A Complete Guide to the Level 5 Diploma in Education and Training

Description

This is a new, third edition of the essential text for all those working towards the Level 5 Diploma in Education and Training. Tailored to meet the demands of the qualification and the latest Standards, it incorporates key information on reflective practice, study and research skills, and provides full coverage of all the mandatory units. Accessible language is combined with a critical approach that clearly relates practical examples to the required underpinning theory. This third edition: has been fully updated throughout, including reference to the new Ofsted Inspection Handbook and legislation around GDPR, mental health, social media and apprenticeships includes new case studies and questions in every chapter features a completely new chapter on mental and emotional well-being is suitable for use with all awarding organisations and HEIs provides the depth and criticality to meet level 5 requirements Cover Half titlte Series information Title page Copyright page Contents Meet the authors Acknowledgements About this book Introduction Introduction Terminology A shifting landscape Background and reasons for some of the changes in FE Changes to standards and qualifications What is the level 5 diploma in education and training qualification? Level and size of the det qualification Required teaching hours Observation of your practice Summary References 1 Reflecting on, evaluating and improving your practice Introduction Critical reflection and evaluation of practice Theories and models of reflective practice Reflect on what works best in your teaching and learning to meet the diverse needs of your learners Schön’s reflection in and on action model Brookfield’s four lenses Autobiographical lens as a learner and teacher Your colleagues’ eyes Your learners’ eyes Theoretical literature Kolb’s experiential learning cycle Evaluate and challenge your practice, values and beliefs When should you reflect on and evaluate your own practice? Summary References 2 Introduction to critical thinking Introduction Key theories and principles of critical thinking Developing critical thinking skills The critical learner: developing your academic and professional practice Encouraging critical learners Summary References 3 Roles, responsibilities and professional relationships in education and training Introduction What are the roles and responsibilities of teachers in fe? Working in further education Professionalism Legislation and regulatory requirements Key education acts Equality and human rights commission: equality act 2010 Health and safety executive: health and safety at work act 1974 Public interest disclosure act 1998 (amended 2013) Counterterrorism and security act (2013) Office for standards in education, children’s services and skills Information commissioner’s office: general data protection regulation Disclosure and barring service Professional behaviours, values and attributes of fe teachers Working with colleagues and points of referral What are your rights as a teacher? Summary References 4 You and your learners’ mental health and emotional well- being Introduction Exploring what is meant by mental health and emotional wellbeing Role and responsibilities, safeguarding and inclusivity Policies and recommendations for good practice Your mental health and emotional wellbeing Summary References 5 Assessment principles, practices and processes Introduction Theories, principles and models of assessment Assessment theories Assessment of learning Making assessment of learning judgements: criterion, competency and norm-referencing Assessment-led learning Assessment for learning Key assessment principles Validity Reliability Transparency Sufficiency Practicality Authenticity Currency How assessment informs teaching and learning Initial assessment Self- and peer assessment Challenges of self- and peer assessment Individual and group assessment Summative assessment, feedback and progression The value of recording assessment achievement for quality systems Recognition of achievement: qualification frameworks The european qualifications framework Summary References 6 Communication Introduction Why is communication important? What is communication? Principles of communication Theories and models of communication Communication in assessment Questioning skills The wider role of communication Transactional analysis Methods of communication Non-verbal communication Para-language Written communication Social media Summary References 7 Creating and maintaining a safe and inclusive learning environment Introduction What is an inclusive learning environment? Providing a supportive and motivating learning environment Creating a supportive learning environment Creating a motivating learning environment Safeguarding learners Learning theories and behaviour management Behavioural approaches Positive reinforcement Punishment Negative reinforcement Cognitive approaches Promoting and maintaining appropriate behaviours Principle 1: teachers model appropriate, professional behaviour Principle 2: learners are aware of appropriate/ inappropriate behaviour and corresponding rewards/ sanctions Principle 3: behaviour policy is understood, administered fairly and consistently throughout the organisation Reflections: equality and diversity organisational analysis The role of legislation and policy in creating and maintaining a safe and inclusive learning environment The physical and behavioural environment Special educational needs Summary References 8 Planning for teaching, learning and assessment Introduction Delivery models Planning documentation Schemes of work Teaching and learning plans Individual learning plans The role of initial assessment in planning Differentiation Developing literacy, language, numeracy and edtech skills Wider skills Summary References 9 Teaching practice Introduction What is meant by teaching practice? Assessed observations Outstanding (grade 1) Good (grade 2) Preparing yourself for observations Pre-observation checklist Inclusive teaching and learning Equality Diversity Inclusive practice The equality act 2010 Differentiation Bloom’s taxonomy and task design Differentiation through questioning techniques Embedding english and mathematics Summary References 10 Curriculum development and evaluation Introduction What is meant by the term curriculum? Hidden curriculum Curriculum models The product or objectives model The process model Curriculum influences Evaluating and analysing curricula Curriculum levels Summary References 11 Wider professional practice Introduction What is meant by wider professional practice? Professional values Professional values and attributes Professional knowledge and understanding Professional skills Non-teaching roles and duties Evaluate your practice with others and assess its impact on learning Understand the teaching and professional role and your responsibilities Build positive and collaborative relationships with colleagues and learners Update your expertise and vocational skills through collaboration with the wider community and other agencies Contribute to organisational development and quality improvement through collaboration with others Working with other professionals Dual professionalism Case studies Roles of external bodies and stakeholders in education and training Legislation and organisational policies Quality assurance The social, political and economic context of education and training Summary References 12 Education technology Introduction Theoretical underpinnings of technology for learning The context of edtech development in education Foundations of successful edtech implementation Developing your edtech pedagogy Embedding edtech into the curriculum Using technology to enhance the assessment process Edtech-related legislation, responsibilities, regulations and requirements Data protection Social networking E-safety Health and safety Assistive technology Summary References 13 Research and scholarship Introduction Evidence-based practice: what works and what does not Keeping current Carrying out original research Ethical approval Bera Research methodology: a basic introduction to educational research Research opportunities Career progression If you already have a degree If you do not have a degree Continuing professional development Generic and specialist cpd Reflecting on your cpd activities Qualified teacher learning and skills (qtls) Summary References 14 Study skills and the requirements of the minimum core for the level 5 diploma in education and training Introduction What is meant by academic study skills and the minimum core? Academic reading skills Reading critically and analysing what you read Academic writing skills Structuring essays Assessment criteria Critical writing Critical language Presenting your work Maximum word count Referencing Why and where to reference Bibliography versus reference list Harvard referencing In-text referencing Secondary referencing Internet referencing Reference list Knowledge, understanding and own personal skills of english, maths and ict Supporting learners who do not have english as a first language Information and communication technology Summary References Appendix 1: Optional units available for the level 5 det qualification References Appendix 2: Glossary of acronyms and terms Appendix 3: Teaching and learning plan template Appendix 4: Individual learning plan Appendix 5: Scheme of work template Appendix 6: CPD reflective template Appendix 7: Chapter links to the professional standards Appendix 8: Abbreviations and acronyms quiz Appendix 9: Reflections and actions from cpd event Appendix 10: Chapter links to the apprenticeship standards Answers Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12 Chapter 13 Chapter 14 Index