Education and Training

Level 4 Certificate in Education & Training

Previously CTLLS

  • 62 Students enrolled
  • 140 Hours
  • GBP 590

The Level 4 Certificate in Education and Training was previously known as the Level 3 / Level 4 CTLLS or Certificate in Teaching in the Lifelong Learning Sector. On the new framework, this is now only available as a Level 4 qualification. The ELN Level 4 Certificate in Education & Training is accredited by NOCN and Edexcel Pearson.

By doing this course you will become a trainer in your specialist area and will be qualified to teach up to Level 4 courses.

Check out all the optional units available below to customise your course and make sure you get in touch with us to find out more about our package discounts - we can combine this Level 4 CET with the Assessor and IQA courses. Click on the webchat now or email us on info@eln.io straight away.

Who can take up this course?

This course can be done by beginners as well as experienced trainers - you just need access to 30 hours of teaching. 

How does ELN conduct the assessed teaching practice sessions?

At ELN The Elearning Network, we conduct assessed teaching practice sessions via Skype or video recordings or they can be assessed by a suitably qualified assessor at your own workplace.

Our tutor will conduct a detailed personalised 1:1 initial interview with you before you begin your online Level 4 Certificate in Education and go through all the requirements.

Key Features of the ELN’s Level 4 Certificate in Education and Training-

    • Optional units best suited to your qualifications, experience, and career goals
    • Personal Development Plan
    • Skillscan to examine the work-based evidence being produced during your regular work activities
    • Recognition of Prior Learning, Credit Transfers and/or Exemptions that can be claimed
    • Completely online and self-paced - complete in a few weeks or take up to a year. Your personal tutor will be there to support you throughout the course.

Why ELN?

WE ARE CURRENTLY THE ONLY ONLINE TRAINING PROVIDER OFFERING ALL OFQUAL APPROVED 28 OPTIONAL UNITS!!! Don't settle for pre-selected units with other training providers which may not be relevant to your goals and needs.

Book today and see what a difference it can be to work with a highly qualified, friendly support team who truly care about your education and training!

Just click on "Apply Now" below or chat, call or email us for more info.

  



Who will you learn with?



Tony Lamsdale

Tony Lamsdale

Tony is one of ELN's most popular tutors for AET, CET and sometimes the Assessor courses too. He has been involved in training since the mid 1990’s and has experience in both the private and public sector. He has taught a variety of subjects including Engineering, Explosives, Advanced Driving & Riding and Professional Development. During his time in industry Tony worked with a number of universities where he sat on a number of boards advising on course development, gave lectures and sponsored projects (many of which turned into commercial enterprises). When Tony is not in the classroom (or online!) he enjoys the outdoor life and is happiest when riding his Ducati.


Mark Bresland

Mark Bresland

Mark is ELN’s Training Manager as well as being one of our most highly rated tutors. He supports students on our DET, IQA, EQA and some Assessor courses. He has amassed over 23 years of training experience, working with all organisational levels, creating, promoting and delivering training solutions in both the public and private sectors, working throughout the UK, Middle East and Africa. He holds numerous qualifications in learning and development including the Diploma in Education and Training, Certificate in Assessing Vocational Achievement, Certificate in Leading Internal Quality Assurance and the Award in External Quality Assurance.


The Level 4 Certificate in Education and Training are available for all candidates who fulfill the following criteria set by the Awarding Organisations:

Age range: 19+

Core skills: There are no formal entry requirements for this training course however candidate must have reading and writing skills in order to complete the course.

Access to Internet using a laptop / pc / tablet using up to date Windows, Android or Apple operating systems.

Access to 30 hours to teaching (paid or voluntary) of which 3 hours must be assessed. We can assess via Skype / video recording, or authorise a suitably qualified person in your company to observe you on our behalf.


  1. Understand the teaching role and responsibilities in education and training
    • Explain the teaching role and responsibilities in education and training
    • Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities 
    • Explain ways to promote equality and value diversityExplain why it is important to identify and meet individual learner needs

  1. Understand ways to maintain a safe and supportive learning environment
    • Explain ways to maintain a safe and supportive learning environment
    • Explain why it is important to promote appropriate behaviour and respect for others

  1. Understand the relationships between teachers and other professionals in education and training
    • Explain how the teaching role involves working with other professionals
    • Explain the boundaries between the teaching role and other professional roles
    • Describe points of referral to meet the individual needs of learners

Overlaps with the Level 3 Award in Education and Training or the older PTLLS course. Exemptions available.


