Level 5 Education and Training Teachers Qualification

NATIONAL SKILLS QUALIFICATION
Level 5 Education and Training
NSQ
TEACHER QUALIFICATION TRAINING
(TQT)
Ref: TQT20/L30001
National Skills Qualification Level 5 Education and Training (NSQ Teachers Qualification) 0
NATIONAL SKILLS QUALIFICATION
Level 5 Education and Training
Unit Ref Content Remarks Credit GLH
Value
Teaching, learning and assessment in

01 SCD/TQT/001/L5 Education & Training Mandatory 15 80
Theories, principles and models in

02 SCD/TQT/002/L5 Education & Training Mandatory 20 100
03 SCD/TQT/003/L5 Developing teaching, learning and Mandatory 15 80
assessment in Education & Training

04 SCD/TQT/004/L5 Wider professional practice in Education Mandatory 10 50
and Training
05 SCD/TQT/005/L5 Apply Professional Behaviour Optional 10 60
06 SCD/TQT/006/L5 Apply Pedagogical processes that are Optional 6 50
relevant to chosen philosophy.

07 SCD/TQT/007/L5 Support students’ learning under broad Optional 3 30
guidance
08 SCD/TQT/008/L5 Design for learning that meet specified Optional 6 60
learning outcomes
09 SCD/TQT/009/L3 Effective partnership working in the Optional 5 50
learning and teaching context

10 SCD/TQT/010/L3 Evaluating learning programmes Optional 4 40
Practical Practical Teaching sessions Mandatory 15 100
Course Overview
By doing this course learner will become a trainer in their specialist area and will be
qualified to teach up to Level 5 courses.
To gain this qualification at level five, learner will need to achieve 90 credits
Of which 60 credit has to be from the mandatory units, 15 credit from Practical teaching
session and 15 credits from the optional units.
Learners must have successfully completed level three qualification with some teaching
experience or Level 4 Teacher Qualification Training (TQT) or its equivalent.
Learners are required to complete 100 hours of teaching of which 12 hours must be
observed and assessed
Key to Evidence Gathering Methods: A recommended range of assessment methods has
been identified, which may be used for the units in this qualification. This gives the
opportunity for different learning styles and individual needs of learner to be taken into
account.
 Direct Observations, Oral and written questions, Witness Testimony Case Studies,
projects, assignments, Reflective Accounts, Professional Discussion, Work Products,
Accreditation of prior learning and hours of practical teaching exercise
Course Overview
This Level 5 in Education and Training is the training course required for teaching or training
anywhere in the public sector as well as the private training industry, Further Education colleges and
Higher Education institutions.
Key details
This course is suitable for those in teaching and training NVQ, QCF, NSQ type courses in their
specialist area.
This course can be used as a pathway to the Level 6 or 7 in Education and training.
Unit 01: Teaching, learning and assessment in Education & Training
Unit reference: SCD/TQT/001/L5 Level: 5
Credit value: 15 GLH: 80
Unit aim
.
Learning Out Assessment Criteria Evidence Evidence Page

The learner will be The learner can: Code Number
able: e.g. ASS, DO e.g. Pg2, Pg4
LO: 1: 1.1.Analyse own role and
Understand roles, responsibilities in education and
responsibilities and training
relationships in education
and training
1.2.Summarise key aspects of
legislation, regulatory requirements
and codes of practice relating to
own role and responsibilities
1.3.Analyse the relationships and

boundaries between the teaching
role and other professional roles
1.4.Describe points of referral to

meet the needs of learners
LO 2: 2.1.Devise a scheme of work in

accordance with internal and
Be able to plan
external requirements
inclusive teaching and
learning 2.2.Design teaching and
learning plans that respond to:
 the individual goals and
needs of all learners
 curriculum requirements
2.3.Explain how own planning
meets the individual needs of
learners
Learning Out Assessment Criteria Evidence Evidence
The learner will be The learner can: Code Page Number
LO: 2: (Cont.) 2.4.Explain ways in which teaching
and learning plans can be adapted
Be able to plan inclusive to meet the individual needs of
teaching and learning learners
2.5.Identify opportunities for

learners to provide feedback to
inform inclusive practice
LO 3: 3.1.Explain why it is important to

