NCFE Level 5 Diploma in Education and Training
NCFE Level 5 Diploma in Education and Training
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1 Year Access 
Level 5
73 Students -
360 Hours
Overview
Level up your teaching proficiency and dive into the vast array of career opportunities that are waiting for you. Our most exclusive NCFE Level 5 Diploma in Education and Training course will open up a broad window for you!
Ofqual regulated NCFE Level 5 Diploma in Education and Training qualification will enable you to get high-quality education online. Because it is designed to aid in your professional development and progress, you can rely on this certification. With the special course materials that are online and accessible 24/7 from anywhere globally, you will be able to master the A-Z of education and training. The contents are designed to equip you with a fundamental and advanced understanding of all aspects of leadership and management, such as communication, relationship building, decision-making processes, innovation, and much more! You’ll also learn how to involve learners in the evaluation process and examine your own abilities, provide feedback, and maintain an inclusive learning environment.
This super-handy NCFE Level 5 Diploma in Education and Training curriculum breaks down the topics for easy understanding. It is a pathway for learners to continue building their own skills and knowledge to consistently keep growing their expert status and credibility in the Teaching sector. You will also achieve a recognised credential that will add value to your resume and give you a boost in your career.
Register right now without wasting a bit of time!
Disclaimer: Please note that this qualification is available only for learners who are currently residing in the UK.
Learning Outcomes
- Learn About The Fundamentals Of Education And Training
- Understand Assessment And Evaluation Strategies And Principles
- Develop Teaching, Learning, And Assessment Skills
- Enhance Employability Skills
- Familiar With Learning And Development Research And Program
- Understand Equality And Diversity
- Develop Coaching, Tutoring, And Monitoring Role
- Understand How To Manage Behaviour In A Learning Environment
- Gain Understanding About The Theories And Frameworks For Teaching Disabled Learners
Guided Learning Hours
Guided Learning Hours estimate how much time a mentor, classroom facilitator, or other professional educator spends on average consulting with a student, either face to face or in real-time, to help the student achieve the course’s learning outcomes at a satisfactory level.
GLH for this qualification is 360 hours.
Total Qualification Time
Total Qualification Time comprises of the Guided Learning Hours for the qualification and an estimate of the number of hours a learner will reasonably be likely to spend in preparation, study, or any other form of participation in education or training, including assessment, which takes place as directed by – but not under the immediate guidance or supervision of – a lecturer, supervisor, Tutor or other appropriate providers of education or training.
TQT for this qualification is 1200 Hours.
Method of Assessment
Each learner must create a portfolio of evidence generated from appropriate assessment tasks, which demonstrates achievement of all the learning outcomes associated with each unit. Upon completing each unit, learners must declare that the work produced is their own, and the Assessor will countersign this.
The learner will complete internally assessed work following the qualification specification.
Who is this course for?
The qualification provides an introduction to teaching and aims to meet the needs of a range of trainee teachers, such as:
- Individuals Not Currently In A Teaching Or Training Role.
- Individuals Currently Teaching And Training (Including Those Who Have Just Begun Teaching And Training).
- Individuals Currently Working As Assessors Who Wish To Achieve A Qualification That Provides An Introduction To Teaching.
Observed and Assessed Practice Requirements
A minimum of 8 observations, totaling at least 8 hours, is required for the NCFE Level 5 DET, excluding any observed practice completed during the Level 3 Award in Education and Training. Each observation must be a minimum of 30 minutes and should be strategically spaced throughout the program to track the trainee teacher’s progress effectively. These observations must occur in a teaching and learning environment and must be linked to the mandatory units:
- Teaching, learning, and assessment in education and training (Level 4)
- Developing teaching, learning, and assessment in education and training (Level 5)
Learners are responsible for arranging observers with specific qualifications and experience. The observer must not be affiliated with the same organisation as the learner. Before conducting any teaching observation sessions, learners must inform the center.
Observer eligibility criteria include:
- Holding a teaching qualification equivalent to Level 5 or higher
- Providing evidence of relevant teaching experience in an educational or training context
Once an observer is selected, learners must communicate with the center to complete necessary formalities.
