong learning
• Current practitioners wanting to upgrade their skills
•  Professionals transitioning into teaching

To enroll in the education & training level 5 course, learners must meet the following minimum criteria:

• Must be at least 19 years old.
• Should have relevant qualifications or experience in their field of expertise.
• Capable of demonstrating the ability to pursue studies at level 5.
• Required to have achieved a minimum of learning teaching before beginning the qualification. If you don’t have a equivalent qualification in English and Maths, don’t worry, you can enrol to our Functional Skills Maths Level 2 & Functional Skills English Level 2 Course before starting this qualification and get your certification done in order to comply with the entry requirement of this qualification.
• Should possess an appropriate level of digital skills to fulfil the demands of the qualification.
• Individuals must not have a criminal record that would disqualify them from teaching young individuals or vulnerable adults. Employers may require a background check through the Disclosure and Barring Service. It is the learner’s responsibility to consult with their employer for guidance on this matter.