A new framework for a qualification to replace the Diploma in Education & Training (DET) has been produced.
It will be offered by Awarding Organisations (AOs) via colleges and training providers at level 5, and by universities/higher education institutions (HEIs) and their college partners at levels 5, 6 and 7. The terms CertEd, PGCE or PGDE may also be used.
The amount and level of study and research
required for levels 6 and 7, and the difficulty and complexity of the assessment activities, will differ from that at level 5.
The qualification is based on the Occupational Standards from the Learning and Skills Teacher Apprenticeship.
Not all awarding organisations will offer the qualification. I recommend TQUK.
Funding may be available through eligible HEIs and their partners.
The Diploma in Teaching (DiT) is based around the following ETF Framework topics:
Teaching my subject
Learners and learning
Teachers and teaching
Effective digital and online pedagogies
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 which should be at a second location). Teaching practice should include 20-50 hours of live remote 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 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.
I will be co-authoring a book with Gavin Lumsden of Essential Teaching UK for the new Diploma in Teaching (FE and Skills).
It is also appropriate for the Learning and Skills Teacher apprenticeship programme.
We are hoping that it will be the starting point for new trainee teachers working towards the above.
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 titles:
Awarding organisations and HEIs will decide the titles, content and credit values of their units, along with whether they are all mandatory, or if core and option units will be offered. 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.