Teaching and Training Qualifications for the Further
Education and Skills Sector in England (2013)
Guidance for higher education institutions
Level 5 Diploma in Education and Training (QCF)
Level 5 Diploma in Education and Training including
specialist pathway (QCF)
Level 5 integrated specialist Diplomas in Education
and Training (QCF)
Level 5 standalone specialist Diplomas (QCF)
Updated May 2013
Level 5 Diplomas
Contents
Glossary .....................................................................................................................................
Section 1 Introduction
1.1
Purpose of this document ......................................................................................................... 4
1.2
How to use this document ........................................................................................................ 4
1.3
Background..................................................................................................................................... 4
Section 2 Level 5 Diploma in Education and Training
2.1
Purpose of qualification ............................................................................................................. 6
2.2
Entry requirements ...................................................................................................................... 6
2.3
Level, size and GLH ...................................................................................................................... 8
2.4
Content ............................................................................................................................................ 8
2.5
Minimum core of literacy, language, numeracy and ICT ............................................... 8
2.6
Links to other qualifications ...................................................................................................10
2.7
Practice requirement .................................................................................................................10
2.8
Requirements for those delivering units and/or observing and assessing
practice 11
Section 3 Level 5 Diploma in Education and Training including a specialist pathway
3.1
Purpose of the qualification ...................................................................................................13
3.2
Entry requirements ....................................................................................................................14
3.3
Level, size and GLH ....................................................................................................................14
3.4
Content ..........................................................................................................................................15
3.5
Minimum core of literacy, language, numeracy and ICT .............................................15
3.6
Links to other qualifications ...................................................................................................16
3.7
Practice requirement .................................................................................................................16
3.8
Requirements for those delivering units and/or observing and assessing
practice 18
Section 4 Integrated specialist Level 5 Diplomas in Education and Training
4.1
Purpose of the qualifications .................................................................................................20
4.2
Entry requirements ....................................................................................................................20
Guidance for higher education institutions
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3
Level 5 Diplomas
4.3
Level, size and GLH ....................................................................................................................21
4.4
Content ..........................................................................................................................................21
4.5
Minimum core of literacy, language, numeracy and ICT .............................................21
4.6
Links to other qualifications ...................................................................................................23
4.7
Practice requirement .................................................................................................................23
4.8
Requirements for those delivering units and/or observing and assessing
practice 25
Section 5 Standalone specialist Level 5 Diplomas
5.1
Purpose of the qualifications .................................................................................................26
5.2
Entry requirements ....................................................................................................................26
5.3
Level, size and GLH ....................................................................................................................27
5.4
Content ..........................................................................................................................................27
5.5
Links to other qualifications ...................................................................................................27
5.6
Practice requirement .................................................................................................................28
5.7
Requirements for those delivering units and/or observing and assessing
practice 29
Annex 1
Overview of the Education and Training qualifications (2013) ................... 30
Annex 2
Common mandatory content for the Level 5 Diploma in Education
and Training (QCF) and equivalent HEI qualifications in the FHEQ ............ 33
Annex 3
Summary of qualification practice, including observed and assessed
practice, requirements ...................................................................................... 45
Annex 4
Links between the specialist standalone qualifications and Level 5
Diplomas
in Education and Training including those with a specialist pathway ........ 49
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Level 5 Diplomas
Glossary
This table gives definitions for the terms and acronyms used in this document.
Acronym /
Definition
Term
BIS
Department for Business, Innovation and Skills
Credit
One credit equates to ten notional hours of learning (QCF)
CTLLS
Certificate in Teaching in the Lifelong Learning Sector
DTLLS
Diploma in Teaching in the Lifelong Learning Sector
GLH
Guided learning hours (as defined by the Skills Funding Agency)
HEI
Higher education institution
ITE
Initial teacher education
LLUK
Lifelong Learning UK
LSIS
Learning and Skills Improvement Service
QCF
Qualifications and Credit Framework
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Level 5 Diplomas
Section 1
1.1
Introduction
Purpose of this document
This document provides guidance for higher education institutions wishing to develop
qualifications within the Framework for Higher Education Qualifications (FHEQ) equivalent
to:

Level 5 Diploma in Education and Training (QCF);

Level 5 Diploma in Education and Training (QCF) including specialist pathways;

integrated specialist Level 5 Diplomas in Education and Training (QCF); and

standalone specialist Level 5 Diplomas (QCF).
These qualifications replace the Qualifications and Credit Framework (QCF) qualifications
introduced in 2007 and updated in 2011.
1.2
How to use this document
The document is arranged as follows:

Section 1 provides background to the introduction of the 2013 qualifications.

Section 2 gives details of the qualification requirements for the Level 5 Diploma in
Education and Training and equivalent qualifications in the FHEQ.

Section 3 gives details of the qualification requirements for the Level 5 Diploma in
Education and Training including a specialist pathway and equivalent qualifications
in the FHEQ.

Section 4 gives details of the qualification requirements for the integrated specialist
Level 5 Diplomas in Education and Training and equivalent qualifications in the
FHEQ.

Section 5 gives details of the qualification requirements for the standalone specialist
Level 5 Diplomas and equivalent qualifications in the FHEQ.
1.3
Background
An LSIS review of qualifications for teachers and trainers in the further education and skills
sector was undertaken in 2012. The proposal for a diploma at Level 5 was supported as
part of a suite of generic teaching and training qualifications including award and
certificate qualifications. The development of specialist qualifications was also supported.
More information about the findings of the review can be found in the report, Further
Education and Skills in England: New Qualifications for Teachers and Trainers, Phase Two Findings Report (LSIS, 2013).
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The Professional Standards for Teachers, Tutors and Trainers in the Lifelong Learning Sector
(LLUK, 2006) were outside the scope of the review. These standards will continue to
underpin practice in the sector alongside the 2013 teaching qualifications.
LSIS has agreed with the Department for Business, Innovation and Skills (BIS) that there
should be a phased introduction of the 2013 qualifications as this will respect the different
development cycles of awarding organisations and higher education institutions.
As with previous qualifications, the 2013 qualifications can be offered by awarding
organisations or higher education institutions. The titles of the qualifications may differ
between awarding organisations and higher education institutions. An awarding
organisation will always use the QCF titles and levels as stated above whereas higher
education institutions do not have to use the QCF titles, as their qualifications are validated
by their own institution and have to comply with the FHEQ. Some higher education
institutions may also offer the Level 5 qualifications at a higher, postgraduate level.
However, whether offered by higher education institutions or awarding organisations, the
qualifications have common content and teaching practice requirements.
An overview of the 2013 qualifications is included in Annex 1.
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Level 5 Diplomas
Section 2
2.1
Level 5 Diploma in Education and Training
Purpose of qualification
The Level 5 Diploma in Education and Training prepares trainee teachers to teach in a
range of contexts. There is a significant practice requirement as this qualification will assess,
and provide evidence of, competence when undertaking teaching and/or training
responsibilities.
It can meet the needs of a range of trainee teachers, including:

individuals who are not currently teaching and training but who can meet the
practice requirements, including the observed and assessed practice requirements,
of the qualification;

individuals who are currently teaching and training, including those who have just
begun teaching and training, who can meet the practice requirements, including the
observed and assessed practice requirements, of the qualification;

