Diploma in Teaching in the Lifelong Learning Sector Week 1

Structure of the qualification 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 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 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 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 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