  1. Be able to use initial and diagnostic assessment to agree individual learning goals with learners
    • Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goals
    • Use methods of initial and diagnostic assessment to negotiate and agree individual learning goals with learners
    • Record learners’ individual learning goals

  1. Be able to plan inclusive teaching and learning in accordance with internal and external requirements
    • Devise a scheme of work in accordance with internal and external requirements
    • Design teaching and learning plans that meet the aims and individual needs of all learners and curriculum requirements
    • Explain how own planning meets the individual needs of learners
    • Explain ways in which teaching and learning plans can be adapted to meet the individual needs of learners
    • Identify opportunities for learners to provide feedback to inform inclusive practice

  1. Be able to implement the minimum core in planning inclusive teaching and learning
    • Analyse ways in which minimum core elements can be demonstrated in planning inclusive teaching and learning
    • Apply minimum core elements in planning inclusive teaching and learning

  1. Be able to evaluate own practice when planning inclusive teaching and learning
    • Review the effectiveness of own practice when planning to meet the individual needs of learners, taking account of the views of learners and others
    • Identify areas for improvement in own planning to meet the individual needs of learners


  1. Be able to use inclusive teaching and learningapproaches inaccordance with internal and external requirements
    • Analyse the effectiveness of teaching and learning approaches used in own area of specialism in relation to meeting the individual needs of learners
    • Create an inclusive teaching and learning environment
    • Demonstrate an inclusive approach to teaching and learning in accordance with internal and external requirements

  1. Be able to communicate with students and other learning professionals to promote learning and progression
    • Analyse benefits and limitations of communication methods and media used in own area of specialism
    • Use communication methods and media to meet individual student needs
    • Communicate with other learning professionals to meet individual student needs and encourage progression

  1. Be able to use technologies in delivering inclusive teaching and learning
    • Analyse benefits and limitations of technologies used in own area of specialism
    • Use technologies to enhance teaching and meet individual student needs

  1. Be able to implement the minimum core when delivering inclusive teaching and learning
    • Analyse ways in which minimum core elements can be demonstrated when delivering inclusive teaching and learning
    • Apply minimum core elements in delivering inclusive teaching and learning

  1. Be able to evaluate own practice in delivering inclusive teaching and learning
    • Review the effectiveness of own practice in meeting the needs of individual learners, taking account of the views of learners and others
    • Identify areas for improvement in own practice in meeting the individual needs of learners


  1. Be able to use types and methods of assessment to meet the needs of individual learners
    • Explain the purposes of types of assessment used in education and training
    • Analyse the effectiveness of assessment methods in relation to meeting the individual needs of learners
    • Use types and methods of assessment to meet the individual needs of students
    • Use peer and self-assessment to promote students’ involvement and personal responsibility in the assessment for, and of, their learning
    • Use questioning and feedback to contribute to the assessment process

  1. Be able to carry out assessments in accordance with internal and external requirements
    • Identify the internal and external assessment requirements and related procedures of learning programmes
    • Use assessment types and methods to enable learners to produce assessment evidence that is valid, reliable, sufficient, authentic and current
    • Conduct assessments in line with internal and external requirements
    • Record the outcomes of assessments to meet internal and external requirements
    • Communicate assessment information to other professionals with an interest in learner (student) achievement

  1. Be able to implement the minimum core when assessing students
    • Analyse ways in which minimum core elements can be demonstrated in assessing learners (students)
    • Apply minimum core elements in assessing learners (students)

  1. Be able to evaluate own assessment practice
    • Review the effectiveness of own assessment practice, taking account of the views of learners (students) and others
    • Identify areas for improvement in own assessment practice


  1. Be able to use resources in the delivery of inclusive teaching and learning
    • Analyse the effectiveness of resources used in own area of specialism in relation to meeting the individual needs of learners
    • Use resources to promote equality, value diversity and meet the individual needs of learners
    • Adapt resources to meet the individual needs of learners