individuals who are currently working as assessors and who wish to achieve a
teaching qualification.
2.2
Entry requirements
All trainee teachers joining the generic qualification programme should undertake an initial
assessment of skills in English, mathematics and ICT. They should record their development
needs and, where applicable, agree an action plan to address them. If trainees join the
qualification programme having already undertaken an initial assessment of their English,
mathematics and ICT skills, their record of development needs and any previous action
taken to address them should be reviewed and updated as required.
Entry requirement for specialist optional units
Potential teacher trainees wishing to take any of the specialist optional units will need to
evidence Level 3 personal skills in English or mathematics, as appropriate.
This entry requirement applies to all Level 5 QCF diplomas and FHEQ qualifications for
teachers of English (literacy and/or ESOL) and mathematics (numeracy) detailed in this and
other LSIS qualification guidance documents.
The entry criteria, and how they may be evidenced, are detailed in the separate document,
Criteria for entry to mathematics (numeracy) and English (literacy and ESOL) teacher
training in the lifelong learning sector (LLUK, June 2007, amended 2010).
Guidance for higher education institutions
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In addition to these national entry requirements, individual higher education institutions
are able to set their own entry requirements.
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Level 5 Diplomas
2.3
Level, size and GLH
The minimum requirements for the Level 5 Diploma in Education and Training, and
equivalent qualifications in the FHEQ, are:
 Level 5
 120 credits at Level 4 or 5 (a minimum of 20 credits and a maximum of 60 credits at
Level 4)
 360 GLH (minimum).
2.4
Content
Qualifications in the FHEQ are not required to use the QCF unit structure for the Level 5
Diploma in Education and Training or equivalent qualifications. However, the qualifications
must cover the minimum mandatory content that underpins the QCF units as specified in
Annex 2. They must also reflect the emphasis on practice in the QCF qualifications where
40 credits are linked to units in which trainee teachers must demonstrate practice and the
application of theory, principles, and models to their practice.
2.5
Minimum core of literacy, language, numeracy and ICT
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

Numeracy

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 minimum core of teachers’ knowledge, understanding and personal
skills. A guide for initial teacher education programmes (LLUK 2007; updated LSIS, 2013).
Requirements for knowledge and understanding elements
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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 mandatory content.
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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 to
develop their 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.
LSIS supports opportunities to develop these skills 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 as teachers.
2.6
Links to other qualifications
Individuals who have completed the Level 4 Certificate in Education and Training (QCF) who
are progressing to HEI-validated qualifications at Level 5 or above may have their Level 4
credit recognised in line with each higher education institution’s arrangements for the
recognition of prior learning.
Individuals who have completed the Level 4 Certificate in Education and Training (QCF) may
also use the evidence of practice, including observed and assessed practice, towards the
overall minimum practice requirements, including observed and assessed practice
requirements, for the Level 5 Diploma in Education and Training. Further details are
provided in Section 2. 7.
Individuals who have already achieved one of the standalone specialist qualifications can
also use some of their evidence of practice, including observed and assessed practice,
towards the overall minimum practice, including observed and assessed practice
requirements, for the Level 5 Diploma in Education and Training. Further information on
credit transfer and the transfer of practice between the Level 5 Diploma in Education and
Training, the Level 5 Diploma in Education and Training including a specialist pathway and
the standalone specialist qualifications is given in Annex 4.
2.7
Practice requirement
There is a requirement for a minimum of 100 hours of practice and a requirement to
evidence working with groups of learners to achieve this qualification.
The practice requirements for individual qualifications are detailed in Annex 3.
LSIS recognises that an effective teaching practice experience should ideally include:
Guidance for higher education institutions
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Level 5 Diplomas

different teaching practice locations/settings/contexts;

teaching across more than one level;

teaching a variety of learners;

teaching individuals and groups;

experience of non-teaching roles; and

gaining subject-specialist knowledge through workplace mentoring.
LSIS supports any endeavour of ITE providers to ensure that trainee teachers have access
to as many of these elements as possible during their teaching practice.
Observed and assessed practice requirements
There must be a minimum of eight observations, totalling a minimum of eight hours. This
excludes any observed practice completed as part of the Level 3 Award in Education and
Training. Any single observation must be a minimum of half an hour.
Observations should be appropriately spaced throughout the whole programme and take
into account a trainee teacher’s progress. The higher education institution will decide the
sufficiency of evidence required to make a judgment about the standard of practice.
These are minimum requirements for whatever combination of units is undertaken by the
trainee to achieve the qualification. Higher education institutions may make additional
requirements if they so wish.
Transfer of practice
There is no transfer of practice, including observed and assessed practice, from a
previously achieved Level 3 Award in Education and Training.
Details of arrangements for the transfer of practice, including observed and assessed
practice, from the Level 4 Certificate in Education and Training are given in Annex 3.
Details of arrangements for the transfer of practice, including observed and assessed
practice, from the standalone specialist qualifications are given in Annex 4.
2.8
Requirements for those delivering units and/or observing and
assessing practice
All those delivering units and/or observing and assessing practice for the Level 5 Diploma
in Education and Training (QCF) and equivalent qualifications in the FHEQ must have all of
the following:

a teaching qualification equivalent to QCF Level 5 or above;
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
evidence of teaching experience in an education and training context;

access to appropriate guidance and support; and

on-going participation in related programme quality assurance processes.
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Level 5 Diplomas
Section 3
Level 5 Diploma in Education and Training
including a specialist pathway
3.1
Purpose of the qualification
A Level 5 Diploma in Education and Training including a specialist pathway prepares trainee
teachers to teach in a range of generic and specialist contexts and provide an opportunity
to spend part of the qualification developing knowledge and skills in the following
specialist areas:

English (ESOL)

English (Literacy)

English (Literacy and ESOL)

Mathematics (Numeracy)

Teaching Disabled Learners.
There is a significant practice requirement as these qualifications assess, and provide
evidence of, competence when undertaking teaching and/or training responsibilities.
A Level 5 Diploma in Education and Training including a specialist pathway can meet the
needs of a range of trainee teachers, including:

individuals who are not currently teaching and training but who can meet both the
generic and specialist practice requirements, including the observed and assessed
practice requirements, of the qualification;

individuals who are currently teaching and training, including those who have just
begun teaching and training, who can meet both the generic and specialist practice
requirements, including the observed and assessed practice requirements, of the
qualification;

individuals who have already achieved one of the standalone diplomas for English
(Literacy), English (ESOL), English (Literacy and ESOL), Mathematics (Numeracy) or
for teaching Disabled Learners. Such individuals are entitled to exemption from the
units they have already achieved as part of their standalone qualification.
Individuals who take a specialist pathway through the optional credit will be awarded one
of the following qualifications:

Level 5 Diploma in Education and Training (including teaching English: ESOL) (QCF)

Level 5 Diploma in Education and Training (including teaching English: Literacy)
(QCF)
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Level 5 Diplomas

Level 5 Diploma in Education and Training (including teaching English: Literacy and
ESOL) (QCF)

Level 5 Diploma in Education and Training (including teaching Mathematics:
Numeracy) (QCF)

