BTEC Edexcel Level 5 Diploma in Education & Training (formerly DTLLS) Units

Elite Education and Training Level 5Here you can find out about the units that you will undertake whilst on the Level 5 Diploma in Teaching in the Lifelong Learning Sector course with us. If you wish to go back to the previous page, then please click the back button on the top left corner of your web browser.

Mandatory Units

Please click on a unit below to find out further information on the unit’s contents.

  1. Planning and Enabling Learning
  2. Enabling Learning and Assessment
  3. Theories and Principles for Planning and Enabling Learning
  4. Continuing Personal and Professional Development
  5. Curriculum Development for Inclusive Practice
  6. Wider Professional Practice

Optional Units

  1. The Lifelong Learning Sector
  2. Developing and Managing Resources within the Lifelong Learning Sector

Who is this qualification for?

This qualification is intended for Teachers who have a higher level of responsibility for teaching, in regards to the design, delivery and management of a curriculum within their specialist area, and who wish to achieve Full Teacher status i.e. Qualified Teacher in the Lifelong Learning Sector (QTLS) status.

Holders of this qualification are also recognised as being able to teach within Primary and Secondary Education as well as Further Education following a reform, which came into effect in 2012. This means that those wishing to teach in this area no longer need to have gained a CertEd or PGCE or other higher equivalent to teach.

Entry requirements

There are no formal entry requirements to enrol on DTLLS, however Students should have PTLLS at Level 4 and a good level of literacy and English, and a personal strong level of commitment to complete this course.

How is the qualifications assessed?

DTLLS is assessed by a series of written assignments, reflective study, observed teaching and projects.

The mode of study and assessment strategy has been designed so that a large majority of evidence can be achieved by undertaking a variety of assignments as stated above. This will allow you to show that you have the Knowledge, Understanding and skill to achieve DTLLS.

You will also need to evidence 150 hrs of Teaching Practice. 2 hrs of your teaching will be observed in your workplace by your Tutor/Assessor, a further 6 hours will be observed by your peers, this would be discussed with your Tutor during the planning of your study.

Overall this means that you will need to have access to be able to teach and evidence 150 hrs of teaching. You may teach full time or part, so long as you meet the criteria for teaching hours, and can be any form of training.

How long does DTLLS take to achieve?

DTLLS is delivered as a Part Time learning programme, and takes approximately 9 to 12 months, depending on personal circumstances, and most importantly your level of commitment.

Accreditation of Prior Learning (APL)

You may have already achieved Unit 1 Preparing to Teach in the Lifelong Learning Sector (PTLLS) ideally at Level 4, if you have only achieved at Level 3, than you would need to top up to Level 4 for DTLLS, however this would be looked at when you enrol, and would count as 6 credits towards DTLLS.

If you have also achieved Unit 2 Planning and Enabling Learning along with PTLLS as part of undertaking the Certificate in Teaching in the Lifelong Learning Sector (CTLLS), then you would already have achieved 15 credits that would count towards DTLLS.

Again the qualification Level would still apply, as mentioned above with PTLLS, as both units need to be at Level 4.

Faculty

Our Faculty consists of members who have a wide range of diverse backgrounds. All have many years of experience working within their profession sitting on the Training and Development Board for Sector Skills Councils designing National Occupational Standards, and as Trainers and Assessors who have worked for , Schools, Training providers, Colleges and Universities.


Unit overview and what they mean

Mandatory Units

Planning and Enabling Learning Level 4

Aim

The Level 4 Planning and Enabling Learning unit is designed for those who need to understand how to plan, prepare and deliver learning sessions and reflect on their own practice.

Objectives

Teachers and trainers will understand how to:

  • Understand ways to negotiate appropriate individual goals with learners
  • Understand how to plan for inclusive learning
  • Understand how to use teaching and learning strategies and resources inclusively to meet curriculum requirements
  • Understand how to use a range of communication skills and methods to communicate effectively with learners and relevant parties in own organisation
  • Understand and demonstrate knowledge of the minimum core in own practice
  • Understand how reflection, evaluation and feedback can be used to develop own practice.

Enabling Learning and Assessment Level 4

Aim

The aim of this unit is to learn how to conduct Formal and Informal assessment methods with Learners, evaluate and plan their learning.

