A Guide to the Diploma in Teaching and Related Qualifications: Level 5 and beyond

Table of Contents:
PART 1: INTRODUCTION  Glossary   Chapter 1 The FES sector  A Brief history and overview of the sector   Routes into teaching post-14 (Level 5 and above)    Professional standards   Occupational standards   ATLS/QTLS   The inspection process   PART 2 LEARNERS AND LEARNING    Chapter 2 THE FES learner   The Learner and their characteristics   The post 14 educational offer (BTEC, A Level, apprenticsehips etc)   Embedding of English and mathematics   Legal and Regulatory Practices (SEND/PREVENT)      Chapter 3 SEND in the FES Sector    What is a SEND learner?    Range of needs and characteristics of the SEND learner, recognizing SEND in the classroom    Inclusive practice for the SEND Learner      Chapter 4 The emotional health of the learner   Mental health and well-being - definitions   Trauma informed pedagogy                       Behavioural issues such as Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD)   Anxiety,    Depression   Eating disorders   Self harm   Post-Covid issues   Recognising and supporting young people with mental health   Signposting      Chapter 5 The learning process  Contemporary learning theory and neuroscience   Role and currency of research and evidence   Application of theory to practice   Encouraging learners to be independent and aim high      PART 3 TEACHERS AND TEACHING     Chapter 6 The FES Teacher    The role and responsibilities of a teacher    What makes a good teacher?    Working with and learning from other teachers    Other sources of support    The dual professional             Chapter 7 Planning for teaching and learning         Rigorous curriculum thinking and Curriculum for inclusive practice    Person-centred approach    Planning and delivering sessions    Developing inclusive resources to meet learner needs.    Teacher expectations of learners including classroom management    F2F and remote delivery    Assessment and feedback   The Reflective Teacher   Effective Communication     Chapter 8 Inclusive teaching  Equality, Inclusion and Diversity in teaching  Decolonising the curriculum      CHAPTER 9 Effective digital and on-line pedagogies   Range of Ed Tech   AI, AR, VR etc   Managing digital delivery  On-Line pedagogies   Digital technologies legal and regulatory responsibility      PART 4 PROFESSIONAL PRACTICE FOR THE TEACHER     Chapter 10 Teaching practice requirements   Preparation for placement   Curriculum planning and review   Lesson planning and adaptations to include adaptive teach ing   Planning and conducting assessment   Using assessment to inform planning   Assessment feedback and advice/guidance   Application of evidence-based methods - theory into practice   Managing and supporting learners including behaviour      Chapter 11 Teaching my subject   Curriculum development, Pedagogic Content Knowledge (to include vocational pedagogies)    Threshold concepts and troublesome knowledge    Required wider/prerequisite knowledge    Embedding maths and English    Developing and maintaining subject expertise     Chapter 12 Education for sustainable development   Modelling sustainable practices and sustainable development principles, values and goals in relation to your subject specialism      Chapter 13  Research and scholarship  Evidence based practice   Ensuring currency in subject area   Application of research and evidence based to practice and own CPD   Progression and further qualifications        APPENDICES 

About the Author :
Lynn Senior has held a variety of teaching and management roles in further and higher education. She was the Director of the Education and Training Consortium, University of Huddersfield for four years. Lynn has over 30 years' experience in the further and higher education sectors and has worked closely with the ETF and the DfE on developing teacher education programmes. Neil Barnes is the Head of Professional Accreditation and Quality in the Faculty for Education, Health and Human Sciences at the University of Greenwich. Neil has been involved in curriculum design and the Further Education and Skills sector for over 25 years working in a variety of roles including as a centre manager/affiliate lecturer for the University of Huddersfield on their FE ITE pathways and as a Head of School/Director of Teaching and Learning in a mixed economy college. Neil’s research interests include Further Education and student success. Joyce I-Hui Chen has worked in a range of educational sectors for more than 20 years, abroad and in the UK. She is a Quality Enhancement Manager at the College of West Anglia, managing initial teacher education programmes, a LSRN co-convenor for East Anglia, and one of the co-founders of CWARIF (the College of West Anglia Research and Innovation Forum). She is a Member of the Chartered College of Teaching (CCT), a Fellow of SET, a member of IPDA, and a member and a co-convenor of the Practitioner Research SIG of BERA. She is passionate about creating and nurturing communities with equity and equality by using an intersectional lens. Scott Clarke is the centre manager and programme leader for teacher education at the City of Liverpool College. He has completed a PhD Education exploring the promises and limitations of research-informed teaching practice and has substantial experience teaching social sciences across secondary schools and further education institutions.  Heather Sherman has 14 years' experience working in the secondary and FE sectors. She starting her career as a secondary history teacher, then moved into the FE sector, specialising in A Level history teaching, and mentoring PGCE students. Heather previously worked as the centre manager and programme leader for initial teacher education at York College, where she led and taught on both the pre-service and in-service Cert Ed and PGCE. Heather holds Advanced Teacher Status with SET, and is currently completing a PhD in Education with the University of Huddersfield. 

Review :
"A great book for anyone starting out teaching in the FES sector or considering it! It provides a detailed overview of all the key elements of the sector, including things missed in other books. Using tables, it clearly and simply presents the multiple components and challenges of this hugely complex sector. There is also comprehensive guidance for the things that really matter when teaching in FES, helping trainees become effective teachers. Easy to read with useful activities and questions to promote reflection and discussion, as well as signposting to informative websites. In short, it is the perfect complement to any initial teacher education course and a must for those training to teach in FES."   "...This excellent book covers all the mandatory content of the Diploma in Teaching and the Apprenticeship Occupational Duties: indeed, these are mapped to chapter content at the very start of each chapter. The book is particularly good at exploring those new areas it was felt should be addressed as an enhancement of the previous Diploma in Education and Training (DET) and does so in a thorough and comprehensive manner. Useful pedagogical features, such as case studies, critical questions, developmental questions, discussions, activities as well as brief tests to check understanding, will help readers apply content to their practice whether they are learning alone or in groups." "Comprehensive, well-structured and up to date, this book will enable trainee teachers to navigate the institutions, practices and policies of the FES sector, whilst also guiding them through their course. The writers have successfully combined wide scope and careful scholarship. With activities to check understanding and suggested further reading for each chapter, it will be invaluable for those entering the sector."