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Focus Awards Level 5 Diploma in Education and Training (RQF)
11 (4.6)
Overview Join the world of education and become a true difference-maker! Immerse yourself in the dynamic and rewarding realm of learning through our highly respected …
Overview
Join the world of education and become a true difference-maker! Immerse yourself in the dynamic and rewarding realm of learning through our highly respected Focus Award Level 5 Diploma in Education and Training (RQF) course which is regulated by Ofqual.
This comprehensive program, carefully crafted by industry experts, is your passport to a wealth of knowledge. Enjoy round-the-clock support and the flexibility to learn from anywhere, at any time. Upon successfully completing this qualification, you’ll earn a highly recognised certificate from Focus Awards regulated by Ofqual, a testament to your dedication to education, and a powerful boost to your career.
Don’t just chase success—ignite it with our transformative education program!
Advantages you’ll receive:
- High-quality virtual learning materials.
- 24/7 module access.
- User-friendly online platform.
- Compliance with standards.
- Recognized qualification.
- Exceptional customer service.
Description
The Level 5 Diploma in Education and Training (RQF) program comprises two main sections: one that is compulsory and another that is optional, offering 75 and 45 credits respectively.
By enrolling in this extensive course, you will:
- Acquire the skills to enhance teaching, learning, and assessment within the field of education and training.
- Delve into the theories, principles, and models relevant to education and training.
- Familiarise yourself with the aspects of professional practice and development in education and training.
- Develop a profound understanding of ESOL (English for Speakers of Other Languages) theories and frameworks.
- Comprehend the connection between ESOL and the learners involved.
- Demonstrate the ability to identify an organisation’s specific learning needs.
Qualification Purpose
The primary aim of the Focus Awards Level 5 Diploma in Education and Training (RQF) program is to empower learners with the comprehensive expertise and competencies required to excel within the realm of education and training.
Who is this course for?
The Focus Awards Level 5 Diploma in Education and Training (RQF) program caters to individuals aspiring to become proficient educators, specifically targeting those seeking a prestigious qualification in education and training. This course is particularly relevant for those aiming to achieve the Qualified Teacher Learning and Skills (QTLS) status, signifying a high level of competence in the educational field.
Entry Requirements
Learners must meet the following minimum criteria:
- Candidates are typically required to be at least 19 years old or older.
- Candidates typically require a relevant Level 3 qualification or equivalent.
- This qualification requires a minimum 100-hour work placement, including group work with learners to complete the qualification.
- Candidates should be clear of disqualifying criminal records for roles with minors or vulnerable individuals.
- Candidates must meet basic literacy, language, numeracy, and ICT standards.
Progression
- Teaching Qualifications: Progress to PGCE or QTLS for teaching in schools or specialised higher education roles.
- Further Education and Training Roles: Become a lecturer, trainer, tutor, or assessor in colleges and vocational centres.
- Higher Education: Pursue bachelor’s, master’s, or Ph.D. programs in education or related fields.
- Professional Development: Engage in CPD courses and leadership training for career advancement.
- Specialisation: Explore areas like special education, ESL, or vocational education through relevant courses.
- Online Teaching and E-Learning: Consider roles in online education, instructional design, and e-learning development.
- Education Consultancy and Assessment: Explore opportunities as an educational consultant or in assessment and quality assurance roles.
Total Qualification Time
The Total Qualification Time (TQT) includes both guided learning hours (GLH) and an approximation of the hours a student is expected to dedicate to independent preparation, studying, or any other learning activities, including assessments, that are directed by educational staff but not directly supervised by them. The credit value of a qualification is determined by TQT, with one credit equivalent to 10 hours of learning. The Total Qualification Time for this specific qualification is 728 hours.
Guided Learning Hours
The term “Guided Learning Hours” encompasses all instances of direct interaction, support, or oversight provided to a learner by an educator, supervisor, tutor, trainer, or a suitable education/training provider. The specific Guided Learning Hours for this qualification amount to 390 hours.
Method of Assessment:
The assessment process involves a series of concise tasks that you need to finish to showcase your overall reading abilities, including proper referencing. All these assignments should be submitted online.
