This international teaching qualification, which is exclusively offered at Gateway Graduate School (GGS) in Sri Lanka, provides the opportunity to develop advanced teaching and training skills as it encompasses subjects such as educational psychology and professional practice. It develops in-service teaching professionals such that they will be able to engage with their students to cultivate a deep learning approach. The Diploma in Advanced Teaching will also engender in participants an appreciation of the imperative issues that influence teaching practices in contemporary times. As such, they will become valuable contributors towards the overall growth of their learning communities and the wider society.
Duration of The Programme and Intakes
There will be two (2) intakes per year: February and October.
Units (Modules) Offered
Unit Aim: This unit gives teachers the opportunity to gain an understanding of the basic principles of educational psychology. They will reflect and make valued judgements on learner performance based on learner behaviour and thinking, including the impact of growth, development, heredity and the environment related to teaching and learning.
Unit Introduction: Psychology is a discipline related to human behaviour and thinking. Educational psychology is a branch of this discipline that aims to describe the relationship between education and human behaviour. Understanding cognitive, emotional, linguistic, social, and moral development of learners and knowledge of key teaching principles and theories, including the adaptation of teaching methods, have been proven to promote positive learning. It is important for teachers to understand the biological basis underlying human behaviour and the basic principles of educational psychology to facilitate the optimum development of the learner. Education and lifelong learning can facilitate permanent beneficial changes in learners by meeting their needs.
Unit Aim: This unit aims to develop an understanding of the principles and processes used to measure and evaluate learner performance within education. It is important that teachers use these principles and processes effectively to enhance teaching and learning. Teachers will develop their understanding of the principles and methods of designing assessment processes and tools to measure and record assessment criteria appropriately in order to make valued judgements on learner performance.
Unit Introduction: Measurement and evaluation are well-recognised means of quantifying and ranking individual achievements, personality, attitudes, habits and skills. Assessments and tests are integral parts of measurement. Some measurement and evaluation types are ongoing and formative, while others may be course or term end and summative or progress tracking. Learner data gives education professionals the opportunity to monitor and forward plan to improve progress, performance and achievement.
Unit Aim: This unit gives teachers an opportunity to apply the principles of continuous development to enhance their professional practice. They will evaluate their current skills, knowledge and teaching practices in order to be able to make informed judgements based on their current and future development needs. They will also self-assess against current codes of practice.
Unit Introduction: The environment in which teachers, tutors and trainers carry out their role is constantly changing. Educators in all settings need to evaluate their own practice and identify opportunities for personal and professional development. Ongoing development, reflection and continuous improvement is a major part of being an educator. Teachers need to reflect regularly on their practices, knowledge, skills and competences in their work role. Regular identification of where they are now, where they need to go and how they need to get there is a vital part of continuous development. Recognising the benefit of reflection and how it underpins all teaching and learning practice, along with evaluating their own strengths, as an education professional, is at the heart of becoming an effective teacher. In turn, this helps to develop a greater understanding of learners. Lifelong learning and development are key to being an effective teacher, recognising and meeting the demands of new initiatives and government benchmarks.
Unit Aim: The aim of the unit is to enable learners to explore the issues associated with curriculum design and development to enable them to recognise the skills, knowledge and understanding required to translate the curriculum into a programme of learning. The unit will enable learners to evaluate their own practice in inclusive curriculum design and development.
Unit Introduction: To understand the design and impact of the curriculum in specialist areas it is important to appreciate the nature of curriculum models. Teachers should develop an understanding of the range of contexts and learners that make up the lifelong learning sector and the significance of recognising the issue of access for learners. They should recognise the need for embedding equality and diversity. It is important to appreciate the underlying theories, principles and models that influence curriculum design in order to adapt and develop them in a way that suits the specific demands of a particular context and group of learners. An understanding of the issues of curriculum design is vital, as it is often necessary to respond to changing demands associated with different curriculum drivers.’
Unit Aim: The aim of this unit is to enable teachers and trainers to measure and evaluate the success of existing teaching and learning programmes in order to improve new teaching and learning programmes designed to meet organisational, employer and learner needs.
Unit Introduction: Teachers need to ensure that they have the knowledge and skills to monitor and evaluate the success of teaching and learning to facilitate the successful achievement of programme and learner outcomes. Review and evaluation are important in ensuring the ongoing success of any learning programme and in identifying potential areas requiring change, adaptation or improvement. As an important feature of any quality assurance system, teachers need to understand the scope of organisational policies on review and evaluation, the processes used and the benefits that are gained as part of this process. Ultimately, the implementation of effective evaluation processes optimises learners’ chances of success.
Unit Aim: This unit aims to enable learners to carry out action research in an area of professional practice. It includes understanding the nature and purpose of action research, conducting action research and presenting the outcomes. It also involves evaluating own practice in relation to action research.
Unit Introduction: Action research is a form of self-reflective enquiry undertaken to improve an educator’s own practices as well as their understanding of these practices. Action research is designed to improve the quality of performance and/or processes and is typically carried out by educators to improve their own practice. If there are concerns that things might not be going according to plan, or that new initiatives need to be implemented, action research can help educators to find out how to undertake these initiatives effectively. Action research has the potential to generate genuine and sustained improvements. It gives educators new opportunities to reflect on and assess their teaching, to explore and trial new ideas and to share feedback with colleagues.
Candidates must meet one of the following requirements:
- Pearson BTEC Level 4 Professional Diploma in Teaching offered through Gateway Graduate School (GGS)
- A recognised degree qualification or a recognised diploma qualification with a minimum of one year’s work experience.
Academic Progression Opportunities
Upon the successful completion of the Pearson BTEC Level 5 Professional Diploma in Advanced Teaching participants can progress onto the University of Nottingham’s MA in Education offered through GGS.
Successful participants of the programme can progress onto senior teaching and administrative positions within the education sector.
Pearson Edexcel, which awards Pearson BTEC Level 5 Professional Diploma in Advanced 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, Pearson BTEC Level 5 Professional Diploma in Advanced Teaching qualification is recognised by the University of Nottingham as an entry qualification for its prestigious MA in Education programme. Further, students who successfully complete the Pearson BTEC Level 5 Professional Diploma in Advanced Teaching with GGS will have the opportunity to claim exemption from one of the taught modules of the MA in Education programme. This can be done after successfully completing the first two modules (including the module of ‘Planning Practice Based Inquiry’) of the 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.