Career Path
This credential will enhance your chances in the teaching and training sector and assist you in obtaining further higher education qualifications. You will have the ability to accomplish a lot of things with this certificate. Here are just a few examples:
- Primary School Teacher
- Secondary School Teacher
- Private Tutor
- Freelance Teacher/ Trainer
- Consultant
- Job Hunters & School Leavers
- Educational Psychologist
- Office Clerk & Administration Assistant
- College Or University Student
FREQUENTLY ASKED QUESTIONS
To learn about what each qualification means, please check out this file.
To learn about the differences between Award, Diploma and Certificate, please read this file.
After enrolling, you will receive your log in details for our learning platform. Here you will find the resources, guidance, assignments and tips you need to succeed with your studies. You will get dedicated support from a student mentor who will provide you with the tips and guidance throughout the course. The mentor will guide you in understanding the guidance, learning outcomes and assessment criteria for the course and will also suggest additional study materials so that you can study the topics thoroughly. You will have a clear understanding of the requirements of each unit for getting qualified. You can contact with the mentor through email any time. After submitting all the assignments, you will get detailed feedback from our qualified assessor, if needed. It will help you prepare in the best possible way and find out any flaws that can prevent you getting qualified.
Yes, all the costs are included in the price. However, you may have to pay some extra for certain condition and qualification.
Yes. As well as being accredited by an industry leading Institute, your course is also regulated and approved by Ofqual, the governing body for Qualifications in the UK. This means you can study any of our courses safe in the knowledge that upon completion of your studies you will receive a certificate of your educational achievement which will be recognised globally.
To learn about the difference between CPD course and Regulated Qualification, please read this file.
UCAS points (also known as UCAS Tariff points) are a way of measuring the relative value of all post-16 qualifications in the UK.
Course Curriculum
| Induction Form | |||
| Induction Form | 00:05:00 | ||
| Registration Entry Form | |||
| Registration Entry Form | 00:05:00 | ||
| SafeRead Passcode: Unlock Your Study Materials | |||
| SafeRead Passcode: Unlock Your Study Materials | 00:00:00 | ||
| Introduction to the Course | |||
| An Introduction to the Diploma in Education and Training | 00:00:00 | ||
| Glossary of Educational Terms | 00:00:00 | ||
| Verbs used in the Diploma in Education and Training Units | 00:00:00 | ||
| Educational Abbreviations and Acronyms | 00:00:00 | ||
| Hints and Tips for Creating and Using Handouts and Visual Presentations | 00:00:00 | ||
| Online Safety | 00:00:00 | ||
| Tips for New Teachers and Trainers | 00:00:00 | ||
| Attitudes Affecting Behaviour | 00:00:00 | ||
| Beginners Guide to Referencing | 00:00:00 | ||
| Study Materials | |||
| Topic 01 | |||
| Teaching Roles Responsibilites and Legislation | 00:00:00 | ||
| Table of Examples of Teaching Roles and Responsibilities | 00:00:00 | ||
| Boundaries of Teaching | 00:00:00 | ||
| Topic 02 | |||
| Initial and Diagnostic Assessment, Learner needs and Points of Referral | 00:00:00 | ||
| Demonstrating Good Practice to Promote Inclusion | 00:00:00 | ||
| Table of Examples of Potential Needs and Points of Referra | 00:00:00 | ||
| Template – Initial and Diagnostic Assessmen | 00:00:00 | ||
| Topic 03 | |||
| Designing Schemes of Work, Group Profiles and Session Plans | 00:00:00 | ||
| Example Completed Scheme of Work | 00:00:00 | ||
