Diploma in Teaching (DiT)

• The qualification can be taken full time (e.g. one year for pre-service trainee teachers) or part time (e.g. two years for in-service trainee teachers).

• The qualification includes 250 hours on placement (150 teaching hours with age 14+ [a minimum of 100 hours should be in your specialist subject] and 100 hours in other duties e.g. meetings/CPD/observing others (20 of these hours should be at a second location). 

• Teaching practice should include a minimum of 20 hours of live remote teaching, and a minimum of 80 hours in-person teaching.

• There will be 10 formal observations (minimum of 45 minutes each) to groups of learners (two observations can be by your subject specialist mentor).

• Two mentors from your placement will be needed to support you: a subject specialist mentor and a pastoral support mentor. Your subject specialist mentor can carry out two formal observations.

• Level 2 maths and English are an entry requirement.
  

• The qualification is 120 credits, 90 of which must be at level 5, and 30 credits can be level 4 or above. 120 credits is equal to a total qualification time (TQT) of 1200 hours. Guided learning hours will be less depending upon the nature of delivery.

• Awarding organisations and HEIs will write the qualification specification and unit content, and provide guidance regarding assessments and observations.

Please note: the above information is taken from the ETF Framework. However, there may be some flexibility regarding particular trainee teachers' circumstances e.g. if they work in a prison or with SEND learners. Awarding organisations/HEIs will provide advice. You can find out more via the ETF.

Current programmes which start before 1 September 2024 and continue to run past this date will be unaffected and continue as the DET programmes. Final certification must be before 31 August 2027.

Anyone holding the DET (or the previous version known as DTLLS) will not need to upgrade to the DiT.

How does the Diploma in Teaching (DiT) differ from the Diploma in Education and Training (DET)?

• The principles of teaching remain the same. However, emerging ideas and contemporary theories, along with innovations such as artificial intelligence (AI) and the use of technology have been included. Sustainability is an area which is included, as is more emphasis on subject specialist teaching (referred to as pedagogy within the qualification).
  

• The Education and Training Foundation have provided a framework. However, awarding organisations (AO) and Higher Education Institutions (HEIs) will be devising their own unit titles and content based on the framework, and they will differ in their approach. 

• The structure and content of the qualification (e.g. units, learning outcomes and assessment criteria) will differ depending upon which AO is used.

• The content is based on the Occupational Standards from the Learning and Skills Teacher Apprenticeship.

• The qualification will be assessed by assignments, observations, discussions and a portfolio of evidence. However, AOs and HEIs might differ with their approaches. Evidence in the portfolio must be cross-referenced to the Occupational Standards. A professional discussion (viva) will take place at the end of the course based on the portfolio contents. It is at this point that a decision is made as to whether the trainee teacher has passed or not.

• The DiT does not contain the minimum core.

Course topics might include the following:

• Action research
• Assessment principles and practices
• Coaching and mentoring
• Curriculum development
• Developing and using resources
• Digital and on-line pedagogies
• Educational practice
• Equality, diversity and inclusion
• Learners and learning
• Managing behaviour
• Professional practice
• Subject specialist teaching
• Teaching and learning
• Teachers and teaching
• Teaching my subject

Awarding organisations and HEIs will decide the titles, content and credit values of their units. Centres should consider a holistic approach to their delivery and assessment, and therefore aspects of several units could be covered at the same time. Formative and summative assessment should take place, in line with the AOs and HEIs requirements. Observations should ongoing and developmental.

The following text books can be used by trainee teachers. However, a variety of books and journals should be used to demonstrate wider reading and research for the DiT.

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