This qualification comprises the first three (3) Units (Modules) of the Pearson BTEC Level 4 Professional Diploma in Teaching. As such, students who are interested in earning an international teaching qualification within a relatively short period of three (3) months will benefit by enrolling for the Pearson BTEC Level 4 Professional Certificate in Teaching.
Of the three (3) Units of the programme, the first two are of the conventional type requiring 160 hours of total learning to fulfil the assessment requirements. The third Unit pertains to practical teaching and learning in a classroom setting and consists of 150 hours of classroom-based teaching by the student. Given the broad network of the Gateway organisation within the education sector of Sri Lanka, we will be able to assist students who are not in employment with the placements for the practical Unit.
Duration of The Programme and Intakes
There will be three (3) intakes per year: February, July and October.
Units (Modules) Offered
Unit Aim: The aim of this unit is to provide learners with an understanding of ‘soft skills’, the personal attributes that will enable them to interact effectively and harmoniously with other people in the teaching and learning environment
Unit Introduction: This unit provides the learner with an understanding of the skills, knowledge and understanding of the soft skills required to support teaching. ‘Soft skills’ characterises a set of personal skills that can be helpful in the teaching and learning environment that help learning to develop an understanding of empathy and its applicability to the teaching environment.
The unit focuses on understanding the professional role of the teacher and the importance of ethical behaviour in promoting the well-being of the student and appropriate aspects of individual rights as well as delivering subject knowledge in the learning process. Learners will also be able to compare their own professional role with the roles of other professionals in the teaching organisation, with particular emphasis on the individual role when compared with the advantages of working as a member of a team. This will allow learners to identify the interpersonal relationships and responsibilities that impact on the performance of the professional teaching.
The unit explores issues that affect the way learners learn and issues that they may bring with them to learning. This provides an opportunity to examine different concepts of intelligence as well as other social or cultural factors that influence learning. Attention is given to more severe learning difficulties that need to be understood when considering approaches to planning teaching and learning and the importance of referral for more specific action in dealing with these.
The unit provides the opportunity for the learner to examine the communication skills required for effective teaching and learning, including the impact of potential barriers and body language. The range of the unit includes ways to use communication in managing learners and learning to diagnose ways their own communication skills could be improved.
This can be taken as a stand-alone unit or as part of the Professional Diploma in Teaching. The unit also provides the understanding knowledge required for the practical ‘Delivering Practical Teaching and Learning’.
Unit Aim: The aim of this unit is to enable the learner to understand the key principles and practices of teaching and learning used in a practical teaching context.
Unit Introduction: All teachers need to understand the main principles of teaching and learning in order to make informed choices when planning teaching and learning sessions. Learners will develop an understanding of teaching and learning in a wider context whereby practice needs to be informed by professional standards and codes of practice. Learners will have the opportunity to investigate the responsibilities inherent in teaching and in particular the need to identify and meet the specific individual needs of their own learners. Learners must be aware of the more significant specific learning difficulties they may encounter in teaching in order to deal with these sensitively and to create a truly inclusive learning environment.
Learners will research different teaching and learning strategies, along with the pedagogy that informs them. It is important to recognise the need to engage and motivate learners in order for learning to take place.
The unit will highlight the need to use different methods, resources and approaches to support teaching and learning. Learners will explore ways to develop and adapt approaches for their own teaching so that resourcing and assessment form an important part of the inclusive teaching and learning process.
Unit Aim: The aim of this practical unit is for learners to be able to design and use session/lesson plans and schemes of learning that meet the needs of specific learners for agreed topics.
Unit Introduction: The underlying principle of this unit is to give learners the opportunity to develop appropriate classroom practice through selecting or adapting strategies that enable learning to take place.
Learners will deliver sessions using the planned teaching and learning approaches, selected resources and assessment strategies designed to meet the needs of their students. During these sessions, opportunities should be provided for the tutor observer to attend and provide supportive and developmental feedback relating to this practice. If appropriate, feedback could be requested from their own learners.
A critical aspect of teaching and learning is the need to reflect on own practice and understand the importance of bringing about change in the light of evaluation. This is integral to both personal and professional practice in achieving the standards required for a practising teacher, tutor or trainer. The demonstration of the practical skills required for this unit should be ongoing throughout the course, so learners have the opportunity to gain practical experience and receive feedback from tutor observations.
Learners will also develop transferable skills that are beneficial for inclusive teaching and learning and these will provide a common thread throughout the qualification.
Candidates must meet one of the following requirements:
- Advanced Level qualification (Local/UK)
- NCC Level 3 International Foundation Diploma in Higher Education Studies offered by Gateway Graduate School
Academic Progression Opportunities
Upon the successful completion of the Pearson BTEC Level 4 Professional Certificate in Teaching students can progress onto the remaining Units of the Pearson BTEC Level 4 Professional Diploma in Teaching.
Successful completion of the Pearson BTEC Level 4 Professional Diploma in Teaching will lead towards the Pearson BTEC Level 5 Professional Diploma in Advanced Teaching. Together with the Pearson BTEC Level 5 Professional Diploma in Advanced Teaching and a minimum of one year’s teaching experience, students will become eligible for the MA in Education programme delivered in Sri Lanka at GGS by the University of Nottingham.
Pearson Edexcel, which awards Pearson BTEC Level 4 Professional Certificate in Teaching, is the largest British awarding body. It has widespread international presence. As such, it is recognised in many parts of the world, particularly within the education sector as an institution which awards outcomes-based professional qualifications of the highest quality.
Most importantly, successful students will be able to progress onto the Pearson BTEC Level 4 Professional Diploma in Teaching followed by Pearson BTEC Level 5 Professional Diploma in Advanced Teaching qualification, which is recognised by the University of Nottingham as an entry qualification for its prestigious MA in Education programme. The University of Nottingham is ranked 25th in the world and 4th in the UK for the subjects of Education and Training by Quacquarelli Symonds (QS), the premier ranking system for international higher education institutions.