The British Teaching Diploma is an internationally recognized Diploma, equivalent in standard to the second year of a British University Degree. This brand new, fully UK recognized, Level 5 certificated teacher training and continuous professional development diploma, is delivered in partnership by Dragonfly Training Ltd and Cardiff and Vale College.
British Teaching Diploma
www.icd.org.pk
Benefits:
You gain a competitive advantage by improving your teacher quality, enhancing your academic reputation and consequently increasing enrolments
Upskilled teachers will result in improved exam results in internationally recognized examinations
You future proof your Institution by investing in high quality, affordable training and better qualified teachers now, so that other Institutions don’t overtake you in the future
The possession of the BTD for your teachers will act as a kite mark of quality, cementing a competitive advantage over competitor institutions
To guarantee value for money and a transformational CPD experience
Support by Our Student Counselling Team
Entry Requirements
- An overall IELTs of at least 5.5 overall or an equivalent qualification that can be verified by the local BTD agent or teachers/educators predominantly delivering in the English language in their day to day roles.
- A Level 4 qualification or equivalent experience.
- Working in a teacher or instructor capacity in an overseas educational setting (non-UK).
- An interview to assess participant motivation and achievement orientation.
Curriculum:
The BTD is built around 12 modules. Each Module details are mentioned on https://www.britishteachingdiploma.com/how-it-works
Module 1
How People Learn
The aim of this module is to introduce cognitive load theory as a key learning idea and to introduce how this relates to assessment and planning to achieve good academic outcomes. It effectively sets the scene for the whole of the BTD programme, as each of these element will be revisited, explored and expanded in a wide range of practical contexts in the following modules.
Module 2
Classroom Management
The aims of this module are: to define classroom management and to develop a grounding in regulating behaviour in the classroom; to enhance learning outcomes and develop social skills and class cohesion; to understand the crucial importance of social skills in developing a positive, trusting and safe environment conducive to learning; and to promote a more reflective approach to personal pedagogy and practice.
Module 3
Starter and Review
The aim of this module is for the trainees to expand, and correctly apply, their classroom management skills and their understanding of how memory works through systematic, well-planned learning session starter and review activities, with attention to spaced retrieval practice.
Module 4
Lesson Purpose and Planning
The aim of this module is to introduce cognitive load theory as a key learning idea and to introduce how this relates to assessment and planning to achieve good academic outcomes. It effectively sets the scene for the whole of the BTD programme, as each of these element will be revisited, explored and expanded in a wide range of practical contexts in the following modules.
Module 5
Input of New Learning
The aims of this module are: to define classroom management and to develop a grounding in regulating behaviour in the classroom; to enhance learning outcomes and develop social skills and class cohesion; to understand the crucial importance of social skills in developing a positive, trusting and safe environment conducive to learning; and to promote a more reflective approach to personal pedagogy and practice.
Module 6
Modelling New Skills
The aim of this module is for the trainees to expand, and correctly apply, their classroom management skills and their understanding of how memory works through systematic, well-planned learning session starter and review activities, with attention to spaced retrieval practice.
Module 7
Guided Practice
The aim of this module is for participants be able to stage and run activities to enable learners to collaborate and benefit from social construction. Guided Practice allows learners to negotiate, practice and consolidate what has been demonstrated by the teacher and for the teacher to realistically assess their learning.
Module 8
Checking for Understanding
The aim of this module is for the participants to be able to assess learning effectively at various points in the learning session to enable them to identify misconceptions and gaps in learning and to adapt the pace. This module presents a range of assessment and basic feedback techniques.
Module 9
Adaptive Teaching
The aim of this module is for the participants to be able to adapt and align in-session teaching and lesson panning with required assessment results. Adaptive teaching enables the teacher to address misconceptions, close gaps, adapt the pace and, if needed, the content of the learning session to achieve objective. It can also help teachers build metacognition. This module presents a range of strategies and techniques to adapt teaching to the developing needs of the cohort.
Module 10
Independent Practice
The aim of this module is to upskill trainees in the planning of independent work (including homework) which appropriately reflects preceding guided practice and promote a more reflective approach to personal pedagogy and practice. Marking techniques specific to independent work and homework are discussed.
Module 11
Closure
The aim of this module is for participants to understand how to round off a learning session with a sense of closure is essential to the retention of knowledge and understanding and next steps in the learning journey. This module is designed to enable participants to understand the benefits of high-quality learning session reviewing to close remaining gaps, consolidate/summarise understanding, secure retention and guide next steps.
Module 12
Professional Standards
The aims of this module are for participants to personalise the behaviours expected of a teacher modelling the highest standards of personal and professional conduct; to reflect the positive behaviours a teacher should exhibit to learners and to other colleagues; and to recognise behaviours that should be avoided.
Assessment Criteria:
- There are no formal examinations at the end of the BTD. Instead, there will be a single assignment set at the end of each module.
- Assessments will mainly be based on reflection around ways in which participants can improve their teaching using the theory and practical tips delivered in the modules.
- Participants will also be encouraged to compile an e-Portfolio of evidence, e.g. photographs of worksheets or resources created, or examples of completed learner tasks showing the impact of techniques learnt on the course.
Admission Procedure
Step 2:
If student receives a conditional letter, fulfil the requirements as mentioned in the letter. Provide the relevant documents as evidence of fulfilling the requirements.
Step 3:
After receiving offer letter, candidate can pay fee. Then upload that fee receipt in the Registration Form.