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A Guide to the Diploma in Teaching and Related Qualifications

A Guide to the Diploma in Teaching and Related Qualifications

Level 5 and beyond

AUTHOR : By Lynn Senior, Neil Barnes , Joyce I-Hui Chen, Scott Clarke and Heather Sherman

ISBN : 9781916925557

Edition No : 1

Publication : Jan 15, 2025

Extent : 192 pgs

ISBN : 9781916925564

Edition No : 1

Publication : Jan 15, 2025

Extent : 192 pgs

ISBN : 9781916925571

Edition No : 1

Publication : Jan 15, 2025

Extent : 192 pgs

Description

This one-stop resource for trainee teachers within the Further Education and Skills Sector (FES) incorporates all the core requirements of the new Diploma in Teaching (DiT) for FES.  Also, fully linked to the occupational and professional standards developed for the FE teaching landscape.

This book provides both new and existing teachers with information and support for a career in the sector, as it is fully aligned with the latest government requirements. It emphasises what it means to be a teacher, the centrality of the learner, and the need for teaching to be less about the process and more about the personal.

Content delves into a greater focus on subject-based pedagogy and on placements, as well as in-depth coverage of topics related to SEND, digital and online pedagogies, planning teaching and learning and the final assessment/viva.

For readers to engage in critical reflection and apply knowledge to practice, the text is packed with critical thinking tasks at level 5 and extension tasks for those working at levels 6 and 7. Evidence-informed practice and research also underpin each chapter.

Key features:

  • Covers all level 5 and beyond qualifications for the sector, incorporating the Diploma in teaching and the Level 5 apprenticeship standards

  • Maps to the sector’s occupational standards and professional standards and includes information on placements and the final assessment / viva   
     
  • Responds to the new emphases on subject pedagogy and the centrality of the learner in the learning process.
  • Built in development with extensions to levels 6 and 7

  • Fully embraces digital and online pedagogies.

Contents

PART 1: INTRODUCTION 

Glossary  

Chapter 1 The FES sector 

  • A Brief history and overview of the sector  
  • Routes into teaching post-14 (Level 5 and above)   
  • Professional standards  
  • Occupational standards  
  • ATLS/QTLS  
  • The inspection process  

PART 2 LEARNERS AND LEARNING   

Chapter 2 THE FES learner  

  • The Learner and their characteristics  
  • The post 14 educational offer (BTEC, A Level, apprenticsehips etc)  
  • Embedding of English and mathematics  
  • Legal and Regulatory Practices (SEND/PREVENT)  

  

Chapter 3 SEND in the FES Sector  

  •  What is a SEND learner?  
  •  Range of needs and characteristics of the SEND learner, recognizing SEND in the classroom  
  •  Inclusive practice for the SEND Learner  

  
Chapter 4 The emotional health of the learner  

  • Mental health and well-being - definitions  
  • Trauma informed pedagogy                      
  • Behavioural issues such as Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD)  
  • Anxiety,   
  • Depression  
  • Eating disorders  
  • Self harm  
  • Post-Covid issues  
  • Recognising and supporting young people with mental health  
  • Signposting  

  

Chapter 5 The learning process 

  • Contemporary learning theory and neuroscience  
  • Role and currency of research and evidence  
  • Application of theory to practice  
  • Encouraging learners to be independent and aim high  

  

PART 3 TEACHERS AND TEACHING  

 

Chapter 6 The FES Teacher  

  •  The role and responsibilities of a teacher  
  •  What makes a good teacher?  
  •  Working with and learning from other teachers  
  •  Other sources of support  
  •  The dual professional       

  

 

Chapter 7 Planning for teaching and learning       

  •  Rigorous curriculum thinking and Curriculum for inclusive practice  
  •  Person-centred approach  
  •  Planning and delivering sessions  
  •  Developing inclusive resources to meet learner needs.  
  •  Teacher expectations of learners including classroom management  
  •  F2F and remote delivery  
  •  Assessment and feedback  
  • The Reflective Teacher  
  • Effective Communication  

 

Chapter 8 Inclusive teaching 

  • Equality, Inclusion and Diversity in teaching 
  • Decolonising the curriculum  

  
CHAPTER 9 Effective digital and on-line pedagogies  

  • Range of Ed Tech  
  • AI, AR, VR etc  
  • Managing digital delivery 
  • On-Line pedagogies  
  • Digital technologies legal and regulatory responsibility  

  

PART 4 PROFESSIONAL PRACTICE FOR THE TEACHER  

 

Chapter 10 Teaching practice requirements  

  • Preparation for placement  
  • Curriculum planning and review  
  • Lesson planning and adaptations to include adaptive teach ing  
  • Planning and conducting assessment  
  • Using assessment to inform planning  
  • Assessment feedback and advice/guidance  
  • Application of evidence-based methods - theory into practice  
  • Managing and supporting learners including behaviour  

  

Chapter 11 Teaching my subject  

  • Curriculum development, Pedagogic Content Knowledge (to include vocational pedagogies)  
  •  Threshold concepts and troublesome knowledge  
  •  Required wider/prerequisite knowledge  
  •  Embedding maths and English  
  •  Developing and maintaining subject expertise  

 

Chapter 12 Education for sustainable development  

  • Modelling sustainable practices and sustainable development principles, values and goals in relation to your subject specialism  

  

Chapter 13  Research and scholarship 

  • Evidence based practice  
  • Ensuring currency in subject area  
  • Application of research and evidence based to practice and own CPD  
  • Progression and further qualifications       

APPENDICES 

Author

Lynn Senior is Director of the Education and Training Consortium, University of Huddersfield. Lynn has 30 years' experience in the further and higher education sectors with a background in vocational education and further education ITE. Her current role focuses on teacher education for the Post-14 and FES sector. She is currently the Chair of the UCET Post-16 committee and has worked closely with the ETF and the DfE on developing teacher education programmes. Lynn’s research interests include vocational education and teacher development.

Neil Barnes is the Director of Teaching and Learning at the University Centre, Colchester, part of a large mixed economy college in East Anglia and a visiting lecturer with the University of HuddersfieldNeil has been involved in the Further Education and Skills (FE) sector for over 25 years and is still active as an initial teacher education manager within FE. 

Joyce I-Hui Chen has worked in a range of educational sectors for more than 20 years, abroad and in the UK. She is a Quality Enhancement Manager at the College of West Anglia, managing initial teacher education programmes, a LSRN co-convenor for East Anglia, and one of the co-founders of CWARIF (the College of West Anglia Research and Innovation Forum). She is a Member of the Chartered College of Teaching (CCT), a Fellow of SET, a member of IPDA, and a member and a co-convenor of the Practitioner Research SIG of BERA. She is passionate about creating and nurturing communities with equity and equality by using an intersectional lens.

Scott Clarke is the centre manager and programme leader for teacher education at the City of Liverpool College. He has completed a PhD Education exploring the promises and limitations of research-informed teaching practice and has substantial experience teaching social sciences across secondary schools and further education institutions. 

Heather Sherman has 14 years' experience working in the secondary and FE sectors, starting her career as a secondary history teacher. In 2015 she moved into the FE sector, specialising in A Level History teaching, and mentoring PGCE students. Heather is currently the centre manager and programme leader for Initial Teacher Education at York College, where she leads and teaches on both the pre-service and in-service Cert Ed and PGCE. Heather holds Advanced Teacher Status with SET, and is currently completing a PhD in Education with the University of Huddersfield.

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