Be able to create and promote appropriate behaviour
maintain a safe, and respect for others
learning environment
3.2.Explain ways to promote
equality and value diversity
3.3.Establish and sustain a safe,

inclusive learning environment
4.1.Analyse the effectiveness of

LO 4: teaching and learning approaches
Be able to deliver used in own area of specialism in
inclusive teaching and relation to meeting the individual
learning needs of learners
4.2.Analyse benefits and limitations
of communication methods and
media used in own area of
specialism
resources used in own area of
specialism in relation to meeting
the individual needs of learners
4.4.Use inclusive teaching and
learning approaches and resources,
including technologies, to meet the
individual needs of learners
4.5.Demonstrate ways to promote
equality and value diversity in own
teaching
4.6.Adapt teaching and learning
LO 4: (cont.) approaches and resources, including
technologies to meet the individual
Be able to deliver needs of learners
learning 4.7.Communicate with learners and
learning professionals to meet
individual learning needs
LO 5: 5.1.Explain the purposes and types of

Be able to assess assessment used in education and
learning in education training
and training

assessment methods in relation to
meeting the individual needs of
learners
5.3.Use types and methods of

assessment, including peer- and self-
assessment to:
 involve learners in assessment
 meet the individual needs of
learners
 enable learners to produce
assessment evidence that is valid,
reliable, sufficient, authentic and
current and
 meet internal and external
assessment requirements
5.4. Use questioning and feedback to
contribute to the assessment process
5.5. Record the outcomes of

assessments to meet internal and
external requirements
5.6.
5.7. Communicate assessment
information to other
professionals with an interest in
learner achievement.
6.1..Analyse ways in which minimum
LO6: core elements can be demonstrated
Be able to implement in planning, delivering and assessing
expectations of the inclusive teaching and learning
minimum core in
planning, delivering and 6.2. Apply minimum core
assessing inclusive elements in planning, delivering
teaching and learning and assessing inclusive teaching
and learning
LO 7: 7.1.Review the effectiveness of own

Be able to evaluate own practice in planning, delivering and
practice in planning, assessing inclusive teaching and
delivering and assessing learning taking account of the views
inclusive teaching and of learners and others.
learning
7.2.Identify areas for improvement

in own practice in planning,
delivering and assessing inclusive
teaching and learning
Learners Signature: Date:
Assessors Signature: Date:
IQA’s Signature: Date:

(if sampled)
EQA’s Signature: Date:
(if sampled)
Unit 02: Theories, principles and models in Education & Training
Unit aim
.

1.1. Analyse theories, principles
LO: 1: and models of learning
Understand the
application of theories,
principles and models of 1.2. Explain ways in which
learning in education and theories, principles and models
training of learning can be applied to
teaching, learning and
assessment
1.3. Explain ways in which
theories, principles and models
of learning can be applied to
teaching, learning and
assessment
1.4. Analyse models of learning
preferences
1.5. Explain how identifying and

taking account of learners’
individual learning preferences
enables inclusive teaching,
learning and assessment
LO 2: 2.1. Analyse theories, principles
and models of communication
Understand the
principles and models of 2.2. Explain ways in which
communication in theories, principles and models
education and training of communication can be
applied to teaching, learning and
assessment

3.1. Analyse theories, principles
LO: 3: and models of assessment
Understand the
principles and models 3.2. Explain ways in which
of assessment in theories, principles and models
education and training of assessment can be applied in
assessing learning
LO 4: 4.1. Analyse theories and models

Understand the of curriculum and development
application of theories
and models of
curriculum 4.2. Explain ways in which
development within theories and models of
own area of specialism curriculum development can be
applied in developing curricula in
own area of specialism
LO5:
Understand the 5.1. Analyse theories and models
application of theories of reflection and evaluation
and models of
reflection and 5.2. Explain ways in which
evaluation to reviewing theories and models of
own practice reflection and evaluation can be
applied to reviewing own
practice

(if sampled)
(if sampled)
Unit 03: Developing teaching, learning and assessment in
Education & Training
Unit aim
.