Level 5 Diploma in Education and Training (including teaching Disabled Learners)
(QCF).
Each of these specialist pathways enables trainee teachers to achieve all three of the units
included within the relevant standalone diplomas for teaching English (Literacy), English
(ESOL), English (Literacy and ESOL), Mathematics (Numeracy) or teaching Disabled Learners.
3.2
Entry requirements
All trainee teachers should undertake an initial assessment of skills in English, mathematics
and ICT. They should record their development needs and, where applicable, agree an
action plan to address them. Where trainee teachers have already undertaken an initial
assessment of their English, mathematics and ICT skills, their record of development needs
and any previous action taken to address them should be reviewed and updated as
required.
Entry requirement for specialist optional units
Potential teacher trainees wishing to take any of the specialist pathways will need to
evidence Level 3 personal skills in English or mathematics, as appropriate.
This entry requirement applies to all Level 5 QCF diplomas and FHEQ qualifications for
teachers of English (literacy and/or ESOL) and mathematics (numeracy) detailed in this and
other LSIS qualification guidance documents.
The entry criteria, and how they may be evidenced, are detailed in the separate document,
Criteria for entry to mathematics (numeracy) and English (literacy and ESOL) teacher
training in the lifelong learning sector (LLUK, June 2007, amended 2010).
In addition to these national entry requirements, individual higher education institutions
are able to set their own entry requirements.
3.3
Level, size and GLH
The minimum requirements for the Level 5 Diploma in Education and Training including a
specialist pathway in English: Literacy, English: ESOL, Mathematics (Numeracy) and
teaching disabled learners, and equivalent qualifications in the FHEQ are:
 Level 5
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Level 5 Diplomas
 120 credits – Level 4 and 5 (a maximum of 20 credits at Level 4)
135 credits – Level 4 and 5 (a maximum of 20 credits at Level 4) for the combined
pathway in English (Literacy and ESOL)
 360 GLH (minimum) for a single specialist pathway diploma
420 GLH (minimum) for the combined pathway in English (Literacy and ESOL).
3.4
Content
Qualifications in the FHEQ are not required to use the QCF unit structure for the Level 5
Diploma in Education and Training including a specialist pathway. However, the
qualifications must cover the minimum mandatory and specialist content that underpins
the QCF units as specified in Annex 2. They must reflect the emphasis on practice in the
QCF qualifications where 55 credits (60 credits for the combined pathway) are linked to
units where trainee teachers must demonstrate practice and the application of theory,
principles, and models to their practice.
3.5
Minimum core of literacy, language, numeracy and ICT
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

Numeracy

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 minimum core of teachers’ knowledge, understanding and personal
skills. A guide for initial teacher education programmes (LLUK 2007; updated LSIS, 2013).
Requirements for knowledge and understanding elements
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 mandatory content.
Guidance for higher education institutions
Page 15 of 51
Level 5 Diplomas
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 to
develop their 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.
LSIS supports opportunities to develop these skills 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 as teachers.
3.6
Links to other qualifications
Individuals who have completed the Level 4 Certificate in Education and Training (QCF)
who are progressing to HEI-validated qualifications at Level 5 or above may have their
Level 4 credit recognised in line with each higher education institution’s arrangements for
the recognition of prior learning.
Individuals who have completed the Level 4 Certificate in Education and Training (QCF)
may also use the evidence of practice, including observed and assessed practice, towards
the overall minimum practice requirements, including observed and assessed practice
requirements for the Level 5 Diploma in Education and Training. Further details are
provided in section 3. 7.
Individuals who have already achieved one of the standalone specialist qualifications can
also use some of their practice and their observed and assessed practice towards the
overall minimum practice, including observed and assessed practice requirements for the
Level 5 Diploma in Education and Training including a specialist pathway. Further
information on credit transfer and the transfer of practice between the Level 5 Diploma in
Education and Training, the Level 5 Diploma in Education and Training with a specialist and
the standalone specialist qualifications is given in Annex 4.
3.7
Practice requirement
For the four single specialist pathways listed below, there is a requirement for a minimum of
100 hours of practice and a requirement to evidence working with groups of learners to
achieve the qualification. Of the 100 hours, 50 hours must be in the context of the chosen
specialist area:
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 Level 5 Diploma in Education and Training (including teaching English: ESOL)
 Level 5 Diploma in Education and Training (including teaching English: Literacy)
 Level 5 Diploma in Education and Training (including teaching Mathematics:
Numeracy)
 Level 5 Diploma in Education and Training (including teaching Disabled Learners).
For the combined specialist pathway Level 5 Diploma in Education and Training (including
teaching English: Literacy and ESOL), there is a requirement for a minimum of 120 hours of
practice with 70 hours in the context of the specialist areas.
The practice requirements for individual qualifications are summarised in Annex 3.
LSIS recognises that an effective teaching practice experience should ideally include:

different teaching practice locations/settings/contexts;

teaching across more than one level;

teaching a variety of learners;

teaching individuals and groups;

experience of non-teaching roles; and

gaining subject-specialist knowledge through workplace mentoring.
LSIS supports any endeavour of ITE providers to ensure that trainee teachers have access
to as many of these elements as possible during their teaching practice.
Guidance for higher education institutions
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Observed and assessed practice requirements
For the four single specialist pathways listed below, there must be a minimum of eight
observations totalling a minimum of eight hours with at least four of the observations in
the specialist context:
 Level 5 Diploma in Education and Training (including teaching English: ESOL)
 Level 5 Diploma in Education and Training (including teaching English: Literacy)
 Level 5 Diploma in Education and Training (including teaching Mathematics:
Numeracy)
 Level 5 Diploma in Education and Training (including teaching Disabled Learners).
For the combined specialist pathway Level 5 Diploma in Education and Training (including
teaching English: Literacy and ESOL), there must be a minimum of ten observations
totalling a minimum of ten hours, six in the specialist contexts.
Any single observation must be a minimum of half an hour.
Observations should be appropriately spaced throughout the whole programme and take
into account a trainee teacher’s progress. The higher education institution will decide the
sufficiency of evidence required to make a judgment about the standard of practice.
These are minimum requirements for whatever combination of units is undertaken by the
trainee to achieve the qualification. Higher education institutions may make additional
requirements if they so wish.
Transfer of practice
There is no transfer of practice, including observed and assessed practice, from a
previously achieved Level 3 Award in Education and Training.
Details of arrangements for the transfer of practice, including observed and assessed
practice, from the Level 4 Certificate in Education and Training are given in Annex 3.
Details of arrangements for the transfer of practice, including observed and assessed
practice, from the standalone specialist qualifications are given in Annex 4.
3.8
Requirements for those delivering units and/or observing and
assessing practice
All those delivering units and/or observing and assessing practice for the Level 5 Diploma
in Education and Training including a specialist pathway (QCF) and equivalent qualifications
in the FHEQ must have all of the following:
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
a teaching qualification equivalent to QCF Level 5 or above;

a Level 4 specialist qualification or Level 5 Additional Diploma or equivalent
qualification in the relevant specialist area(s);

evidence of teaching experience in the relevant specialist context(s);

in-depth knowledge of the relevant specialist area(s);