| Completed Example Scheme of Work Rationale | 00:00:00 | ||
| Example Completed Session Plan | 00:00:00 | ||
| Template – Scheme of Work Rationale | 00:00:00 | ||
| Template – Scheme of Work | 00:00:00 | ||
| Topic 04 | |||
| Using Resources and Technology | 00:00:00 | ||
| Table of Resources | 00:00:00 | ||
| List of Technologies | 00:00:00 | ||
| Advantages and Disadvantages of Using Technology | 00:00:00 | ||
| Resource Box | 00:00:00 | ||
| Assistive Resources | 00:00:00 | ||
| Topic 05 | |||
| Theories, Principles and Models of Learning | 00:00:00 | ||
| Examples of Meeting VARK Learning Preferences | 00:00:00 | ||
| Topic 06 | |||
| Teaching and Learning Approaches, Communication | 00:00:00 | ||
| Theories, Principles and Models of Communication | 00:00:00 | ||
| Examples of Verbal and Non Verbal Communication | 00:00:00 | ||
| Checklist for Verbal, Listening, Non Verbal and Written Communication | 00:00:00 | ||
| Topic 07 | |||
| Assessing Learning | 00:00:00 | ||
| Theories, Principles and Models of Assessment | 00:00:00 | ||
| The Teaching and Learning Cycle | 00:00:00 | ||
| Table of Assessment Types | 00:00:00 | ||
| Assessment Methods and Approaches | 00:00:00 | ||
| Table of Assessment Methods, Approaches and Activities | 00:00:00 | ||
| Table of Assessment Requirements | 00:00:00 | ||
| Table of Peer and Self Assessment Advantages and Limitations | 00:00:00 | ||
| Using Questions | 00:00:00 | ||
| Minimising Risks | 00:00:00 | ||
| Key Feedback Words | 00:00:00 | ||
| Group Profile Completed Example | 00:00:00 | ||
| Template – Group Profile | 00:00:00 | ||
| Template – Individual Learning Plan | 00:00:00 | ||
| Template – Workshop Plan | 00:00:00 | ||
| Templates – Assessment Records | 00:00:00 | ||
| Completed Example of Assessment Records | 00:00:00 | ||
| Topic 08 | |||
| Theories, Principles and Models of Curriculum Development | 00:00:00 | ||
| Topic 09 | |||
| Theories, Principles and Models of Reflection and Evaluation | 00:00:00 | ||
| Example Completed Reflective Learning Journal | 00:00:00 | ||
| Table of Objectives at Different Levels | 00:00:00 | ||
| Template – Reflective Learning Journal | 00:00:00 | ||
| Reviewing Own Practice Planning and Evaluation | 00:00:00 | ||
| Table of Strengths and Limitations of Teaching and Learning Approaches | 00:00:00 | ||
| Example Completed Personal Development Plan | 00:00:00 | ||
| Example Completed CPD Record | 00:00:00 | ||
| Checklist for Demonstrating a Task | 00:00:00 | ||
| Example Completed Self Evaluation Form | 00:00:00 | ||
| Template – Personal Development Plan | 00:00:00 | ||
| Template – CPD Record | 00:00:00 | ||
| Template – Session Plan Pro-forma | 00:00:00 | ||
| Template – Self Evaluation of a Delivered Session Pro-forma | 00:00:00 | ||
| Template – Course Evaluation | 00:00:00 | ||
| Topic 10 | |||
| The Teaching and Learning Environment, Behaviour and Respect, Equality and Diversity | 00:00:00 | ||
| Working With an LSA | 00:00:00 | ||
| Identifying Inequality | 00:00:00 | ||
| Learner Differences | 00:00:00 | ||
| Ways to Promote and Advance Equality | 00:00:00 | ||
| The Environment – Examples of Physical, Social and Learning Aspects | 00:00:00 | ||
| Safeguarding Prevent British Values | 00:00:00 | ||
| Equality and Diversity – Glossary of Terms | 00:00:00 | ||
| Checklist for Equality and Diversity | 00:00:00 | ||
| Topic 11 | |||
| The Minimum Core | 00:00:00 | ||
| Checklist – Minimum Core Personal Skills | 00:00:00 | ||
| Topic 12 | |||
| Observations and Teaching Practice | 00:00:00 | ||
| Starter and Closing Activities | 00:00:00 | ||
| Facilitating Group Learning | 00:00:00 | ||
| Facilitating Individual Learning | 00:00:00 | ||
| Extension Activities | 00:00:00 | ||
| Pre Course Assessment Diploma | 00:00:00 | ||