Career Path
You will be able to work as a competent professional in education and training after earning the Focus Awards Level 5 Diploma in Education and Training (RQF) qualification. Some of them are listed below.
- Teaching Assistant or Support Role
- Lecturer or Instructor
- Specialist Teacher
- Teacher Trainer
- Curriculum Developer
- Education Manager
- Adult and Community Education
- Further Education Leadership
- Education Consultant
- Entrepreneurship
- Further Study (Ph.D.)
Course Curriculum
| Induction Form | |||
| Induction Form | 00:00:00 | ||
| Registration Entry Form | |||
| Registration Entry Form | 00:00:00 | ||
| Introduction to the Course | |||
| A9050 – Handout – Table of Assessment Types | 00:45:00 | ||
| A9051A – Handout – Table of Assessment methods, approaches and activities | 00:00:00 | ||
| A9055 – Handout – Table of peer and self assessment advantages and limitations | 00:00:00 | ||
| A9058 – Handout – Table of strengths and limitations of teaching and learning approaches | 00:00:00 | ||
| A9060 – Handout – Example Completed Personal Development Plan | 00:00:00 | ||
| A9061 – Handout – Example Completed CPD Record | 00:00:00 | ||
| AT003 – Template – Personal Development Plan | 00:00:00 | ||
| AT004 – Template – CPD Record | 00:00:00 | ||
| AT005 – Template – Reflective Learning Journal | 00:00:00 | ||
| AT007 – Template – Session Plan pro-forma | 00:00:00 | ||
| AT009 – Template – Self Evaluation of a Delivered session pro-forma | 00:00:00 | ||
| AT013 – Template – Scheme of work rationale | 00:00:00 | ||
| AT014 – Template – Scheme of work | 00:00:00 | ||
| AT015 – Template – Course evaluation | 00:00:00 | ||
| AT018D – Pre course assessment Diploma | 00:00:00 | ||
| AT021 – Template – Teaching practice log | 00:00:00 | ||
| AT022 – Template – Initial and diagnostic assessment | 00:00:00 | ||
| AT023 – Template – Individual learning plan | 00:00:00 | ||
| AT024 – Template – Group profile | 00:00:00 | ||
| AT025 – Template – Workshop plan | 00:00:00 | ||
| AT050D – Sample action plan for the Diploma in Education and Training | 00:00:00 | ||
| ATMC01 – Checklist – Minimum Core personal skills | 00:00:00 | ||
| C9054 – Handout – Group profile completed example | 00:00:00 | ||
| Primary Units | |||
| Unit 1 and 2: Developing Teaching, Learning and Assessment in Education and Training & Teaching, Learning and Assessment in Education and Training | |||
| Self Assessment | |||
| SAGU1D – Self assessment grid – Diploma unit one | 01:00:00 | ||
| SAGU2D – Self assessment grid – Diploma unit two | 01:00:00 | ||
| Information leaflet | |||
| D901D – An introduction to the Diploma in Education and Training | 01:00:00 | ||
| D902D – Information leaflet – Teaching roles, responsibilites and legislation | 01:00:00 | ||
| D903D – Information leaflet – Initial and Diagnostic Assessment, Learner needs and Points of referral | 01:00:00 | ||
| D904D – Information leaflet – Designing schemes of work, group profiles and session plans | 01:00:00 | ||
| D905D – Information leaflet – Teaching and learning approaches, Communication | 01:00:00 | ||
| D906D – Information leaflet – Using Resources and technology | 01:00:00 | ||
| D907D – Information leaflet – The teaching and learning environment, behaviour and respect, E & D | 01:00:00 | ||
| D908D – Information leaflet – Assessing learning | 01:00:00 | ||
| D909D – Information leaflet – Reviewing own Practice Planning and evaluation | 01:00:00 | ||
| D911D – Information leaflet – Observations and teaching practice | 01:00:00 | ||
| D922D – Information leaflet – The minimum Core | 01:00:00 | ||
| Guidance for Achieving the Units | |||
| PGU1D – Guidance for evidencing achievement – Diploma unit one | 02:00:00 | ||