access to appropriate guidance and support; and

on-going participation in related programme quality assurance processes.
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Section 4
Integrated specialist Level 5 Diplomas in Education
and Training
Level 5 Diploma in Education and Training (English: Literacy)
Level 5 Diploma in Education and Training (English: ESOL)
Level 5 Diploma in Education and Training (English: Literacy and ESOL)
Level 5 Diploma in Education and Training (Mathematics)
Level 5 Diploma in Education and Training (Disabled Learners)
4.1
Purpose of the qualifications
In these qualifications, units from the Level 5 Diploma in Education and Training (QCF) and
units from the standalone Level 5 Diplomas (QCF) have been combined to provide
specialist training in specialist areas. The mandatory generic credit in this qualification
should be contextualised in the specialist area as far as possible.
There is a significant practice requirement in the specialist area as this qualification will
assess, and provide evidence of, competence when undertaking teaching and/or training
responsibilities.
They can meet the needs of a range of trainee teachers, including:

individuals not currently teaching and training but who can meet the practice
requirements, including the observed and assessed practice requirements, of the
qualification;

individuals who are currently teaching and training, including those who are new to
teaching and training, who can meet the practice requirements, including the
observed and assessed practice requirements, of the qualification.
4.2
Entry requirements
All trainee teachers should undertake an initial assessment of skills in English, mathematics
and ICT. They should record their development needs and, where applicable, agree an
action plan to address them. Where trainee teachers have already undertaken an initial
assessment of their English, mathematics and ICT skills, their record of development needs
and any previous action taken to address them should be reviewed and updated as
required.
Entry requirement for specialist optional units
Potential teacher trainees wishing to take any specialist qualification will need to evidence
Level 3 personal skills in English or mathematics, as appropriate.
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This entry requirement applies to all Level 5 QCF diplomas and FHEQ qualifications for
teachers of English (literacy and/or ESOL) and mathematics (numeracy) detailed in this and
other LSIS qualification guidance documents.
The entry criteria, and how they may be evidenced, are detailed in the separate document,
Criteria for entry to mathematics (numeracy) and English (literacy and ESOL) teacher
training in the lifelong learning sector (LLUK, June 2007, amended 2010).
In addition to these national entry requirements, individual higher education institutions
are able to set their own entry requirements.
4.3
Level, size and GLH
The minimum requirements for the Level 5 integrated specialist diplomas and equivalent
qualifications in the FHEQ, are:
 Level 5
 120 credits at Level 4 and5 for a single specialist pathway (a minimum of 20 credits
and a maximum of 35 credits at Level 4)
135 credits at Level 4 and 5 for the combined specialist pathway in English (Literacy
and ESOL) Diploma (a minimum and maximum of 20 credits at Level 4)
 360 GLH
420 GLH for the combined English (Literacy and ESOL) Diploma.
4.4
Content
Qualifications in the FHEQ are not required to use the QCF unit structure for the Level 5
integrated specialist diplomas. However, the qualifications must cover the minimum
mandatory generic and specialist content that underpins the QCF units as specified in
Annex 2. They must reflect the emphasis on practice in the QCF qualifications where 40
credits (60 credits for the combined specialist pathway qualification) are linked to units for
which trainee teachers must demonstrate practice and the application of theory, principles,
and models to their practice.
4.5
Minimum core of literacy, language, numeracy and ICT
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

Numeracy
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Level 5 Diplomas

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 minimum core of teachers’ knowledge, understanding and personal
skills. A guide for initial teacher education programmes (LLUK 2007; updated LSIS, 2013).
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Requirements for knowledge and understanding elements
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 mandatory content.
Requirements for personal skills in English, mathematics and ICT elements
All trainee teachers joining these qualification programmes should undertake an initial
assessment of skills in English, mathematics and ICT. If trainees join a 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 to
develop their 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.
LSIS supports opportunities to develop these skills 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 as teachers.
4.6
Links to other qualifications
Individuals who have completed the Level 4 Certificate in Education and Training (QCF) who
are progressing to HEI-validated qualifications at Level 5 or above may have their Level 4
credit recognised in line with each higher education institution’s arrangements for the
recognition of prior learning.
Individuals who have completed the Level 4 Certificate in Education and Training (QCF) may
also use the evidence of practice, including observed and assessed practice, towards the
overall minimum practice requirements, including observed and assessed practice
requirements, for the Level 5 Diploma in Education and Training. Further details are
provided in section 4.7.
4.7
Practice requirement
There is a requirement for a minimum of 100 hours of practice (120 hours for the
combined specialist pathway qualification) and a requirement to evidence working with
groups of learners to achieve these qualifications. All of the hours of practice must be in
the specialist area.
Further details of the practice requirements for each qualification are given in Annex 3.
LSIS recognises that an effective teaching practice experience should ideally include:
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
different teaching practice locations/settings/contexts;

teaching across more than one level;

teaching a variety of learners;

teaching individuals and groups;

experience of non-teaching roles; and

gaining subject specialist knowledge through workplace mentoring.
LSIS supports any endeavour of ITE providers to ensure that trainee teachers have access
to as many of these elements as possible during their teaching practice.
Observed and assessed practice requirements
There must be a minimum of eight observations, totalling a minimum of eight hours (ten
observations, totalling a minimum of ten hours for the combined specialist pathway
qualification), all of which must in the specialist area(s). This excludes any observed practice
completed as part of the Level 3 Award in Education and Training. Any single observation
must be a minimum of half an hour.
Observations should be appropriately spaced throughout the whole programme and take
into account a trainee teacher’s progress. The higher education institution will decide the
sufficiency of evidence required to make a judgment about the standard of practice.
These are minimum requirements for whatever combination of units is undertaken by the
trainee to achieve the qualification. Higher education institutions may make additional
requirements if they so wish.
Transfer of practice
There is no transfer of practice, and no transfer of observed and assessed practice hours
from a previously achieved Level 3 Award in Education and Training or Level 4 Certificate in
Education and Training.
Details of arrangements for the transfer of practice, including observed and assessed
practice, from the Level 4 Certificate in Education and Training are given in Annex 3.
Details of arrangements for the transfer of practice, including observed and assessed
practice, from the standalone specialist qualifications are given in Annex 4.
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4.8
Requirements for those delivering units and/or observing and
assessing practice
All those delivering units and/or observing and assessing practice for the integrated
specialist Level 5 Diplomas in Education and Training (QCF) and equivalent qualifications in
the FHEQ must have all of the following:

a teaching qualification equivalent to QCF Level 5 or above;

a Level 4 specialist qualification or Level 5 Additional Diploma or equivalent
qualification in the relevant specialist area(s);

evidence of teaching experience in the relevant specialist context(s);

in-depth knowledge of the relevant specialist area(s);

access to appropriate guidance and support; and

on-going participation in related programme quality assurance processes.
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Section 5
Standalone specialist Level 5 Diplomas
Level 5 Diploma in Teaching English: Literacy
Level 5 Diploma in Teaching English: ESOL
Level 5 Diploma in Teaching English: Literacy and ESOL
Level 5 Diploma in Teaching Mathematics: Numeracy
Level 5 Diploma in Teaching Disabled Learners
5.1
Purpose of the qualifications
These qualifications have been developed for teachers who hold a generic teaching
qualification or trainee teachers who require, or wish to obtain, a specialist teaching
qualification.
They can meet the needs of a range of trainee teachers, including:

individuals not currently teaching and training but who can meet the practice
requirements, including the observed and assessed practice requirements, of the
qualification;

individuals who are currently teaching and training (including those who are new to
teaching and training) who can meet the practice requirements, including the
observed and assessed practice requirements, of the qualification.
5.2
Entry requirements
All trainee teachers should undertake an initial assessment of skills in English, mathematics
and ICT. They should record their development needs and, where applicable, agree an
action plan to address them. Where trainee teachers have already undertaken an initial
assessment of their English, mathematics and ICT skills, their record of development needs
and any previous action taken to address them should be reviewed and updated as
required.
Entry requirement for specialist optional units
Potential teacher trainees wishing to take any specialist qualification will need to evidence
Level 3 personal skills in English or mathematics, as appropriate.
This entry requirement applies to all Level 5 QCF diplomas and FHEQ qualifications for
teachers of English (literacy and/or ESOL) and mathematics (numeracy) detailed in this and
other LSIS qualification guidance documents.
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The entry criteria, and how they may be evidenced, are detailed in a separate document,
Criteria for entry to mathematics (numeracy) and English (literacy and ESOL) teacher
training in the lifelong learning sector (LLUK, June 2007, amended 2010).
In addition to these national entry requirements, individual higher education institutions
are able to set their own entry requirements.
5.3
Level, size and GLH
The minimum requirements for the Level 5 standalone specialist diplomas and equivalent
qualifications in the FHEQ, are:
 Level 5
 45 credits at Level 5
60 credits at Level 5 for the combined English (Literacy and ESOL) Diploma
 120 GLH
180 GLH for the combined English (Literacy and ESOL) Diploma.
5.4
Content
Qualifications in the FHEQ are not required to use the QCF unit structure for the Level 5
standalone specialist diplomas. However, the qualifications must cover the minimum
mandatory specialist content that underpins the QCF units as specified in Annex 2. They
must reflect the emphasis on practice in the QCF qualifications where 15 credits (20 for the
combined qualification) are linked to units where trainee teachers must demonstrate
practice and the application of theory, principles, and models to their practice.
5.5
Links to other qualifications
Individuals who achieve one of the standalone specialist qualifications can also use some
of their practice and their observed and assessed practice towards the overall minimum
practice, and observed and assessed practice, requirements for the Level 5 Diploma in
Education and Training and the Level 5 Diploma in Education and Training including a
specialist pathway. Further information on credit transfer and the transfer of practice
between the Level 5 Diploma in Education and Training, the Level 5 Diploma in Education
and Training including a specialist pathway and the standalone specialist qualifications is
given in Annex 4.
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5.6
Practice requirement
There is a requirement for a minimum of 50 hours of practice (75 hours for the combined
Literacy and ESOL qualification) and a requirement to evidence working with groups of
learners to achieve this qualification. All of the hours of practice must be in the specialist
area(s).
Further details of the practice requirements for each qualification are given in Annex 3.
LSIS recognises that an effective teaching practice experience should ideally include:

different teaching practice locations/settings/contexts;

teaching across more than one level;

teaching a variety of learners;

teaching individuals and groups;

experience of non-teaching roles; and

gaining subject specialist knowledge through workplace mentoring.
LSIS supports any endeavour of ITE providers to ensure that trainee teachers have access
to as many of these elements as possible during their teaching practice.
Observed and assessed practice requirements
There must be a minimum of four observations, totalling a minimum of four hours (six
observations, totalling a minimum of six hours for the combined Literacy and ESOL
qualification), all of which must be in the specialist area(s). This excludes any observed
practice completed as part of the Level 3 Award in Education and Training. Any single
observation must be a minimum of half an hour.
Observations should be appropriately spaced throughout the whole programme and take
into account a trainee teacher’s progress. The higher education institution will decide the
sufficiency of evidence required to make a judgment about the standard of practice.
These are minimum requirements for whatever combination of units is undertaken by the
trainee to achieve the qualification. Higher education institutions may make additional
requirements if they so wish.
Transfer of practice
There is no transfer of practice, and no transfer of observed and assessed practice hours
from a previously achieved Level 3 Award in Education and Training or Level 4 Certificate in
Education and Training.
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Details of arrangements for the transfer of practice, including observed and assessed
practice, from the standalone specialist qualifications to the Level 5 Diploma in Education
and Training and the Level 5 Diploma in Education and Training including a specialist
pathway are given in Annex 4.
5.7
Requirements for those delivering units and/or observing and
assessing practice
All those delivering units and/or observing and assessing practice for the standalone
specialist Level 5 Diplomas (QCF) and equivalent qualifications in the FHEQ must have all of
the following:

a teaching qualification equivalent to QCF Level 5 or above;

a Level 4 specialist qualification or Level 5 Additional Diploma or equivalent
qualification in the relevant specialist area(s);

evidence of teaching experience in the relevant specialist context(s);

in-depth knowledge of the relevant specialist area(s);

access to appropriate guidance and support; and

on-going participation in related programme quality assurance processes.
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Annex 1
Overview of the Education and Training qualifications (2013)
Level 3 Award in Education and Training (QCF) – 12 credits
15 optional credits
Level 4 Certificate in Education and Training (QCF) – 36
credits
3 mandatory credits
9 optional credits
Level 3
Level 3
15 optional credits
No minimum teaching practice requirement, but there is a
minimum microteaching requirement
21 mandatory credits
15 optional credits
Level 3 and 4
Level 3 and 4
A minimum practice requirement of 30 hours teaching
3 assessed observations of teaching
Level 5 Diploma in Education and Training (QCF) – 120 credits
75 mandatory credits
45 optional credits
Level 4 and 5
Level 4 and 5
Level 5 Diploma in Education and Training (QCF) including a
specialist pathway – 120 credits1
75 mandatory credits
Level 4 and 5
A minimum practice requirement of 100 hours teaching
45 credits in one of:





English (Literacy)
English (ESOL)
English (Literacy and ESOL)
Mathematics (Numeracy)
Teaching Disabled Learners
Level 5
A minimum practice requirement of 100 hours teaching,
8 assessed observations of teaching
50 of which must be in the specialist area
1
assessed
observations
teaching,
4 in the
The 8English
(Literacy
and ESOL)of
pathway,
covering
twospecialist
specialist areas, is
135area
credits with 60 credits in the specialist pathway. It has different practice
requirements.
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Level 5 integrated specialist diplomas – 120 credits
Level 5 Diploma in Education and Training (English: Literacy)
Level 5 Diploma in Education and Training (English: ESOL)
Level 5 Diploma in Education and Training (English: Literacy and
ESOL)2
Level 5 Diploma in Education and Training (Mathematics: Numeracy)
Level 5 Diploma in Education and Training (Disabled Learners)
105 mandatory credits
15 optional credits
Level 4 and 5
Level 4 and 5
A minimum practice requirement of 100 hours teaching
8 assessed observations of teaching, all in the specialist
area
2
This qualification, covering two specialist areas, is 135 credits. All of the credits are
mandatory. It has different practice requirements.
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Level 5 standalone specialist diplomas – 45 credits
Level 5 Diploma in Teaching English: Literacy
Level 5 Diploma in Teaching English: ESOL
Level 5 Diploma in Teaching English: Literacy and ESOL3
Level 5 Diploma in Teaching Mathematics: Numeracy
Level 5 Diploma in Teaching Disabled Learners
45 credits
Level 5
A minimum practice requirement of 50 hours teaching,
all of which must be in the specialist area
4 assessed observations of teaching, all in the specialist
area
3
This qualification, covering two specialist areas, is 60 credits. It has different
practice requirements.
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Annex 2
Common mandatory content for the Level 5
Diploma in Education and Training (QCF) and
equivalent HEI qualifications in the FHEQ
Explanatory notes
1. The areas of content in the left hand column have largely been drawn from an analysis
of learning outcomes from a sample of HEI DTLLS equivalent programmes.
2.
The following documents were also consulted:

New overarching professional standards for teachers, tutors and trainers in the
lifelong learning sector (LLUK , not dated)

Teachers’ Standards (Department for Education, 2011)

The UK Professional Standards Framework for teaching and supporting learning in
higher education (Higher Education Academy, 2011)

Common inspection framework for further education and skills 2012 (Ofsted, 2012a)

The framework for the inspection of initial teacher education 2012 (Ofsted, 2012b).
3. The proposed mandatory content detailed below mostly reflects the content of HEI
DTLLS equivalent programmes. There is some additional content reflecting key aspects
of some of the above documents.
4. LSIS recognises that HEIs may wish to categorise and/or group the proposed topic
areas differently when designing their Level 5 Diploma or equivalent programmes. This
is acceptable providing that all of the proposed mandatory content is covered within an
equivalent FHEQ qualification.
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Mandatory content for Level 5 Diploma and equivalent HEI programmes
Area of content
Topics
Roles,
responsibilities
and professional
relationships in
Education and
Training






Legislation, regulatory requirements and codes of practice
Teacher related roles
Own role and responsibilities
Relationships between teachers and other professionals
Role boundaries
Points of referral
Area of specialism



Pedagogical principles and their implications for teaching and
learning
Innovative and creative approaches and their application
Working with other professionals in own area of specialism
Learners and their
individual needs






Theories, models and principles of learning
Learning preferences
Inclusion and inclusive teaching
Learner support needs
Involving learners in learning and assessment
Agreeing learning targets/goals/outcomes
Planning









Delivery models
Role and use of initial and diagnostic assessment
Programmes/sessions/lessons
Schemes of work
Teaching and learning plans
Individual learning plans
Learning related to learning outcomes/curriculum requirements
Differentiation
Integrating English, Mathematics, ICT and wider skills
(enterprise, employability, sustainability, citizenship)
Inclusive learning
environment


Safe, supportive and motivating learning environment
Creating and maintaining an inclusive learning environment
Behaviour
management


Theories of behaviour management
Promoting and maintaining appropriate behaviour
Communication




Theories and models of communication
Principles of communication
Methods of communication
Communicating with learners, other learning professionals and
other relevant parties
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Area of content
Topics
Resources,
including learning
technologies



Practice of
teaching





Assessment of, for 
and as learning









Using teaching and learning
approaches/strategies/methods/techniques and resources,
including learning technologies to meet individual learning
needs
Promoting equality and valuing diversity in own
teaching/delivery
Applying knowledge and understanding of literacy, language,
numeracy and ICT in own teaching/delivery
Demonstrating flexibility and adaptability in using teaching and
learning approaches/strategies/methods/techniques in
response to individual learning needs
Taking risks in own teaching/delivery


Theories and models of assessment
Principles of assessment
Types of assessment
Methods of assessment
Developing and designing assessments
Role and use of questioning and feedback in assessment
Conducting assessments
Using assessment approaches/strategies/
methods/techniques to meet individual learning needs
Demonstrating flexibility and adaptability in using assessment
approaches/strategies/methods/techniques in response to
individual learning needs
Achievement, attainment and progress
Using assessment data in monitoring of progress, setting
targets and planning subsequent sessions
Recording and reporting on assessments
Awarding organisation requirements for assessments





Theories and models of reflection
Theories and models of evaluation
Methods of evaluation
Using feedback from learners and others
Identifying areas for improvement in own practice


Reflection and
evaluation
Types of resources including learning technologies
Identifying/selecting/adapting/preparing/using resources
including learning technologies in teaching learning and
assessment
Evaluating resources, including learning technologies
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Area of content
Topics
Curriculum
development and
evaluation



Theories and models of curriculum development
Impact of social/political/economic context on curriculum
development
Evaluating curriculum
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Area of content
Topics
Wider
professional
practice








Professionalism and professional values
Dual professionalism
Social/political/economic context of education and training
Contemporary issues in education and training
Roles of external bodies and stakeholders and stakeholders in
education and training
Accountability of education and training organisations to
external bodies and stakeholders
Organisational policies, codes of practice and guidelines
Quality assurance and quality improvement arrangements
Minimum core of
literacy, language,
numeracy and ICT


Knowledge and understanding of literacy, language, numeracy
and ICT
Own personal skills in literacy, language, numeracy and ICT
Research and
scholarship


Evidence based practice
Carrying out research
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Specialist content for the Level 5 standalone Diplomas and equivalent
HEI qualifications
English: Literacy
Area of content
Topics
Knowledge of
Literacy and
Language









Learners and their
needs








Literacy and
language
planning and
Theories and principles relating to literacy learning and
development
How written and spoken language can be described and
analysed
Use of key discoursal, grammatical, lexical and phonological
terms
Processes involved in the development of speaking
Processes involved in the development of listening
Processes involved in the development of reading
Processes involved in the development of writing
Mutual dependence of speaking, listening, reading and writing
in literacy and language teaching and learning
Implications of theories, principles and processes for teaching
and learning approaches
Ways in which spoken and written language can change over
time and vary according to context
Impact of language change and variety for language and
literacy learners
Language and social processes
Personal, social and cultural factors influencing learners'
language acquisition, learning and use
Impact of learning difficulties and disabilities on literacy and
language teaching and learning
Use of initial and diagnostic assessment to identify the literacy
and language skills of learners
Use of assessment tools in literacy and language teaching and
learning
Boundaries between specialist role and those of other
professionals

Sharing teaching and support needs between learning
professionals

Including literacy and language development in vocational and
other subject areas

Planning teaching and learning to meet the needs of learners
and curriculum requirements
Selecting and using specialist teaching approaches and

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Level 5 Diplomas
delivery



Reflecting,
evaluating and
improving own
practice

resources to meet the individual needs of learners
Use of initial and diagnostic assessment to identify learners’
existing literacy and language skills, knowledge and
understanding
Involving learners in the processes of assessment and target
setting
Use of specialist assessment tools to measure the development
of learners’ language and literacy skills
Use of research and feedback to evaluate and improve own
practice.
English: ESOL
Area of content
Topics
Knowledge of
Literacy and
Language













