Education and Training

Level 5 Diploma in Education and Training

Previously DTLLS

  • 67 Students enrolled
  • 180+ Hours
  • GBP 1450

The Level 5 Diploma in Education and Training is an extremely popular course for teachers and trainers across all sectors. Previously, it was known as the DTLLS or Level 5 Diploma to Teach in the Lifelong Learning Sector. 


Our Level 5 Diploma in Education and Training is accredited by Pearson Edexcel.

Make sure you contact us to find out special discount packages we offer on this Level 5 DET along with the IQA course. Become a trainer and internal verifier together and expand your career prospects. Email info@eln.io or click on the webchat to get in touch straight away.

We also offer interest free instalments for individual customers.

Who can take up this course?

It is suitable for beginner, intermediate and full-time teaching and training staff. After doing this course you can apply for QTLS (fully qualified status) with the Society for Education and Training. 

Eligibility required:

You will need access to 100 hours of teaching in paid or voluntary positions. You can gain valuable experience and complete your qualification as you earn.

We will observe and grade 8 hourly sessions via Skype or video recording. Alternatively, we can authorise a suitably qualified colleague to observe you on our behalf.

Why is the Level 5 Diploma in Education and Training so popular?

    • The Level 5 Diploma in Education and Training course leads to Fully Qualified Teacher Status or QTLS
    • This qualifies teachers or trainers to teach across a wide range of FE, HE institutions, Colleges, Training Providers etc in the UK and abroad.

Course Structure

There are 4 compulsory units in the Level 5 Diploma in Education and Training. Optional Units are chosen from a range of 23 Ofqual approved Optional Units. WE ARE THE ONLY TRAINING PROVIDER TO PROVIDE ALL 20+ OFQUAL APPROVED OPTIONAL UNITS.

Don't settle for other training providers who give you fixed, pre-selected units.

We support you along your whole learning journey. We will conduct a detailed personalised 1:1 initial assessment/interview with you before you begin your Level 5 Diploma in Education & Training. During this interview you will discuss and agree:

    • Optional units that are best suited to your skills, experience and career goals
    • Personal Development Plan
    • Skillscan to examine the work-based evidence already being produced during your regular work activities
    • Recognition of Prior Learning, Credit Transfers and/or Exemptions that can be claimed

Easy Instalment Option

At ELN, we make quality education affordable with our easy instalment option. We provide instalments at no extra cost. No hidden charges. No set up fees.

Our mission is to make quality education accessible to everyone, everywhere and this includes making it affordable. Why not use the live chat below or call or email us on info@eln.io right away to find out more.

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Who will you learn with?



Sana Farooq

Sana Farooq

Sana Farooq is Director of ELN The E-Learning Network. She graduated as valedictorian in her Bachelors and Masters in English Literature with Psychology and International Relations minors. She is Level 5 trainer as well as a fully qualified Assessor and Lead IQA. She is a chartered auditor with the IRCA. Sana enjoys travelling the world and connecting with people from different regions. This passion has led her to become a TEDx speaker, mentor for the Cherie Blair Programme for Women and Global Ambassador for the prestigious Blackbox Connect accelerator based in Silicon Valley.


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 5 Diploma in Education and Training is available for all candidates who fulfill the following criteria set by the Awarding Organisations:

Age range: 19+

Core & research 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 and browsers.

Access to 100 hours of teaching of which 8 hours must be observed and assessed (we can arrange an assessor visit, assess via Skype or video recording, or a suitably qualified person in your company).


  1. Understand roles, responsibilities and relationships in education and training
    • Analyse own role and responsibilities in education and training
    • Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities
    • Analyse the relationships and boundaries between the teaching role and other professional roles
    • Describe points of referral to meet the needs of learners
  2. Be able to use initial and diagnostic assessment to agree individual learning goals with learners
    • Explain why it is important to identify and meet the individual needs of learners
    • Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goals
    • Use methods of initial and diagnostic assessment to agree individual learning goals with learners
    • Record learners’ individual learning goals
  3. Be able to plan inclusive teaching and learning.
    • Devise a scheme of work in accordance with internal and external requirements
    • Design teaching and learning plans that respond to:
      • the individual goals and needs of all learners
      • 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
  4. Be able to create and maintain a safe, inclusive teaching and learning environment
    • Explain why it is important to promote appropriate behaviour and respect for others
    • Explain ways to promote equality and value diversity
    • Establish and sustain a safe, inclusive learning environment
  5. Be able to deliver inclusive teaching and learning
    • Analyse the effectiveness of teaching and learning approaches used in own area of specialism in relation to meeting the individual needs of learners
    • Analyse benefits and limitations of communication methods and media used in own area of specialism
    • Analyse the effectiveness of resources used in own area of specialism in relation to meeting the individual needs of learners
    • Use inclusive teaching and learning approaches and resources, including technologies, to meet the individual needs of learners
    • Demonstrate ways to promote equality and value diversity in own teaching
    • Adapt teaching and learning approaches and resources, including technologies to meet the individual needs of learners
    • Communicate with learners and learning professionals to meet individual learning needs
  6. Be able to assess learning in education and training
    • Explain the purposes and 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, including peer- and self-assessment to:
      • involve learners in assessment
      • meet the individual needs of learners
      • enable learners to produce assessment evidence that is valid, reliable, sufficient, authentic and current and
      • meet internal and external assessment requirements
    • Use questioning and feedback to contribute to the assessment process
    • Record the outcomes of assessments to meet internal and external requirements
    • Communicate assessment information to other professionals with an interest in learner achievement.