| PGU2D – Guidance for evidencing achievement – Diploma unit two | 02:00:00 | ||
| Checklists | |||
| Hc003 – Checklist for Verbal, Listening, Non Verbal and Written Communication | 00:25:00 | ||
| HC004 – Checklist for Equality and Diversity | 01:00:00 | ||
| HC005 – Checklist for demonstrating a task | 01:00:00 | ||
| HC012 – Checklist for teaching | 01:00:00 | ||
| HC013D – Observation checklist – Diploma units | 02:00:00 | ||
| Handout | |||
| H9001 – Handout – Identifying Inequality | 01:00:00 | ||
| H9002 – Handout – Learner Differences | 01:00:00 | ||
| H9003 – Handout – Ways to promote and advance equality | 02:00:00 | ||
| H9004 – Handout – Glossary of educational terms | 01:00:00 | ||
| H9005 – Handout – Educational abbreviations and acronyms | 01:00:00 | ||
| H9006 – Handout – The environment – examples of physical, social and learning aspects | 01:00:00 | ||
| H9007 – Handout – Demonstrating good practice to promote inclusion | 02:00:00 | ||
| H9008 – Handout – Safeguarding Prevent British Values | 02:00:00 | ||
| H9010 – Handout – Table of examples of teaching roles and responsibilities | 01:00:00 | ||
| H9011A – Handout – Boundaries of teaching | 01:00:00 | ||
| H9012 – Handout – Table of resources | 01:00:00 | ||
| H9014D – Verbs used in the Diploma in Education and Training units | 01:00:00 | ||
| H9015 – Handout – The teaching and learning cycle | 01:00:00 | ||
| H9016 – Handout – Teaching practice log information | 01:00:00 | ||
| H9018 – Handout – Hints and tips for creating and using handouts and visual presentations | 00:00:00 | ||
| H9019 – Handout – List of technologies | 01:00:00 | ||
| H9020A – Handout – Table of examples of potential needs and points of referral | 01:00:00 | ||
| H9021 – Handout – Advantages and disadvantages of using technology | 02:00:00 | ||
| H9022 – Handout – Online safety | 01:00:00 | ||
| H9023 – Handout – Resource box | 01:00:00 | ||
| H9024 – Handout – Assistive resources | 01:00:00 | ||
| H9025 – Handout – Examples of verbal and non verbal communication | 01:00:00 | ||
| H9027 – Handout – Working with an LSA | 01:00:00 | ||
| H9028 – Handout – Using questions | 01:00:00 | ||
| H9029 – Handout – Minimising risks | 01:00:00 | ||
| H9030 – Handout – Key feedback words | 01:00:00 | ||
| H9031 – Handout – Starter and closing activities | 01:00:00 | ||
| H9034 – Handout – Facilitating group learning | 01:00:00 | ||
| H9035 – Handout – Facilitating individual learning | 01:00:00 | ||
| H9036 – Handout – Extension activities | 01:00:00 | ||
| H9051 – Handout – Tips for new teachers and trainers | 01:00:00 | ||
| H9052 – Handout – Attitudes affecting behaviour | 01:00:00 | ||
| I9011 – Handout – Equality and Diversity – Glossary of Terms | 01:00:00 | ||
| I9015A – Handout – Example Completed Reflective Learning Journal | 01:00:00 | ||
| M9057 – Handout – Example Completed Self Evaluation Form | 01:00:00 | ||
| M9060 – Handout – Example Completed Scheme of Work | 01:00:00 | ||
| M9061 – Handout – Completed example scheme of work rationale | 01:00:00 | ||
| M9062 – Handout – Example Completed Session Plan | 01:00:00 | ||
| M9063A – Information leaflet – Beginners guide to referencing | 00:00:00 | ||
| M9064 – Handout – Five minute session plan | 01:00:00 | ||
| M9065 – Handout – Example three stage session plan | 01:00:00 | ||
| U9053A – Handout – Table of Objectives at different levels | 01:00:00 | ||
| Core Skills | |||
| D001D – PP – An Introduction to the Diploma in Education and Training | 01:00:00 | ||
| D002D – PP – Roles, Responsibilities, Legislation | 01:00:00 | ||
| D003D – PP – Initial and diagnostic assessment, learner needs and points of referral | 02:00:00 | ||