Learners and their
needs





Theories and principles relating to first and second language
acquisition and learning
Theories and principles relating to literacy learning and
development
How written and spoken language can be described and
analysed
Impact of phonological features of spoken English on the
communication of ESOL learners
Differences between the description and conventions of English
and other languages
Use of key discoursal, grammatical, lexical and phonological
terms
Impact of phonological features of spoken English on the
communication of ESOL learners
Processes involved in the development of speaking
Processes involved in the development of listening
Processes involved in the development of reading
Processes involved in the development of writing
Mutual dependence of speaking, listening, reading and writing
in literacy and language teaching and learning
Implications of theories, principles and processes for teaching
and learning approaches
Ways in which spoken and written language can change over
time and vary according to context
Impact of language change and variety for ESOL learners
Language and social processes
Personal, social and cultural factors influencing ESOL learners'
language acquisition, learning and use
Impact of learning difficulties and disabilities on literacy and
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





ESOL planning
and delivery







Reflecting,
evaluating and
improving own
practice


language teaching and learning
The skills, knowledge and understanding that can be assessed in
ESOL
Use of initial and diagnostic assessment to identify the literacy
and language skills of learners
Use of assessment tools in literacy and language teaching and
learning
Boundaries between specialist role and those of other
professionals
Sharing teaching and support needs between learning
professionals
Including literacy and language development in vocational and
other subject areas
Planning teaching and learning to meet the needs of ESOL
learners and curriculum requirements
Selecting and using specialist teaching approaches and
resources to meet the individual needs of ESOL learners
Use of initial and diagnostic assessment to identify learners’
existing literacy and language skills, knowledge and
understanding
Involving learners in the processes of assessment and target
setting
Use of specialist assessment tools to measure the development
of learners’ language and literacy skills
Delivering inclusive learning and teaching
Promote inclusion of literacy and language and wider skills
(embedding)
Specialist tools for assessment
Use of research and feedback to evaluate and improve own
practice.
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Mathematics: Numeracy
Area of content
Topics
Knowledge of
Mathematics and
Numeracy



Historic and cultural development of mathematics.
Language and concepts associated with number systems
Common errors and misconceptions in mathematics

Techniques used in mathematics and numeracy for conceptual
linkages

Activities, processes and stages within mathematical problems
and investigations
Written, mental and diagrammatic mathematical strategies, and
associated meta language
Use, interpretation and representation of data
Use of measurement systems within problem solving
The effect of the origins and status of mathematics knowledge
on mathematics and numeracy curriculum development
The role of mathematics and numeracy within society
Perceptions of mathematics and numeracy






Learners and their
needs

The impact of personal, social, economical and political factors
on the development and progression of numeracy learners.

The impact of learners’ literacy and language skills on the
development and progression of their numeracy skills
Use of communication approaches can affect the learning of
numeracy processes and skills.






The numeracy skills and knowledge needed by learners across
contexts and subjects, and for progression purposes

Links between learners’ mathematical and numeracy
development and other personal development
Boundaries between specialist area and those of other
professionals


Sharing teaching and support needs between learning
professionals
Including numeracy in vocational and other subject areas

Planning numeracy teaching and learning to meet the needs of

Numeracy
Identification of the skills, knowledge and understanding that
can be assessed in numeracy
Approaches to initial and diagnostic assessment
Use of assessment tools in numeracy teaching and learning.
Use of numeracy teaching approaches and numeracy resources,
including technologies
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planning and
delivery







Reflecting,
evaluating and
improving own
practice

numeracy learners and curriculum requirements
Selecting and using numeracy teaching approaches and
resources to meet the individual needs of numeracy learners
Use of initial and diagnostic assessment to identify learners’
existing mathematical and numeracy skills, knowledge,
understanding and aspirations
Involving learners in the processes of assessment and target
setting
Use of numeracy assessment tools to measure the development
of learners’ numeracy skills
Devising and using communication strategies to enable learners
to develop numeracy language and vocabulary and to develop
the literacy and language skills needed to by learners to
develop their numeracy and problem solving skills
Maintaining a supportive and challenging numeracy-learning
environment that motivates learners and meets their needs
Use of collaborative learning techniques to improve numeracy
learning and problem solving.
Use of research and feedback to evaluate and improve own
practice.
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Disabled learners
Area of content
Topics
Knowledge of
Disabilities



Learners and their
needs


The social model of disability and its impact on inclusive
learning opportunities for disabled young people and adults
Definitions of inclusive learning and importance for disabled
learners

Application of theories of teaching and learning to teaching
practice in relation to disabled learners

Approaches to communication and language development in
relation to disabled learners
Ways of adjusting practice for learners with a specific
impairment
Whole organisational approach to inclusive learning



The influence of national, regional and local policy, guidance
and regulatory frameworks on provision for , rights and wellbeing of disabled young people and adults

Legal requirements and national policies and guidance promote
the rights and well being of learners
Influence of attitudes to disability, including social, cultural, and
faith and belief on learning opportunities for disabled young
people and adults
Risk assessments and the curriculum


Planning and
delivery
Specific impairments and the related support needs of disabled
learners.
The impact of dual or multiple impairments on inclusive
practice.
Use of augmentative and alternative forms of communication
are used by disabled learners.

Role of organisations and networks that can offer services and
support to disabled people

Maintaining relationships with parents, carers and others with
an interest in the learner

Skills needed to work collaboratively for the benefit of disabled
learners

Planning personalised programmes of learning to meet the
individual learning and support needs of disabled learners.
Planning for learning opportunities in real life contexts
Use of differentiated assessment approaches to support
learning and measure achievement.


Guidance for higher education institutions
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Level 5 Diplomas

Planning support activities with learning support practitioners.


Use of differentiated approaches, methods, activities and
resources to meet the individual learning and support needs of
disabled learners.
Adapting own communication to meet the individual learning
needs and skills of learners.
Use of differentiated assessment approaches that involve
learners.
Feedback to learners