  1. Be able to implement expectations of the minimum core in planning, delivering and assessing inclusive teaching and learning
    • Analyse ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning
    • Apply minimum core elements in planning, delivering and assessing inclusive teaching and learning
  2. Be able to evaluate own practice in planning, delivering and assessing inclusive teaching and learning
    • Review the effectiveness of own practice in planning, delivering and assessing inclusive teaching and learning taking account of the views of learners and others.
    • Identify areas for improvement in own practice in planning, delivering and assessing inclusive teaching and learning


  1. Understand the application of theories, principles and models of learning in education and training
    • Analyse theories, principles and models of learning
    • Explain ways in which theories, principles and models of learning can be applied to teaching, learning and assessment
    • Analyse models of learning preferences
    • Explain how identifying and taking account of learners’ individual learning preferences enables inclusive teaching, learning and assessment

  1. Understand the application of theories, principles and models of communication in education and training
    • Analyse theories, principles and models of communication
    • Explain ways in which theories, principles and models of communication can be applied to teaching, learning and assessment

  1. Understand the application of theories, principles and models of assessment in education and training
    • Analyse theories, principles and models of assessment
    • Explain ways in which theories, principles and models of assessment can be applied in assessing learning

  1. Understand the application of theories and models of curriculum development within own area of specialism
    • Analyse theories and models of curriculum and development
    • Explain ways in which theories and models of curriculum development can be applied in developing curricula in own area of specialism

  1. Understand the application of theories and models of reflection and evaluation to reviewing own practice
    • Analyse theories and models of reflection and evaluation
    • Explain ways in which theories and models of reflection and evaluation can be applied to reviewing own practice


  1. Be able to investigate practice in own area of specialism
    • Analyse the application of pedagogical principles in own area of specialism
    • Evaluate the effectiveness of use of creative and innovative approaches in own area of specialism

  1. Be able to apply theories, principles and models of learning, communication and assessment to planning inclusive teaching and learning
    • Use initial and diagnostic assessments to agree learners’ individual goals and learning preferences
    • Devise a scheme of work taking account of:
      • the needs of learners
      • the delivery model
      • internal and external requirements
    • Design teaching and learning plans that take account of:
      • the individual goals, needs and learning preferences of all learners
      • curriculum requirements
    • Identify opportunities for learners and others to provide feedback to inform inclusive practice
    • Explain how own practice in planning inclusive teaching and learning has taken account of theories, principles and models of learning, communication and assessment

  1. Be able to apply theories of behaviour management to creating and maintaining a safe, inclusive teaching and learning environment
    • Analyse theories of behaviour management
    • Establish and sustain a safe, inclusive learning environment
    • Explain how own practice in creating and maintaining a safe, inclusive teaching and learning environment has taken account of theories of behaviour management

  1. Be able to apply theories, principles and models of learning and communication to delivering inclusive teaching and learning
    • Design resources that:
      • actively promote equality and value diversity
      • meet the identified needs of specific learners
    • Demonstrate flexibility and adaptability in the use of inclusive teaching and learning approaches and resources, including technologies, to meet the needs of individual learners
    • Demonstrate ways to promote equality and value diversity in own teaching
    • Communicate with learners, learning professionals and others to meet individual learning needs and encourage progression
    • Explain how own delivery of inclusive teaching and learning has taken account of theories, principles and models of learning and communication

  1. Be able to apply theories, models and principles of assessment to assessing learning in education and training
    • Design assessments that meet the individual needs of learners
    • Demonstrate flexibility and adaptability in using types and methods of assessment to meet individual learning needs and assessment requirements
    • Demonstrate the use of assessment data in:
      • monitoring learners’ achievement, attainment and progress
      • setting learners’ targets
      • planning subsequent sessions
      • recording the outcomes of assessment
    • Communicate assessment information to other professionals with an interest in learner achievement
    • Explain how own assessment practice has taken account of theories, models and principles of assessment