The learner will The learner can: Code Page
be able: e.g. ASS, Number
DO e.g. Pg2,
Pg4
LO1.1: Analyse the application of pedagogical
LO: 1: principles in own area of specialism
Be able to
investigate practice
in own area of LO1.2: Evaluate the effectiveness of use of
specialism creative and innovative approaches in own
area of specialism
2.1. Use initial and diagnostic assessments to

LO 2: agree learners’ individual goals and learning
Be able to apply preferences
theories, principles
and models of
learning,
communication 2.2.Devise a scheme of work taking account
and assessment to of:
planning inclusive 1. the needs of learners
teaching and 2. the delivery model
learning 3. internal and external requirements
2.3. Design teaching and learning plans that

take account of:
1 the individual goals, needs and learning
preferences of all learners
2. Curriculum requirements
Unit 03: Developing teaching, learning and assessment in Education & Training
The learner will be The learner can: Code Page Number
LO 2: (cont.) 2.4Identify opportunities for learners and
Be able to apply others to provide feedback to inform inclusive
theories, principles practice
and models of
learning,
2.5.Explain how own practice in planning
communication and
inclusive teaching and learning has taken
assessment to
account of theories, principles and models of
planning inclusive
learning, communication and assessment
LO3: 3.1.Analyse theories of behaviour management

Be able to apply
theories of behaviour
management to
creating and
maintaining a safe, 3.2.Establish and sustain a safe, inclusive
inclusive teaching learning environment
and learning
environment
3.3.Explain how own practice in creating and
maintaining a safe, inclusive teaching and
learning environment has taken account of
theories of behaviour management
LO 4: 4.1.Analyse ways in which minimum core

Be able to implement elements can be demonstrated in planning,
expectations of the delivering and assessing inclusive teaching and
minimum core in learning
planning, delivering
and assessing 4.2.Apply minimum core elements in planning,
inclusive teaching delivering and assessing inclusive teaching and
and learning learning
LO 5: 5.1.Use theories and models of reflection to

Be able to apply evaluate the effectiveness of own practice in
theories and models planning, delivering and assessing inclusive
of reflection and teaching and learning
evaluation to the
evaluation of own
practice in planning, 5.2.Analyse ways to improve own practice in
delivering and planning, delivering and assessing inclusive
assessing inclusive teaching and learning

The learner will The learner can: Code Number
be able: e.g. ASS, DO e.g. Pg2, Pg4
6.1 Design resources that:
LO: 6: 1. actively promote equality and
Be able to apply value diversity
theories, principles 2.meet the identified needs of
and models of specific learners
learning and
communication to
delivering inclusive 6.2 Demonstrate flexibility and
teaching and adaptability in the use of
learning inclusive teaching and learning
approaches and resources,
including technologies, to meet
the needs of individual learners
6.3 Demonstrate ways to promote

equality and value diversity in
own teaching
6.4 Communicate with learners,

learning professionals and others
to meet individual learning
needs and encourage
progression
6.5 Explain how own delivery of

inclusive teaching and learning
has taken account of theories,
principles and models of learning
and communication
LO 7: 7.1. Design assessments that

Be able to apply meet the individual needs of
theories, models learners
and principles of
assessment to
assessing learning 7.2. Demonstrate flexibility and
in education and adaptability in using types and
training methods of assessment to meet
individual learning needs and
assessment requirements

The learner will The learner Unit 03: Developing Code Number
be able: teaching, learning and assessment in e.g. ASS, DO e.g. Pg2, Pg4
Education & Training
can:
LO: 7: 7.3. Communicate assessment
Be able to apply information to other professionals
theories, models and with an interest in learner
principles of achievement
assessment to
assessing learning in
education and 7.4. Demonstrate the use of
training assessment data in:
a. monitoring learners’
achievement, attainment and
progress
b. setting learners’ targets
c. planning subsequent sessions
d. recording the outcomes of
assessment
7.5. Explain how own assessment

practice has taken account of
theories, models and principles of
assessment

(if sampled)
(if sampled)
Unit 04: Wider professional practice in Education and Training
Unit aim
.