| Checklist for Teaching | 00:00:00 | ||
| Observation Checklist (DET) | 00:00:00 | ||
| Teaching Practice Log Information | 00:00:00 | ||
| Template – Teaching Practice Log | 00:00:00 | ||
| Sample Action Plan for the Diploma in Education and Training | 00:00:00 | ||
| Five Minute Session Plan | 00:00:00 | ||
| Example Three Stage Session Plan | 00:00:00 | ||
| Topic 13 | |||
| Professionalism and Professional Values | 00:00:00 | ||
| Working With Other Professionals | 00:00:00 | ||
| Topic 14 | |||
| Education Policy and the Curriculum | 00:00:00 | ||
| Topic 15 | |||
| Stakeholders and External Bodies | 00:00:00 | ||
| Stakeholders and External Bodies in Education and Training | 00:00:00 | ||
| Topic 16 | |||
| Organisational Context of Education and Training | 00:00:00 | ||
| Topic 17 | |||
| Quality Improvement and Quality Assurance | 00:00:00 | ||
| Quality Cycle | 00:00:00 | ||
| The Role of a Lead IQA Role | 00:00:00 | ||
| Possible Risks for an Internal Quality Assurer | 00:00:00 | ||
| Templates – IQA Records | 00:00:00 | ||
| Example – IQA Templates | 00:00:00 | ||
| Preparing for an External Quality Assurance Visit | 00:00:00 | ||
| Example Self-evaluation for a Taught Session | 00:00:00 | ||
| Self-evaluation for a Taught Session | 00:00:00 | ||
| Surveys and Questionnaires | 00:00:00 | ||
| Mandatory Units | |||
| Assignment Preparation Guideline | 00:00:00 | ||
| Unit 01: Teaching, Learning and Assessment in Education and Training | |||
| Guidance to Achieving the Unit | 00:00:00 | ||
| Assignment: DET Unit 1 | 00:00:00 | ||
| Unit 02: Developing Teaching, Learning and Assessment in Education and Training | |||
| Guidance to Achieving the Unit | 00:00:00 | ||
| Assignment: DET Unit 2 | 00:00:00 | ||
| Unit 03: Theories, Principles and Models in Education and Training | |||
| Guidance to Achieving the Unit | 00:00:00 | ||
| Assignment: DET Unit 3 | 00:00:00 | ||
| Unit 04: Wider Professional Practice and Development in Education and Training | |||
| Guidance to Achieving the Unit | 00:00:00 | ||
| Assignment: DET Unit 4 | 00:00:00 | ||
| Optional Units - Unit 01: Developing, Using and Organising Resources in a Specialist Area | |||
| Developing Using and Organising Resource | 00:00:00 | ||
| Assignment: Optional Unit 1 – Developing, Using and Organising Resources in a Specialist Area | 00:00:00 | ||
| Optional Units - Unit 02: Inclusive Practice | |||
| Policy and Regulatory Frameworks on Inclusive Practice | 00:00:00 | ||
| Maintaining Inclusive Learning Environment | 00:00:00 | ||
| Inclusive Practice Roles and Responsibilities | 00:00:00 | ||
| Factors Influencing Learning | 00:00:00 | ||
| Evaluating Own Inclusive Practice | 00:00:00 | ||
| Assignment: Optional Unit 2 – Inclusive Practice | 00:00:00 | ||
| Optional Units - Unit 03: Effective Partnership Working in the Learning and Teaching Context | |||
| The Purpose of Partnership Working | 00:00:00 | ||
| Reporting on a Partnership’s Output | 00:00:00 | ||
| Purpose and Nature of Partnership Working | 00:00:00 | ||
| Partnership Roles and Responsibilities | 00:00:00 | ||
| Management of Partnerships | 00:00:00 | ||
| Ground Rules and Timescales | 00:00:00 | ||
| Context Within Which a Partnership Operates | 00:00:00 | ||
| Communicating Effectively Within a Partnership | 00:00:00 | ||
| Assignment: Optional Unit 3 – Effective Partnership Working in the Learning and Teaching Context | 00:00:00 | ||
| Submit your Assignment | |||
| Assignment Submission Guideline | 00:00:00 | ||
| Assignment Submission Checklist | 00:00:00 | ||
| Submit Your Assignments | 00:00:00 | ||
With a team of industry professionals producing and delivering our course content, you can be sure the skills and knowledge you learn are applicable to your career aspirations, whether that’s in management, administration or beyond.