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

  1. Be able to apply theories and models of reflection and evaluation to the evaluation of own practice in planning, delivering and assessing inclusive teaching and learning
    • Use theories and models of reflection to evaluate the effectiveness of own practice in planning, delivering and assessing inclusive teaching and learning
    • Analyse ways to improve own practice in planning, delivering and assessing inclusive teaching and learning


  1. Understand professionalism and the influence professional values in education and training
    • Define the concept of professionalism and dual professionalism in education and training
    • Explain ways in which own professional values influence own practice in an area of specialism 
  2. Understand the policy context of education and training
    • Explain ways in which social, political and economic factors influence education policy
    • Analyse the impact of current educational policies on curriculum and practice in own area of specialism
  3. Understand the impact of accountability to stakeholders and external bodies in education and training
    • Explain the roles of stakeholders and external bodies in education and training
    • Explain how being accountable to stakeholders and external bodies impacts on organisations in education and training
    • Explain why it is important to work in partnership with employers and other stakeholders in education and training
    • Analyse the impact of being accountable to stakeholders and external bodies on curriculum design, delivery and assessment in own area of specialism.
  4. Understand the organisational context of education and training
    • Explain key aspects of policies, codes of practice and guidelines of an organisation
    • Analyse the impact of organisational requirements and expectations on curriculum practice in own area of specialism
  5. Be able to contribute to the quality improvement and quality assurance arrangements of own organisation
    • Analyse the quality improvement and quality assurance arrangements of own organisation
    • Explain the function of self-assessment and self-evaluation and the quality cycle
    • Evaluate a learning programme taking account of the quality maintenance of own organisation
    • Identify areas for improvement in the learning programme taking account of the outcomes of evaluation


Unit Title

Level

Credit Value

1

Evaluating Learning Programmes

4

3

2

Preparing for the Coaching Role

4

3

3

Preparing for the Mentoring Role

4

3

4

Preparing for the Personal Tutoring Role

4

3

5

Delivering Employability Skills

4

6

6

Develop Learning and Development Programmes*

4

6

7

Engage with Employers to Facilitate Workforce Development*

4

6

8

Equality and Diversity

4

6

9

Identify the Learning Needs of Organisations*

4

6

10

Internally Assure the Quality of Assessment*

4

6

11

Understanding and Managing Behaviours in a Learning Environment

4

6

12

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

4

6

13

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

4

6

14

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

4

6

15

Specialist Delivery Techniques and Activities

4

9

16

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

4

9

17

Effective Partnership Working in the Learning and Teaching Context

4

15

18

Inclusive Practice

4

15

19

Teaching in a Specialist Area

4

15

20

Working with Individual Learners

4

15

21

Action Learning for Teaching in a Specialist Area of Disability

5

15

22

Action learning to Support Development of Subject Specific Pedagogy

5

15

23

Action Research

5

15

24

Developing, Using and Organising Resources in a Specialist Area

5

15


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

Unit 1: Teaching, learning and assessment in Education & Training 

1 x Research Paper OR Presentation based on the research, tutor feedback, self-evaluation

4 x essay style assignments

Work-based evidence:

  • 2 x Diagnostic assessments and related student records,
  • Communication records with other professionals
  • Scheme of Work
  • 3 x lesson plans and example resources
  • 3 x observation feedback reports using Ofsted Current Inspection Framework (CIF) Standards
  • 3 x self-evaluations

Unit 2: Theories, principles and models in Education & Training

1 x Research Paper OR Presentation based on the research

3 x essay style assignment 

Work-based evidence:

  • CPD log of at least 20 hours
  • Personal Learning Log/Journal - self-evaluations
  • 1 x case study of 1:1 communication with an individual student
  • 1 x case study of group communication
  • Samples of learner assessments

Unit 3: Developing teaching, learning and assessment in Education & Training

 1 x essay style assignment

Work-based evidence:

  • Adapted Scheme of Work from Unit 1.
  • Sample assessments
  • Assessed observation reports
  • Learner records
  • Self-evaluation

Unit 4: Wider professional practice in Education & Training

1 x Research Paper OR Peer discussion and related notes

1 x essay style assignment

Work-based evidence:

  • Self-evaluations
  • 1 x case study
  • Session & course valuation
  • IV and Internal Quality Assurance related records

Optional Units:

Assessment for your Optional Units will depend on your units chosen, your previous qualifications and work experience.

 

  • Online Distance Learning
  • Level 5 Diploma in Education and Training (Previously DTLLS)
  • 1450.00
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  • L5 Diploma in E&T + L4 IQA (Units 1 & 2) Free
  • 1450.00
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