LO: 1: 1.1.Define the concept of
Understand professionalism and dual
professionalism and professionalism in education and
the influence training
professional values in
education and training
1.2.Explain ways in which own
professional values influence own
practice in an area of specialism
LO 2: 2.1.Explain ways in which social,

Understand the policy political and economic factors
context of education influence education policy
and training
2.2.Analyse the impact of current

educational policies on curriculum
and practice in own area of
specialism
LO: 3: 3.1.Explain the roles of

Understand the impact stakeholders and external bodies in
of accountability to education and training
stakeholders and
external bodies in
education and training 3.2.Explain how being accountable
to stakeholders and external
bodies impacts on organisations in
education and training
Unit 04: Wider professional practice in Education and Training

LO: 3: (cont.) 3.3.Explain why it is important to
Understand the work in partnership with employers
impact of and other stakeholders in education
accountability to and training
stakeholders and 3.4. Analyse the impact of being
external bodies in accountable to stakeholders and
education and training external bodies on curriculum
design, delivery and assessment in
own area of specialism.
LO4 : 4.1.Explain key aspects of policies,
Understand the codes of practice and guidelines of
organisational context an organisation
of education and
training 4.2.Analyse the impact of
organisational requirements and
expectations on curriculum practice
in own area of specialism
LO 5: 5.1.Analyse the quality
Be able to contribute improvement and quality assurance
to the quality arrangements of own organisation
improvement and
quality assurance 5.2.Explain the function of self-
arrangements of own assessment and self-evaluation and
organisation the quality cycle
5.3.Evaluate a learning programme

taking account of the quality
maintenance of own organisation
5.4.Identify areas for improvement

in the learning programme taking
account of the outcomes of
evaluation

(if sampled)
(if sampled)
Unit 05 Apply Professional Behaviour
Unit reference: SCD/TQT/004/L5 Level 5
Credit value: 10 GLH 50

LO: 1: Apply professional 1.1 Professional behaviour includes
behaviour and health awareness of child protection,
and safety practices legislation and guidelines e.g.
related to education Vulnerable Children’s.
support and care
contexts in order to
maintain health, safety
and wellbeing of
children.
LO: 2: Apply principles of 2.1 Inclusive practice considers
inclusive practice for diversity in age, learner needs,
diverse learners. gender, cultural and socio-economic
backgrounds
LO: 3: Participate in 3.1 Support students with their
supporting students with learning (this may include
their learning, under supporting students on a one-to-one
supervision, in the basis, with their learning in:
education support and a. reading, literacy and numeracy
care context. b. basic Nigerian languages
c. personal care
d. physical education
e. arts and crafts
f. health and well-being.
It may also include supporting the
teacher with behaviour
management.
LO: 4 4.1 Support production and use of
Assist in the production resources.
of resources in the Resources may include:
education support and 1.1 literacy and numeracy resources
care context. 1.2 creativity and art resources.
Learner’ signature: Date:
Assessor’s signature: Date:
IQA Signature (If sampled): Date:
EQA Signature (If sampled): Date:
Unit 06 Apply Pedagogical processes that are relevant to chosen
philosophy.
Credit: 6 GLH 60

LO: 1: Select a range of 1.1: Use A range of pedagogical
pedagogical processes processes relates to areas including
that are relevant to philosophy, curriculum, and school
chosen philosophy. culture.
Pedagogical processes may include:
developmental stages of the
growing child, rhythm,
temperaments.
LO: 2: Apply a range of 2.1: inspect Teaching skills and

teaching skills and approaches include:
approaches in the  planning and delivery of lessons
classroom as an informed by the philosophy
essential aspect of  a range of educational
understanding chosen technologies
philosophy.  a range of competencies
relevant to the philosophy.
LO: 3: Communicate 3.1: Network with Stakeholders
effectively with learning (Include teachers, school managers,
community parents and pupils, and wider
stakeholders community).
LO: 4: Respond with 4.1 Diverse needs of students

awareness of and includes learning needs, learning
sensitivity to the styles and cultural and literacy
diverse needs of needs.
students in accordance 4.2 Responding with awareness of
with chosen and sensitivity to student needs
philosophy. includes consideration of why and
how the philosophy responds to
those needs in a particular way.
Unit 06 Apply Pedagogical processes that are relevant to chosen philosophy.

