Diploma in Teaching (DiT)

The qualification

• 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) by those aged 19 or over. 

• The qualification includes 250 hours on placement (150 teaching hours with age 14+ [a minimum of 100 hours should be in a 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, which should be to groups of at least ten learners). Two observations can be by a subject specialist mentor and up to two observations can be via a live remote delivery. Recorded sessions are not suitable for formal observations, but are useful as a developmental tool.

• Two mentors from the work placement will be needed: a subject specialist mentor and a pastoral support mentor. The subject specialist mentor can carry out up to two formal observations. Centres must provide training to mentors.

• Level 2 maths and English are an entry requirement, as is the ability to study at level 5 or above, be qualified/experienced in the subject to be taught, and a familiarity of using technology.

• 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 (GLH) will be a minimum of 360 and will differ depending upon the awarding organisation used. 

• Some awarding organisations might only offer mandatory units which total 120 credits. Others might offer some mandatory as well as some optional units.

• 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 DfE 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.

Further information regarding 'Expectations for the delivery of initial teacher education for FE' is available from the DfE.

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. Education for sustainability is an area which is included, as is more emphasis on subject specialist teaching (referred to as pedagogy within the qualification).
  

• The Department for Education have provided a qualification Framework for awarding organisations (AOs) and Higher Education Institutions (HEIs) to base their qualification content on. AOs and HEIs will be devising their own unit titles, content and credit values based on the Framework, and they will differ in their approaches. You will need to contact your AO or HEI for guidance.

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

• The content is based on the Occupational Standards (OS) from the Learning and Skills Teacher Apprenticeship (LST). All the standards must be met by trainee teachers for them to be successful at achieving the DiT qualification.

• The qualification will be assessed by assignments, observations, discussions, and a portfolio of evidence (based on the OS). However, this will differ depending on which AO or HEI is used. 

• Evidence in the learner's portfolio of evidence must be cross-referenced to the LST Occupational Standards. A 30 minute 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. All the OS must be successfully achieved.

• The DiT does not contain the minimum core.

• Centres should consider a holistic approach to their delivery and assessment, and therefore aspects of several units or areas could be covered at the same time. Formative and summative assessment should take place, in line with the AOs and HEIs requirements. Observations should be ongoing and developmental.
  

• A reading list is available, and resources for teachers and learners. 

 The following text books can be used by trainee teachers for the DiT. 

However, a variety of books should be used to demonstrate wider reading and research.

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