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Level 5 DET (DTLLS) Course Overview
Who is this DET course suitable for?
This QTLS course is ideal for anyone who wants to get into teaching as a career and wants to teach +16 year olds in a range of settings. If you're wondering how to train to become a secondary school teacher, this course is the answer. By doing the level 5 diploma in education and training (DTLLS) teaching course you will become a trainer in your specialist area and will be qualified to teach up to Level 5 NVQ / RQF courses in the FE sector. You can apply for the QTLS after completing this distance learning Level 5 DET qualification.
If you want to teach courses up to level 4 NVQ / RQF then you can opt for the cheaper and easier Level 4 CET course.
If you teach courses up to level 3 only then you can become a trainer in your sector by doing the quick and easy Level 3 AET course.
Is this L5 teaching qualification recognised outside the UK?
We offer this level 5 DTLLS course in over 35 countries across Europe and Asia because it is the best way to get into teaching in multiple countries. It is recognised as an accredited teacher training programme in the UK and multiple countries in Asia and Middle East. You can use this course to apply for the QTLS in the UK or even as a pathway into an Education degree in the UK or abroad. It is ideal for getting into adult education teaching in the adult education sector or even in secondary schools, colleges etc.
Do I need a degree to be a teacher?
No, the main benefit of the DET course is that it does not require a previous degree qualification. It is a great way to have teaching as a career and also become a teacher without a degree. You can have any NVQ, QCF, RQF qualification (as low as level 3) in your subject area and do this DET course. You can think of our online DET course as a direct pathway to the QTLS but with less costs, time and you can work while you study!
How long does it take to become a fully qualified teacher / trainer?
We allow up to 15 months to complete this online DET course although some of our candidates complete as quickly as 6-10 months. You can apply to become a teacher through the PGCE route if you wish to teach in primary school which takes about 3 years. You can only study this DET if you have access to students who are 16 years or older.
Once you complete this course the QTLS (Fully Qualified Teacher Skills) process will take time with the Society for Education and Training - it can take up to a year depending on how quickly you can complete the requirements.
Can I customise this DET course according to my teaching goals?
We are the only training provider at the time of writing, to provide all 20+ OFQUAL approved optional units. Check out all the optional units available in our course brochure which you can download below. Once you register your tutor will go through the optional units with you in a 1:1 initial induction and help you make the best choice for your teaching training career.
Is this L5 Teacher Training Course equivalent to the PGCE?
This Level 5 education diploma is equivalent to but different from the PGCE teacher training, which we do not offer. Both courses can qualify you to achieve QTLS. If you are looking into becoming a teacher without a degree then DTLLS course can be your path. This Level 5 DET is also a pathway to a degree in education, and can exempt you from the first 2 years of a Bachelors in Education or similar programme in the UK. Equivalencies and exemptions may differ between universities in the UK and abroad. If you want a more detailed analysis of the benefits of the DET compared to the PGCE please read our blog Should I do the PGCE or DET? or watch our PGCE vs DET Webinar.
Why choose ELN for your DET qualification?
- Unlimited Personal Tutor support - live 1:1 video tutorial for induction
- ISO 9001 and ISO 29993 certification - quality assured for your peace of mind
- Live Tutorials on Zoom with Peer Discussions
- Interest Free PAYG Monthly Instalments - get full access to the course and tutor on first payment
- No Hidden Charges
- Group Discounts - email on info@eln.co.uk straight away
- Quick Certification - due to Direct Claims Status with all our Awarding Bodies
- Pearson Edexcel / NOCN accreditation - 2 of the largest Awarding Bodies in the UK and abroad
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Key details
DET (DTLLS) Course Credits: 120
DET Course Duration: 15 months
This distance learning Level 5 diploma in education and training course will qualify you to teach any course in your specialist area up to Level 5. If you have competence in your subject area alongside this qualification, you will be able to become a trainer in your field.
You can teach or train in any subject area you have competence in including beauty, hairdressing, hospitality, construction, etc., across a wide variety of educational institutions.
This level 5 teaching qualification is mainly focused on teaching in the post 16+ sector as well as teachers of secondary schools. It's also always better to confirm with your employer if you are thinking of teaching in a school.
If you’re interested in primary school teaching please click here to view the relevant courses.
Benefits of the Level 5 Diploma in Education and Training:
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- This Level 5 teaching qualification allows teachers or trainers to teach across a wide range of FE, HE institutions, Colleges, Secondary Schools, Sixth Form Colleges, Training Providers etc in the UK and abroad.