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Objectives

Teachers and trainers will understand how to:

  • Develop the ability to carry-out appropriate and accurate assessment and plan accordingly for the needs of their learners and potential learners
  • Develop an understanding of the ways in which learners can be supported
  • To understand the assessment process and encourage learners to take responsibility for their own learning
  • Develop critical understanding of the nature and purpose of assessment.
  • Evaluate a range of assessment methods in different context

Theories and Principles for Planning and Enabling Learning Level 4

Aim

The Level 4 Planning and Enabling Learning unit is designed for those who need to understand the theories and principles of how to plan, prepare and deliver learning sessions and reflect on their own practice.

Objectives

Teachers and trainers will understand how to:

  • Understand the application of theories and principles of learning and communication to inclusive practice.
  • Understand how to apply theories and principles of learning and communication in planning and enabling inclusive learning
  • Understand and demonstrate knowledge of the minimum core in own practice
  • Understand and demonstrate how to evaluate and improve own practice, with reference to theories and principles of learning and communication.

Continuing Personal and Professional Development Level 5

Aim

This unit aims to enable student-teachers to reflect on their own professional and personal continuing development processes and activities through the application of models, theories and frameworks

Objectives

Teachers and trainers will understand how to:

  • Understand the impact of continuing professional development on understanding a range of teaching roles, responsibilities and contexts in the lifelong learning sector.
  • Analysing theories, principles and models of the autonomous learner, the reflective practitioner and continuing professional development and how they can be applied to the trainee’s development as an autonomous learner and evaluated as an essential part of continuing professional development.
  • Analysis and evaluation by the student-teacher of the effectiveness of their own continuing professional development on their personal and professional skills
  • Understand how effectively the student-teacher has planned and continues to plan their own continuing professional development.

Curriculum Development for Inclusive Practice Level 5

Aim

This unit is aimed at student-teachers who are developing their understanding of the importance of diversity within the design, development and delivery of teaching and training within the lifelong learning sector.

Objectives

Teachers and trainers will understand how to:

  • Analyse the curricula to ensure that it fits the educational/training context and follow this through into own practice.
  • Analyse the range of theories, models and approaches to curriculum design in order to understand their potential influence on outcomes for individual learners and groups and apply the finding of such analyses to individual learners or a cohort of learners.
  • Evaluate the impact of social, economic and cultural differences on learning, teaching and achievement in own specialist area and build upon the findings to develop ways to challenge discriminatory practice in the learning environment.
  • Design and implement programmes of study by applying the theories, principles and models of inclusive curriculum and evaluate and justify the effectiveness of your proposals to improve the curriculum.
  • Review the range of theories, principles, models and approaches of inclusive curriculum design studied and consider how they are applied to own practice and the general provision in own specialist area.
  • Reflect upon own practice in designing and developing inclusive curriculum design and plan and take up opportunities to develop and enhance own practice

Wider Professional Practice

Aim

The aim of this unit is to develop the ability of student-teachers in full teacher roles to engage in a wide range of professional practice activities, which are not necessarily linked directly to their subject discipline.

Objectives

Teachers and trainers will understand how to:

  • To provide student-teachers with the opportunity to demonstrate and enhance their wider knowledge and understanding of professional, regulatory and statutory bodies which are relevant to the lifelong learning sector and their ability to apply them in their working environment.
  • To provide student teachers with the opportunity to demonstrate and enhance their wider knowledge and understanding of the institutional policies and procedures, including quality assurance (QA) and quality improvement (QI), which influence their delivery of learning to students and to apply them appropriately.
  • To provide evidence of analysing the student-teacher’s own knowledge and experience of the impact of internal and external requirements that impact on their subject delivery and provide plans for broadening and enhancing their wider professional practice.

Optional Units

The Lifelong Learning Sector

Aim

This unit is designed to introduce learners to the profile of the lifelong learning sector and to review and analyse the context, rationale and impact of government policy relating to it.

Objectives

Teachers and trainers will understand how to:

  • Understand the scope and nature of the lifelong learning sector
  • Understand the current UK policy context of the lifelong learning sector
  • Understand the roles and purpose of regulators and funding bodies in the lifelong learning sector
  • Understand the roles and purpose of agencies involved in quality improvement of
    the lifelong learning sector.

Developing and Managing Resources within the Lifelong Learning Sector

Aim

This unit is for the student teacher in the full teaching role that has responsibility resources in the lifelong learning sector.

Objectives

Teachers and trainers will understand how to:

  • Understand types of resources and their purpose
  • Understand and demonstrate how to produce resources
  • Understand ways to ensure that resources are inclusive
  • Understand and demonstrate ways of using and managing resources
  • Understand legal requirements and responsibilities in relation to the use of resources
  • Understand how to evaluate and improve own use of resources