TQUK Level 5 Diploma in Education and Training
Introduction to the Qualification
This Level 5 Diploma in Education and Training offers you the opportunity to develop knowledge, understanding and skills related to a range of areas in Teaching and Learning such as: Theoretical underpinning of models in Education and Training; Developing Assessment; Inclusion; Curriculum Development; Preparing Lessons and Resources; Managing Learning of Individuals and Groups; Evaluating Learning Programmes; Managing Behaviours; Effective Partnerships and Wider Professional Practice.
As you progress through the qualification, you will develop the knowledge and understanding of the fundamentals of teaching and learning. You will develop your own toolkit for your professional practice through a series of instructional and experiential techniques.
This qualification has been broken down into modules and then smaller individual chapters, each of which contains resources to help you understand the complex and interesting world of Teaching and Learning and Lifelong learning.
TQUK Level 5 Diploma in Education and Training – BACT Handbook:
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Open in new tab Course Features
- Lectures 60
- Quizzes 0
- Duration 120 credit hours
- Skill level All levels
- Language English
- Students 231
- Certificate Yes
- Assessments Yes
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Welcome! Start Here!
Read the items in this module before you begin Module 1
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Module 1
Theories, Principles and Models in Education and Training
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Module 2
Inclusive Practice
- Introduction to Module 2
- Chapter 1: Factors which Influence Learning
- Personal, Social and Cultural Factors on Learning (CH 1)
- Cognitive, Physical and Sensory Abilities on Learning (CH 1)
- Application of Learning Theories to Education (CH 1)
- Chapter 2: Policy and Regulatory Frameworks
- What is Inclusion? (CH 2)
- Inclusion Scenario (CH 2)
- From Integration to Inclusion (CH 2)
- Influences on Inclusive Practices (CH 2)
- Regulatory Frameworks for Supporting Inclusion (CH 2)
- The Salamanca Statement (CH 2)
- Policy Guidelines (CH 2)
- Major Challenges for Policy Makers (CH 2)
- Equality Act 2010 (CH 2)
- High Incidence Disabilities (CH 2)
- Low Incidence Disabilities (CH 2)
- Inclusion within an International Context (CH 2)
- Chapter 3: Roles and Responsibilities Relating to Inclusive Practice
- Roles and Responsibilities (CH 3)
- Teaching-Training Cycle (CH 3)
- Working with Other Professionals (CH 3)
- Points of Referral (CH 3)
- Strategies for Effective Liaison (CH 3)
- Chapter 4: Creating and Maintaining an Inclusive Learning Environment
- What is an Inclusive Learning Environment? (CH 4)
- Key Features and Benefits (CH 4)
- Promoting Equality and Diversity (CH 4)
- Promoting Inclusion (CH 4)
- Differentiation (CH 4)
- Inclusion Scenario revisit (CH 4)
- Chapter 5: Evaluating your own Inclusive Practice
- Reflecting on the Effectiveness of Inclusive Practice (CH 5)
- Recap- Models of Reflection (CH 5)
- Application of Gibb’s Model (CH 5)
- Models of Evaluation: Kirkpatrick (CH 5)
- Promoting Inclusive Practices with Self-Reflection (CH 5)
- Identifying Strengths and Areas for Improvement (CH 5)
- Planning Opportunities to Improve Inclusive Practice (CH 5)
- Module 2 Assessment