| D004D – PP – Designing Schemes of Work, Group Profiles and Session Plans | 01:00:00 | ||
| D005D – PP – Teaching and learning approaches, Communication | 01:30:00 | ||
| D006D – PP – Using Resources and Technology | 01:30:00 | ||
| D007D – PP – The teaching and learning environment, behviour and respect, E & D | 01:00:00 | ||
| D008D – PP – Assessing learning | 01:00:00 | ||
| D009D – PP – Reviewing own Practice Planning & Evaluation | 01:00:00 | ||
| D011D – PP – Observations and teaching practice | 01:00:00 | ||
| D022D – PP – The Minimum Core | 01:00:00 | ||
| Assignments | |||
| Unit 1 Assignment DET | 01:00:00 | ||
| Unit 2 Assignment DET | 01:00:00 | ||
| Unit 3: Theories, Principles and Models in Education and Training | |||
| Self Assessment | |||
| SAGU3D – Self assessment grid – Diploma unit three | 01:00:00 | ||
| Information leaflet | |||
| D931D – Information Leaflet – Theories, principles and models of learning | 01:00:00 | ||
| D932D – Information Leaflet – Theories, principles and models of communication | 01:00:00 | ||
| D933D – Information Leaflet – Theories, principles and models of assessment | 01:00:00 | ||
| D934D – Information Leaflet – Theories, principles and models of curriculum development | 01:00:00 | ||
| D935D – Information Leaflet – Theories, principles and models of reflection and evaluation | 01:00:00 | ||
| Guidance for Achieving the Units | |||
| PGU3D – Guidance for evidencing achievement – Diploma unit three | 01:00:00 | ||
| Checklist | |||
| HC012 – Checklist for teaching | 01:00:00 | ||
| Handout | |||
| A9050 – Handout – Table of Assessment Types | 00:45:00 | ||
| A9051 – Handout – Assessment methods and approaches | 01:00:00 | ||
| A9053 – Handout – Table of Assessment requirements | 01:00:00 | ||
| A9059 – Handout – Completed Example of Assessment Records | 01:00:00 | ||
| H9025 – Handout – Examples of verbal and non verbal communication | 01:00:00 | ||
| H9037 – Handout – Examples of meeting VARK learning preferences | 01:00:00 | ||
| HC003 – Checklist for verbal, listening, non verbal and written communication | 01:00:00 | ||
| I9015A – Handout – Example Completed Reflective Learning Journal | 01:00:00 | ||
| U9053A – Handout – Table of Objectives at different levels | 01:00:00 | ||
| Theories, Principles and Models of Curriculum Development | |||
| D301D – PP – Theories, principles and models of learning | 01:00:00 | ||
| D302D – PP – Theories, principles and models of communication | 01:00:00 | ||
| D303D – PP – Theories, principles and models of assessment | 01:00:00 | ||
| D304D – PP – Theories and models of curriculum development | 01:00:00 | ||
| D305D – PP – Theories and models of reflection and evaluation | 01:00:00 | ||
| Templates | |||
| AT001 – Templates – Assessment Records | 00:45:00 | ||
| AT005 – Template – Reflective Learning Journal | 01:00:00 | ||
| Assignements | |||
| Unit 3 Assignment DET | 01:00:00 | ||
| Unit 4: Wider Professional Practice and Development in Education and Training | |||
| Self Assessment | |||
| SAGU4D – Self assessment grid – Diploma unit four | 01:00:00 | ||
| Information | |||
| D941D – Information Leaflet – Professionalism and professional values | 01:00:00 | ||
| D942D – Information Leaflet – Education policy and the curriculum | 01:00:00 | ||
| D943D – Information Leaflet – Stakeholders and external bodies | 01:00:00 | ||
| D944D – Information Leaflet – Organisational context of education and training | 01:00:00 | ||
| D945D – Information Leaflet – Quality improvement and quality assurance | 01:00:00 | ||
| Guidance | |||
| PGU4D – Guidance for evidencing achievement – Diploma unit four | 01:00:00 | ||
| Handout | |||