  1. Be able to implement the minimum core when using resources in the delivery of inclusive teaching and learning
    • Analyse ways in which minimum core elements can be demonstrated when using resources for inclusive teaching and learning
    • Apply minimum core elements when using resources for inclusive teaching and learning

  1. Be able to evaluate own use of resources in the delivery of inclusive teaching and learning
    • Review the effectiveness of own practice in using resources to meet the individual needs of learners (students), taking account of the views of learners (students) and others
    • Identify areas for improvement in own use of resources to meet the individual needs of learners (students)


Unit Title

Level

Credit Value

1

Assess Occupational Competence in the Work Environment*

3

6

2

Assessment and Support for the Recognition of Prior Learning through the Accreditation of Learning Outcomes

3

6

3

Engage Learners in the Learning and Development Process*

3

6

4

Evaluating Learning Programmes

4

3

5

Preparing for the Coaching Role

4

3

6

Preparing for the Mentoring Role

4

3

7

Preparing for the Personal Tutoring Role

4

3

8

Delivering Employability Skills

4

6

9

Develop Learning and Development Programmes*

4

6

10

Engage with Employers to Develop and Support Learning Provision*

4

6

11

Engage with Employers to Facilitate Workforce Development*

4

6

12

Equality and Diversity

4

6

13

Identify the Learning Needs of Organisations*

4

6

14

Internally Assure the Quality of Assessment*

4

6

15

Understanding and Managing Behaviours in a Learning Environment

4

6

16

Understanding the Principles and Practices of Externally Assuring the Quality of Assessment*

4

6

17

Understanding the Principles and Practices of Internally Assuring the Quality of Assessment*

4

6

18

Using Study Skills Approaches and Techniques to Enhance the Learning of Others

4

6

19

Specialist Delivery Techniques and Activities

4

9

20

Working with the 14-19 age range in Education and Training

4

9

21

Effective Partnership Working in the Learning and Teaching Context

4

15

22

Inclusive Practice

4

15

23

Teaching in a Specialist Area

4

15

24

Working with Individual Learners

4

15

25

Action Learning for Teaching in a Specialist Area of Disability

5

15

26

Action learning to Support Development of Subject Specific Pedagogy

5

15

27

Action Research

5

15

28

Developing, Using and Organising Resources in a Specialist Area

5

15


Unit 1: Roles, Responsibilities and Relationships in Education and Training

3 x essay style assignments

This unit overlaps with the Level 3 Award in Education and Training and the old Level 3 or Level 4 PTLLS course. Exemptions available. Your tutor can discuss this with you during your initial assessment.

Wherever possible we will work with you to fulfill the assessment criteria using your existing work evidence if possible, reducing repetition of work produced, resulting in more efficient holistic assessments.

Unit 2: Planning to meet the Needs of Learners in Education and Training

1 x essay style assignment

Work-based evidence: (Wherever possible we will work with you to fulfill the assessment criteria using your existing work evidence)

  • Diagnostic assessments,
  • Scheme of work,
  • 3 x 1 hour lesson plans (number of sessions can vary however, observed sessions must total 3 hours),
  • Observation and assessment logs,
  • Personal learning logs/reflective journals and self-evaluations
  • Case studies
  • Feedback from learners and tutor (from assessed and observed sessions)

Unit 3: Delivering Education and Training

Work-based evidence:

  • Tutor/subject specialist feedbacks on the assessed and observed sessions
  • Personal learning logs/reflective journals and self-evaluations

Unit 4: Assessing Learners in Education and Training

Work-based evidence: (Wherever possible we will work with you to fulfill the assessment criteria using your existing work evidence)

  • Assessment materials, checklists and records
  • Personal learning logs/reflective journals, action plan
  • Student feedback form
  • Assessed Observation reports
  • CPD log

Unit 5: Using resources for Education and Training

Work-based evidence: (Wherever possible we will work with you to fulfill the assessment criteria using your existing work evidence)

  • Session plan
  • Resources used with the group, adapted for individual learner(s), adapted for special needs
  • Teaching practice observation form
  • Student feedback
  • Self-evaluation

Optional Units:

Assessment for the Optional Units will depend on the unit you choose, previous qualifications and experience.

  • Online Distance Learning
  • Level 4 Certificate in Education and Training (Previously CTLLS)
  •  590.00 472
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  • L4 CET + Award in IQA (FREE)
  •  590.00 472
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