Action research methods
Ethical considerations when involving disabled learners

Use of research and feedback to evaluate and improve own
practice


Reflecting,
evaluating and
improving own
practice
Guidance for higher education institutions
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Level 5 Diplomas
Annex 3
Summary of qualification practice, including observed and assessed practice,
requirements
Qualification
Notes on requirements
Level 5 Diploma in
Trainee teachers must complete a minimum of 100 hours of practice to achieve this qualification.
Education and
Trainee teachers must have evidence of a minimum of eight assessed observations of practice, at the required standard,
Training
totalling a minimum of eight hours
Trainee teachers who have previously completed a Level 4 Certificate in Education and Training or a Level 4 CTLLS
qualification can use 20 hours of practice and two hours of observed and assessed practice towards meeting the overall
practice requirements for this qualification.
Guidance for higher education institutions
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Level 5 Diplomas
Qualification
Notes on requirements
Level 5 Diploma in
Trainee teachers must complete a minimum of 100 hours (120 for the combined Literacy and ESOL pathway) hours of
Education and
practice to achieve this qualification, 50 in the specialist area. (70 for the combined Literacy and ESOL pathway).
Training including a
Trainee teachers must have evidence of a minimum of eight assessed observations of practice, at the required standard,
specialist pathway
totalling a minimum of eight hours, four in the specialist area (ten assessed observations for the combined pathway,
totalling a minimum of ten hours, six in the specialist area).
Practice must be in teaching and learning environments in specialist context, and should involve working with groups of
learners.
For the ESOL pathway, practice must be undertaken within at least two of the three levels of the ESOL curriculum – Entry
Level and one other level. Assessed observations should include at least one ESOL observation at Entry Level.
For the Literacy pathway, practice must be undertaken within at least two of the three levels of the literacy curriculum –
Entry Level and one other level. Assessed observations should include at least one literacy observation at Entry Level.
For the Literacy and ESOL pathway, a minimum of 25 hours of practice must be undertaken in a literacy context and 25
hours in an ESOL context. The remaining hours can be in either context. Practice must also be undertaken within at least two
of the three levels of both the literacy and the ESOL curriculum. – Entry Level and one other level (Level 1or Level 2).
Assessed observations should include at least one literacy and one ESOL observation at Entry Level, and at least one literacy
and one ESOL observation at Level 1 or 2. The remaining observations can be at either level and in either context.
For the Numeracy pathway, practice must be undertaken within at least two of the three levels of the numeracy curriculum –
Entry Level and one other level. Assessed observations should include at least one numeracy observation at Entry Level.
For the Teaching Disabled Learners pathway, practice must be undertaken with groups of learners.
Trainee teachers who have previously completed a Level 4 Certificate in Education and Training or a Level 4 CTLLS
qualification can use 20 hours of practice and two hours of observed and assessed practice towards meeting the overall
practice requirements for this qualification.
Guidance for higher education institutions
Page 46 of 51
Level 5 Diplomas
Qualification
Notes on requirements
Level 5 integrated
Trainee teachers must complete a minimum of 100 hours (120 for the combined Literacy and ESOL pathway) hours of
specialist
practice to achieve this qualification, all in specialist area.
qualifications
Trainee teachers must have evidence of a minimum of eight assessed observations of practice, at the required standard,
totalling a minimum of eight hour, all in the specialist area. (a minimum of ten assessed observations, totalling ten hours for
the combined Literacy and ESOL qualification).
Practice must be in teaching and learning environments in specialist context, and should involve working with groups of
learners.
For the ESOL Diploma, practice must be undertaken within at least two of the three levels of the ESOL curriculum – Entry
Level and one other level. Assessed observations should include at least one ESOL observation at Entry Level.
For the Literacy Diploma, practice must be undertaken within at least two of the three levels of the literacy curriculum –
Entry Level and one other level. Assessed observations should include at least one Literacy observation at Entry Level.
For the Literacy and ESOL Diploma, a minimum of 50 hours of practice must be undertaken in an literacy context and 50
hours in ESOL context. The remaining practice hours can be in either context. Practice must be undertaken within at least
two of the three levels of both the literacy and the ESOL curriculum – Entry Level and one other level (Level 1or Level 2).
Assessed observations should include at least two literacy and two ESOL observation at Entry Level, and at least two literacy
and two ESOL observations at Level 1 or 2. The remaining observations can be at either level and in either context.
For the Numeracy Diploma, practice must be undertaken within at least two of the three levels of the numeracy curriculum –
Entry Level and one other level. Assessed observations should include at least one numeracy observation at Entry Level.
For the Teaching Disabled Learners pathway, practice must be undertaken with groups of learners.
Guidance for higher education institutions
Page 47 of 51
Level 5 Diplomas
Qualification
Notes on requirements
Level 5 standalone
Trainee teachers must complete a minimum of 50 hours (75 for the combined Literacy and ESOL pathway) hours of practice
specialist
to achieve this qualification, all in specialist area.
qualifications
Trainee teachers must have evidence of a minimum of four assessed observations of practice, at the required standard,
totalling a minimum of four hours, all in the specialist area. (a minimum of assessed observations, totally six hours for the
combined Literacy and ESOL qualification).
Practice must be in teaching and learning environments in the specialist context, and should involve working with groups of
learners.
For the ESOL Diploma, practice must be undertaken within at least two of the three levels of the ESOL curriculum – Entry
Level and one other level. Assessed observations should include at least one ESOL observation at Entry Level.
For the Literacy Diploma, practice must be undertaken within at least two of the three levels of the literacy curriculum –
Entry Level and one other level. Assessed observations should include at least one Literacy observation at Entry Level.
For the Literacy and ESOL pathway, a minimum of 25 hours of practice must be undertaken in a literacy context and 25
hours in an ESOL context. The remaining hours can be in either context. Practice must be undertaken within at least two of
the three levels of both the literacy and the ESOL curriculum – Entry Level and one other level (Level 1or Level 2). Assessed
observations should include at least one literacy and one ESOL observation at Entry Level, and at least one literacy and one
ESOL observation at Level 1 or 2. The remaining observations can be at either level and in either context.
For the Numeracy Diploma, practice must be undertaken within at least two of the three levels of the numeracy curriculum –
Entry Level and one other level. Assessed observations should include at least one numeracy observation at Entry Level.
For the Teaching Disabled Learners pathway, practice must be undertaken with groups of learners.
Guidance for higher education institutions
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Level 5 Diplomas
Annex 4
Links between the specialist standalone
qualifications and Level 5 Diplomas in Education
and Training including those with a specialist
pathway
This annex explains the links between the Level 5 Diploma in Education and Training, the
Level 5 Diploma in Education and Training including a specialist pathway and the following
standalone specialist qualifications:

Level 5 Diploma in Teaching Disabled Learners

Level 5 Diploma in Teaching English: Literacy

Level 5 Diploma in Teaching English: ESOL

Level 5 Diploma in Teaching English: Literacy and ESOL

Level 5 Diploma in Teaching Mathematics: Numeracy.
Potential trainee teachers should understand that, since 2007, they have been able to
undertake one of the above standalone specialist qualifications before a generic teaching
qualification alongside it (concurrently), or afterwards.
Units from the above standalone specialist qualifications are available as specialist pathways
within the Level 5 Diploma in Education and Training including a specialist pathway.
The knowledge units from the above standalone specialist qualifications are also available
as optional units with the Level 5 Diploma in Education and Training.
Trainee teachers achieving one or both units from a standalone qualification that are
included as optional units within a Level 5 Diploma in Education and Training relating to a
particular area of specialism can go on to take the additional unit(s) to complete one of the
standalone qualifications identified above.
Recognition of prior learning from the Level 5 standalone specialist
qualifications
In line with each higher education institution’s arrangements for the recognition of prior
learning, individuals who have already achieved a standalone specialist qualification can use
the units to meet the optional credit requirements for the relevant specialist pathway in the
Level 5 Diploma in Education and Training including a specialist pathway. For example, a
trainee teacher who has already achieved the Level 5 Diploma in Teaching Disabled Learners
would be given exemption from the units in the specialist pathway for teaching disabled
learners.
Guidance for higher education institutions
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Level 5 Diplomas
Transfer of practice from the Level 5 standalone specialist qualifications
Individuals who have completed one of the standalone specialist qualifications may
transfer a maximum of 50 hours of practice from one of these qualifications towards the
overall minimum practice requirement of 100 hours for the Level 5 Diploma in Education
and Training including a specialist pathway (120 hours for the combined specialist
pathway).
Guidance for higher education institutions
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Level 5 Diplomas
Transfer of observed and assessed practice from the Level 5 standalone
specialist qualifications
Individuals who have completed one of the standalone specialist qualifications may
transfer a maximum of two observed assessments of practice towards the overall minimum
of eight observed assessments of practice required for the Level 5 Diploma in Education
and Training including a specialist pathway (ten observed assessments for the combined
specialist pathway).
Guidance for higher education institutions
Page 51 of 51
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