The learner will The learner can: Code Number
be able: e.g. ASS, DO e.g. Pg2, Pg4
LO: 5: Apply 5.1 Approaches include effective
innovative, strategies for assessment, feedback
collaborative, and evaluation.
creative and 5.2 Depending on the philosophy, a
principle-based principle-based approach may
approaches to include an artistic approach.
learning and
5.3 Exploring options for
teaching.
improvement includes developing
skills for life-long learning and
ongoing personal and professional
development.
5.4 Reflect on own practice and
critically explore options for
improvement.
Unit 07: Support students’ learning under broad guidance
Credit 3 GLH 30

LO: 1: Select and apply 1.1: Selecting and applying
pedagogical processes pedagogical processes include
under broad guidance knowledge and skills related to:
to inform teaching and a) specific curriculum studies
learning related to b) working artistically
chosen philosophy c) school culture and how it
interrelates with curriculum and
pedagogy.
 Pedagogical processes may
include developmental stages of
the growing child, rhythm,
temperaments.
LO: 2: Support 2.1: Supporting learning
students’ learning (This includes fostering a healthy
under broad guidance classroom environment; and also
in accordance with includes use of knowledge and skills
chosen philosophy in curriculum design, assessment
and evaluation in the chosen
context).
LO: 3: Share 3.1: Direct effective relationship

responsibility with with appropriate Stakeholders
teaching staff for (This may include teachers, school
communicating managers, parents and students,
effectively with learning and wider community).
community
stakeholders

Unit 08: Design for learning that meet specified learning outcomes
Reference: SCD/TQT/008/L5 Level 5
Credit 6 GLH 60

LO: 1: Design for 1.1: Design for learning includes
learning to meet planning and reviewing a sequence of
specified learning learning sessions that prepares
outcomes in a variety of learners to meet assessment
contexts outcomes and literacy and numeracy
demands of a course.
1.2: Planning must include creating

new session plans and resources to
meet learner needs.
1.3: Contexts may be different

physical settings, approaches to
facilitation, or learner profile.
LO: 2: Create and 2.1: Support Learner-centred practice

sustain a learner- (This includes a values-based
centred teaching framework based on respect for:
environment that a. the manna and diverse cultural
respects learners’ mana backgrounds of learners
and diverse b. Professional relationships with
backgrounds, and the learners.
wider educational and
societal context, in
order to facilitate
quality learning
LO: 3: Facilitation and 3.1: Select and apply facilitation and

teaching strategies teaching strategies include:
appropriate to diverse a. Information communication
learners technology to support learning,
where appropriate
b. An exploration of a range of
theoretical facilitation models,
through which candidates will
develop their own theory in
practice.
Unit 08: Design for learning that meet specified learning outcomes
LO: 4: Enhance learning 4.1: Assessment involves designing
through the application an assessment aligned to the
of assessment and learning outcomes of the learning
moderation practices sessions.
4.2: Moderation involves

moderating a third-party
assessment and having an
assessment of the candidate’s own
design moderated.
LO5: Critically 5.1: Critically evaluate and reflect

evaluate and reflect involves review and improvement of
on own professional own practice in the light of
practice and explore evaluation of data and feedback on
options to improve it the candidate’s teaching with
reference to theoretical models,
learner factors and educational
purpose.
5.2: Practice includes the teaching

and learning process, professional
awareness and responsibility, and
collegiality.
Unit 09: Effective Partnership working in the learning and teaching context

