Focus Awards Level 5 Diploma in Education and Training (RQF)
(QRN – 601/8122/9)
The Focus Awards Level 5 Diploma in Education and Training (RQF) is intended for those who wish to enter into a teaching role and for those who have worked in assessing roles and wish to progress on to a teaching qualification. The qualification is also suitable for trainee teachers as well as those who have experience in a teaching role.
The Focus Awards Level 5 Diploma in Education and Training (RQF) provides learners with the knowledge and understanding of delivering education and training, assessing learners, planning in education and training, using resources in the delivery in education and training, and understanding the roles and responsibilities witihin education and training.
To successfully achieve the Level 5 Diploma in Education and Training learners must achieve 75 credits from 4 Mandatory Units and 45 credits from the Optional Units totaling in a 120 credits. At least 6 credits must be at Level 5.
Learner Entry Requirements
Learners should be competent in literacy and numeracy to help with elements of communication. This is at the discretion of the centre as they may decide to use diagnostic testing methods to ascertain how they can support learners.
Minimum core of literacy, language, numeracy and I,CT
The minimum core of literacy, language, numeracy, and ICT details the knowledge, understanding and personal skills in English, mathematics, and ICT expected of all teachers in the sector. The minimum core document comprises three sections:
- Language and literacy
- Information and communication technology (ICT)
Each of these sections comprises two parts:
- Part A knowledge and understanding
- Part B personal skills
Knowledge, understanding, and personal skills requirements for literacy, language, numeracy, and ICT are included in the teaching qualifications. Details can be found in the document ‘Addressing Literacy, Language, Numeracy and ICT needs in education and training: Defining the teacher education programmes.’ (LLUK, 2007; updated LSIS, 2013).
Elements of the minimum core should be selected appropriate to the context and needs of each cohort of trainee teachers. The selected elements should be delivered and assessed across the following mandatory units:
- Teaching, learning and assessment in education and training (Level 4)
- Developing teaching, learning and assessment in education and training (Level 5)
Requirements for personal skills in English, Mathematics, and ICT elements
All trainee teachers joining this qualification programme should undertake an initial assessment of skills in English, mathematics, and ICT. If trainees join the qualification programme having already completed a Level 3 Award in Education and Training, or a Level 4 Certificate in Education and Training, their record of development needs, and any previous actions taken to address them, should inform opportunities to continue the development of these skills as required by the appropriate minimum core elements.
Opportunities to develop these personal skills should be made available across the mandatory units as a minimum throughout a teacher education programme. Teacher education teams should ensure that the personal skills developed by trainees are those most appropriate for their professional role.
Learners wishing to progress from this qualification can undertake the following qualifications:
- Level 5 Diploma in Teaching Disabled Learners
- Level 5 Diploma in Teaching English: ESOL
- Level 5 Diploma in Teaching English: Literacy
- Level 5 Diploma in Teaching Mathematics: Numeracy
Entry is at the discretion of the centre; however, learners should be at least 19 years old to undertake this qualification.
This qualification is available in England and Northern Ireland.
To view the Qualification Specification please click here.
|Unit Title||Unit Ref||Level||Credit|
|Teaching, learning and assessment in education and training||T/507/9024||4||20|
|Developing teaching, learning and assessment in education and training||A/507/9025||5||20|
|Theories, principles and models in education and training||F/507/9026||5||20|
|Wider professional practice and development in education and training||J/507/9027||5||50||15|
|Action learning to support development of subject specific pedagogy||L/507/9028||5||50||15|
|Delivering employability skills||J/507/9030||4||20||6|
|Develop and prepare resources for learning and development||L/507/9031||4||25||6|
|Develop learning and development programmes||Y/507/9033||4||30||6|
|Developing, using and organising resources in a specialist area||H/507/9049||5||50||15|
|Effective partnership working in the learning and teaching context||Y/507/9050||4||15|
|Engage with employers to facilitate workforce development||D/507/9051||4||6|
|Equality and diversity||H/507/9052||4||25||6|
|Evaluating learning programmes||K/507/9053||4||15||3|
|Identify the learning needs of organisations||M/507/9054||4||6|
|Internally assure the quality of assessment||A/507/9056||4||6|
|Manage learning and development in groups||F/507/9057||4||30||6|
|Preparing for the Coaching Role||J/507/9058||4||15||3|
|Preparing for the Mentoring Role||L/507/9059||4||15||3|
|Preparing for the personal tutoring role||F/507/9060||4||15||3|
|Principles and practice of lip-reading teaching||J/507/9061||4||48||12|
|Specialist delivery techniques and activities||L/507/9062||4||30||9|
|Teaching in a specialist area||R/507/9063||4||50||15|
|Understanding and managing behaviours in a learning environment||Y/507/9064||4||20||6|
|Understanding the principles and practices of externally assuring the quality of assessment||D/507/9065||4||45||6|
|Understanding the principles and practices of internally assuring the quality of assessment||H/507/9066||4||45||6|
|Literacy and ESOL and the learners||T/507/9069||5||60||20|
|Literacy and ESOL theories and frameworks||K/507/9070||5||60||20|
|Literacy and the learners||A/507/9073||5||40||15|
|ESOL and the learners||L/507/9076||5||40||15|
|ESOL theories and frameworks||R/507/9077||5||40||15|
|Action learning for teaching in a specialist area of disability||Y/507/9078||5||40||15|
|Understanding theories and frameworks for teaching disabled learners||D/507/9079||5||40||15|
|Numeracy and the learners||R/507/9080||5||40||15|
|Numeracy knowledge and understanding||Y/507/9081||5||40||15|
|Managing behaviours in a learning environment||D/507/9082||5||20||6|