- The units in the Level 5 DET course overlap and can be used to claim exemption from a variety of Learning & Development and Education & Training qualifications, for example, the L4 CET, L4 IQA and the L4 EQA qualifications.
- Your tutor will discuss these options in a 1:1 initial induction with you once you get registered with us for your DET qualification.
Level 5 DET (DTLLS) Online Course Requirements
The Level 5 Diploma in Education and Training is available for all candidates who fulfil the following criteria:
Age range: 19+
Core & research skills: There are no formal entry requirements for this training course; however, candidates must have reading and writing skills in order to complete the course.
Access to the 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 Zoom or video recording, or authorise a suitably qualified person in your company).
Please note you do NOT need any prior teaching qualification to enrol on this course.
DET / DTLLS Course Brochure
Would you like to read in more detail what the ELN Level 5 DET course entails? Download our course brochure now!
L5 Diploma in Education & Training Course Outline
- 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
- 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
- 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
- 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
- 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.
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- Design resources that:
- 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
- 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
- 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
- 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
- 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
- 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.
- 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
- 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 |
Level 5 DET Course Assignments
How will ELN support me through this L5 Teacher Training course?
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
- 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
Wherever possible, we will work with you to fulfil 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 assignment based on your 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 the Ofsted Current Inspection Framework (CIF) Standards
- 3 x self-evaluations
Unit 2: Theories, principles and models in Education & Training
4 x essay style assignments
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
3 x essay style assignments
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
3 x essay style assignments
Work-based evidence:
- Self-evaluations
- 1 x case study
- Session & course valuation
- IV and Internal Quality Assurance related records
DET Optional Units:
Assessment for your Optional Units will depend on your units chosen, your previous qualifications and work experience.
We offer over 20 Ofqual approved Optional Units for the DET course. Your personal tutor will help you decide the best optional units for you given your current job role and future career goals.
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Level 5 Diploma in Education and Training (DTLLS) FAQs
Yes, our L5 DET course is a BTEC qualification awarded by Pearson Edexcel.
You can volunteer or work part-time, full-time or freelance to complete the teaching hours for DET. We are not currently providing placements but most candidates are able to find voluntary/part-time work at a local college.
Pearson Edexcel and NOCN operate under Ofqual and offer the same qualification so this is purely a matter of which brand you prefer. Pearson is widely recognised in the UK and abroad, however, there is no difference between the qualification content, delivery or assessment.
The Level 5 Diploma in Education and Training qualifications is developed to cater to the post 16 years vocational sectors, higher secondary, colleges, universities etc.
This Level 5 DET course can be done by beginners as well as experienced trainers - you just need to complete the required teaching practice during your course.
As per Pearson guidelines, we allow you to use 30 hours from your previous teaching practice, but the majority, i.e., 70 hours, should come from direct teaching during the DET course. Again, in terms of teaching hours, we can accept some from prior to course commencement, no further back than 3 months, and no more than 30 retrospectively; the majority needs to be completed during the course.
Your personal tutor can explain these requirements in the context of your own circumstances once you register.
Yes, you can do so by completing the theory units first and then move on to the practical requirements once you get the placements. You have 15 months to complete the course so it is ample time.
Yes, this Level 5 Teaching Diploma qualifies you to teach students over 16 years of age, in your specialist area.
For the DET course, you can focus on teaching the older 16+ students.
The 100 hours of teaching evidence do need to be video recorded or assessed however, we will need some proof that you have done the required hours. Your tutor will discuss this with you in more detail. Only 8 hours of teaching need to be videoed.
The 8 hours of observed teaching practice can be either videoed or observed by a qualified colleague in your institution. Again your tutor will help you decide the best option for you.
Yes absolutely, you can always focus on the theory units first and then move onto the practical requirements once you're ready.
Yes, you can use the teaching hours that you did as a cover teacher, given that you were teaching children aged 16 years or older.
The Level 5 Diploma in Education and Training leads to the QTLS which qualifies you to teach in pretty much any institution in the UK and is highly regarded abroad as well. Read more detail on the Society for Education and Training website.
We can take a mix of both teaching methods for the L5 DET qualification, but at least half of it has to be from group teaching. All of the observations cannot be 1:1 teaching.
The observations that need to be completed involve aspects of planning, delivery and assessment, including differentiation, and other factors that contribute to successful teaching and learning.