| A9060 – Handout – Example Completed Personal Development Plan | 00:15:00 | ||
| A9061 – Handout – Example Completed CPD Record | 01:00:00 | ||
| C9055 – Handout – The role of a Lead IQA role | 01:00:00 | ||
| H9038 – Handout – Working with other professionals | 01:00:00 | ||
| H9039 – Handout – Stakeholders and external bodies in education and training | 01:00:00 | ||
| H9040 – Handout – Quality cycle | 01:00:00 | ||
| H9041 – Handout – Example self-evaluation for a taught session | 01:00:00 | ||
| H9042 – Handout – Surveys and questionnaires | 01:00:00 | ||
| I9017 – Handout – Possible risks for an internal quality assurer | 01:00:00 | ||
| I9018 – Handout – Preparing for an external quality assurance visit | 01:00:00 | ||
| Self-Evaluation | |||
| AT027 – Self-evaluation for a taught session | 01:00:00 | ||
| Templates | |||
| AT003 – Template – Personal Development Plan | 00:30:00 | ||
| AT004 – Template – CPD Record | 01:00:00 | ||
| AT006 – Templates – IQA Records | 01:00:00 | ||
| I9016 – IQA templates | 01:00:00 | ||
| Learning Outcomes | |||
| Education policy and the curriculum | 01:00:00 | ||
| Organisational context of education and training | 01:00:00 | ||
| Professionalism and professional values | 01:00:00 | ||
| Quality improvement and quality assurance | 01:00:00 | ||
| Stakeholders and external bodies | 01:00:00 | ||
| Assignments | |||
| Unit 4 Assignment DET | 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 - Unit 01: Developing, Using and Organising Resources in a Specialist Area | |||
| Developing, Using and Organising Resources in a Specialist Area | 00:00:00 | ||
| Unit 02: Inclusive Practice | |||
| Evaluating Own Inclusive Practice | 00:00:00 | ||
| Factors Influencing Learning | 00:00:00 | ||
| Inclusive Practice Roles and Responsibilities | 00:00:00 | ||
| Maintaining Inclusive Learning Environment | 00:00:00 | ||
| Policy and Regulatory Frameworks on Inclusive Practice | 00:00:00 | ||
| Assignment - Unit 02: Inclusive Practice | |||
| Inclusive Practice | 00:00:00 | ||
| Unit 03: Effective Partnership Working in the Learning and Teaching Context | |||
| Communicating Effectively within a Partnership | 00:00:00 | ||
| Context Within Which a Partnership Operates | 00:00:00 | ||
| Ground Rules and Timescales | 00:00:00 | ||
| Management of Partnerships | 00:00:00 | ||
| Partnership Roles and Responsibilities | 00:00:00 | ||
| Purpose and Nature of Partnership Working | 00:00:00 | ||
| Reporting on a Partnership’s Output | 00:00:00 | ||
| The Purpose of Partnership Working | 00:00:00 | ||
| Assignment - Unit 03: Effective Partnership Working in the Learning and Teaching Context | |||
| Effective Partnership Working in the Learning and Teaching Context | 00:00:00 | ||
| Submit Your Assignments - Focus Award Level 5 Diploma in Education and Training (RQF) | |||
| Submit Your Assignments | 00:00:00 | ||
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Frequently asked questions
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There are no specific prerequisites for this course, nor are there any formal entry requirements. All you need is an internet connection, a good understanding of English and a passion for learning for this course.
You have the flexibility to access the course at any time that suits your schedule. Our courses are self-paced, allowing you to study at your own pace and convenience.
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Yes, upon successfully completing the course, you will receive a certificate of completion. This certificate can be a valuable addition to your professional portfolio and can be shared on your various social networks.
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