Diploma in Teaching in the Lifelong
Learning Sector
Week 1
Structure of the qualification
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Minimum 120 credits
7 mandatory units
Two units at level 3/4
Two units at level 4
Three units at level 5
Optional units to the value of 30 credits
15 credits at level 4 and 15 credits at level 5
• 150 hours of teaching practice (logged)
• 8 x 1 hour observations per candidate
Structure of the qualification
Part One: (60 credits)
Unit 1 – Preparing to teach in the Lifelong Learning
Sector Level 3/4 (6 credits)
Unit 2 – Planning and Enabling learning Level 3/4
(9 credits)
Unit 3 - Enabling learning and assessment Level 4
(15 credits)
Unit 4 – Theories and principles for planning and
enabling learning Level 4 (15 credits)
Optional unit @ Level 4 (min 15 credits)
Structure of the qualification
Part Two: (60 credits)
Unit 5 - Continuing personal and professional
development Level 5 (15 credits)
Unit 6 – Curriculum development for inclusive
practice Level 5 (15 credits)
Unit 7 – Wider professional practice Level 5
(15 credits)
Optional unit @ Level 5 (min 15 credits)
Level 4 optional units
• Inclusive practice
• Managing and responding to behaviours in a
learning environment
• Developing and managing resources in the
lifelong learning sector
• Professional development planning
• Teaching a specialist subject
Level 5 optional units
• Developing and managing resources in the
lifelong learning sector
• The lifelong learning sector
• Working with the 14-19 age range in the
learning environment
• Inclusive practice
• Professional development planning
• Developing management skills
Writing at Level 4
Candidates need to demonstrate in their assessments a
depth of knowledge and understanding appropriate to
Level 4 . This should be reflected in:
– An understanding of the relationship between
theory/principles and practice
– Evidence of reading and research
– Evidence of consideration of practice that is in accordance
with professional values
– An academic style of writing, using the Harvard referencing
system
– Writing should be concise and candidates should provide
evidence of careful planning
Writing at Level 5
• Candidates need to demonstrate in their assessments a
depth of knowledge and understanding appropriate to
Level 5. This should be reflected in
– a critical reflection of the relationship between
theory/principles and practice
– A considered and targeted approach to reading and research
– Clear evidence of substantial reading including professional
publications
– Evidence of practice in accordance with professional values
– An academic style of writing using the Harvard referencing
system
– Writing should be concise and candidates should provide
evidence of careful planning
Subject specific mentoring
It is strongly recommended that each
candidate has a subject specific mentor, to
give support on subject specific pedagogy
Mentors should provide support for the
professional development of the candidate in
his/her subject area. E.g checking schemes of work,
session plans, course development
Registration with IFL
Have you registered?
Portfolios
• One portfolio
– Assignments
• One portfolio
– Evidence 150 hours of teaching practice
– Reflective learning journal entries from the start
of the programme, which encompasses your own
learning and teaching practice. The journal
entries must provide the basis for meeting the
required assessed outcomes
Assessments
• Always hand in your assignment with an assessment
front sheet that is signed by you (Form 2) and include
Appendix 6 (unit declaration)
• Each time you are observed you should complete a
self evaluation of teaching practice delivery (Form 7)
• Complete teaching practice log (Form 9)
The Minimum Core
• The Minimum Core of Language, Literacy,
Maths and ICT must be embedded within:
– The planning and enabling unit
– Theories and principles for planning and enabling
learning unit
– Enabling learning and assessment unit
Initial Assessment Activity
• Read through the IFL Code of Professional
Practice
• Evaluate the benefits of IFL registration in no
more than 250 words