Unit aims
This unit is to enable learners to understand effective partnership working in the teaching
and learning context. It includes understanding the purpose and nature of partnership
working and the purpose, aims, objectives, structure and management of a specific
partnership. It also involves communicating effectively within a partnership and
understanding the wider context within which a partnership operates
LO: 1: 1.1: Explain reasons for partnership
working
Understand the purpose
and nature of 1.2. Review opportunities and
partnership working challenges of working within a
partnership
1.3. Review models of partnerships
1.4. Explain ways of sustaining

partnerships and their outputs
1.5. Explain the need for ground rules

and terms of reference in
partnership working
1.6. Justify the need for realistic

timescales and deadlines in
effective partnership working
LO: 2: 2.1. Explain the purpose of a specific

Understand the partnership
purpose, aims and
objectives of a 2.2. Identify the aims and objectives of
partnership a specific partnership
Unit 09: Effective partnership working in the learning and teaching context
LO: 3: 3.1: Review individual roles and
responsibilities within a specific
Understand the partnership
structure and
management of a 3.2 Summarise the potential
partnership contribution of stakeholders to a
specific partnership
3.3. Identify boundaries of individual

roles and ownership issues within a
specific
partnership
3.4. Review resource implications for a

specific partnership and its
individual members
3.5. Review how a specific partnership is

managed identifying potential
management
issues
LO: 4: 4.1. Summarise performance indicators

used to measure the effectiveness
Understand how to of a specific partnership
measure and report on
a partnership’s outputs 4.2. Review the effectiveness of a
specific partnership’s outputs
drawing on valid and reliable data
4.3. Summarise methods of presenting

partnership outputs to interested
parties
Unit 09: Effective partnership working in the learning and teaching context

5.1: Summarise methods for effective
LO: 5: communication between partners
Understand how to
communicate effectively
within a partnership 5.2: Review the communication
strategy of a specific partnership
5.3: Review own communication

methods and skills as a partnership
member
LO: 6: 6.1. Explain the potential impact of

other stakeholders and agencies
Understand the wider relating to a specific partnership
context within which a
partnership operates 6.2 Summarise the impact of key
government policies and initiatives on a
specific partnership
6.3 Review ways for a partnership to

establish and maintain communities of
practice
EQA Signature (If Date:

sampled):
Unit 10: Evaluating learning programmes

Unit Aim
The aim of this unit is to enable learners to understand the principles of evaluating learning
programmes and use evaluation methods and data to understand how these can be used to
improve learning programmes.
Learning Out Assessment Criteria Evidence Code Evidence Page

The learner will be The learner can: e.g. ASS, DO Number
able: e.g. Pg2, Pg4
LO: 1: 1.1: Analyse the principles of evaluating
learning
Understand the
principles and
methods of evaluating 1.2: Analyse the principles of
learning programmes evaluating learning
1.3: Explain how principles of evaluating

learning can be applied to the
evaluation of learning programmes
1.4: Analyse methods used for

evaluating the effectiveness of
learning programmes
1.5: Analyse methods of data

collection and analysis used to
evaluate learning programmes

able: e.g. Pg2, Pg4
LO: 2: 2.1: Develop a framework for the
evaluation of a learning programme
Be able to plan the
evaluation of a
learning programme
2.2: Devise objectives in order to
achieve evaluation aims
2.3: Select methods for evaluating the

effectiveness of a learning programme
2.4: Select methods for collecting

data to evaluate the effectiveness of
a learning programme
LO 3: 3.1: Apply selected methods to

Be able to evaluate evaluate the effectiveness of a
the effectiveness of learning programme
a learning
programme
3.2: Apply selected methods to
collect data to evaluate the
effectiveness of a learning
programme
3.3: Analyse data collected to
evaluate the effectiveness of a
learning programme
3.4: Apply relevant guidelines and

legislation relevant to data
collection and analysis

able: e.g. Pg2, Pg4
3.5: Present analysis of evaluation
LO: 3: results
Be able to evaluate the

effectiveness of a 3.6: Explain how analysis of evaluation
learning programme results can be used to improve the
effectiveness of a learning programme
IQA Signature Date:

(If sampled):
EQA Signature Date:

(If sampled):
Course Entry Requirements
The Level 5 Diploma in Education and Training is available for all candidates who fulfil the
following criteria:
Age range: 19+
Candidate must have reading and writing skills Core & research skills:
Completed level 3 with some teaching experience or Level 4 Teacher Qualification Training
(TQT)
Access to 100 hours of teaching of which 12 hours must be observed and assessed
Required Evidence for Units Assessment

1 x assignment based on your research, tutor feedback, self-evaluation
4 x essay style assignments
Work-based evidence:
 2 x Diagnostic assessments and related student records,

 Communication records with other professionals
 Scheme of Work
 x lesson plans and example resources
 3 x observation feedback reports using the Ofsted Current Inspection Framework
(CIF) Standards
 3 x self-evaluations

 CPD log of at least 20 hours

 Personal Learning Log/Journal - self-evaluations
 1 x case study of 1:1 communication with an individual student
 1 x case study of group communication
 Samples of learner assessments
 Adapted Scheme of Work from Unit 1.

 Sample assessments
 Assessed observation reports
 Learner records
 Self-evaluation
Unit 4: Wider professional practice in Education & Training

 Self-evaluations
 1 x case study
 Session & course valuation
 IV and Internal Quality Assurance related records
Optional Units:
Assessment for your Optional Units will depend on your units chosen, your previous
qualifications and work experience.

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NATIONAL SKILLS QUALIFICATION

Level 5 Education and Training

Teaching, learning and assessment in

Theories, principles and models in

03 SCD/TQT/003/L5 Developing teaching, learning and Mandatory 15 80

assessment in Education & Training

06 SCD/TQT/006/L5 Apply Pedagogical processes that are Optional 6 50

relevant to chosen philosophy.

learning and teaching context

Practical Practical Teaching sessions Mandatory 15 100

Unit reference: SCD/TQT/001/L5 Level: 5

Credit value: 15 GLH: 80

Learning Out Assessment Criteria Evidence Evidence Page

1.3.Analyse the relationships and

1.4.Describe points of referral to

LO 2: 2.1.Devise a scheme of work in

2.5.Identify opportunities for

LO 3: 3.1.Explain why it is important to

3.3.Establish and sustain a safe,

4.1.Analyse the effectiveness of

LO 5: 5.1.Explain the purposes and types of

5.2.Analyse the effectiveness of

5.3.Use types and methods of

5.5. Record the outcomes of

LO 7: 7.1.Review the effectiveness of own

7.2.Identify areas for improvement

Learners Signature: Date:

Assessors Signature: Date:

IQA’s Signature: Date:

Unit reference: SCD/TQT/002/L5 Level: 5

Credit value: 20 GLH: 100

Learning Out Assessment Criteria Evidence Evidence Page

1.5. Explain how identifying and

Learning Out Assessment Criteria Evidence Evidence Page

LO 4: 4.1. Analyse theories and models

Learners Signature: Date:

Assessors Signature: Date:

IQA’s Signature: Date:

Unit reference: SCD/TQT/003/L5 Level: 5

Credit value: 15 GLH: 80

Learning Out Assessment Criteria Evidence Evidence

2.1. Use initial and diagnostic assessments to

2.3. Design teaching and learning plans that

LO3: 3.1.Analyse theories of behaviour management

LO 4: 4.1.Analyse ways in which minimum core

LO 5: 5.1.Use theories and models of reflection to

Learning Out Assessment Criteria Evidence Evidence Page

6.3 Demonstrate ways to promote

6.4 Communicate with learners,

6.5 Explain how own delivery of

LO 7: 7.1. Design assessments that

Learning Out Assessment Criteria Evidence Evidence Page

7.5. Explain how own assessment

Learners Signature: Date:

Assessors Signature: Date:

IQA’s Signature: Date:

Unit reference: SCD/TQT/004/L5 Level: 5

Credit value: 10 GLH: 50

Learning Out Assessment Criteria Evidence Evidence Page