Success Criteria for Diploma in Education and Training

1

Success Criteria for Diploma in Education and Training: Level 5
Categories
Criteria
Gold Silver Bronze
Knowledge and understanding
This should include evidence of the
following: Depth of knowledge and
understanding; Engagement with
different themes required in the
unit, and within that, different
theories, concepts, models, and
principles.
This criterion should be
demonstrated in written work as
well as participation in lectures.
Demonstrates relevant exploration of the
topic.
Identifies and demonstrates an
understanding of all key issues and
discusses these in depth.
In written work: The work should
identify all the themes based on tasks
and, within each theory, identify and
demonstrates understanding of three
theories, concepts, models and/or
principles that match with these tasks
and makes the connection clear with
examples
Participation in lectures: Participate in
ten discussions via different teaching
and learning activities and
demonstrate their understanding of
theories, concepts, models and/or
principles through explanations and
examples. Take equal responsibility in
group work. Demonstrates clear
understanding, qualifies meaning and
responds to text/situation
A good range of topics explored.
Identifies and demonstrates an
understanding of some key issues but not
all are given due consideration.
In written work: The work should
identify all the themes based on tasks
and, within each theory, identify and
demonstrates understanding of two
theories, concepts, models and/or
principles that match with these tasks
and makes the connection clear with
examples
Participation in lectures: Participate
in seven discussions via different
teaching and learning activities and
demonstrate their understanding of
theories, concepts, models and/or
principles through explanations and
examples. Take equal responsibility in
group work. Demonstrates
understanding and comprehension of
concepts.
Exploration of the topic is restricted in
range.
Identifies, and demonstrates an
understanding of some key issues but the
discussion is descriptive and/or superficial;
some relevant material may be included.
In written work: The work should
identify all the themes based on tasks
and, within each theory, identify and
demonstrates an understanding of at
least one theory, concept, model
and/or principle that matches with
these tasks and makes some
connection with examples; might also
include an insufficient description.
Participation in lectures: Participate in
five discussions via different teaching
and learning activities and demonstrate
their understanding of theories,
concepts, models and/or principles
through explanations and examples.
Take little responsibility in group work.
Demonstrates difficulty in
understanding and comprehending
course material.

2

Analysis and criticality
Knowledge and understanding
should set the learners up for
analysis.
This should include evidence of the
following: logic and argument,
analysis, and synthesis, problem
solving and decision making;
organisation and communication of
ideas and evidence.
Example: How and why a particular
theory or concepts within that
theory is/are applicable in teaching
and learning situations? Explain
the
strengths and limitations
of the
selected theory or concepts within
that theory.
Also, this criterion is a more detailed
view of how the work is organised as
intro, body, and conclusion:
how the main body is structured
how the tasks are used to
structure the work and are the
learning objectives met through
tasks; vice versa is not accepted
how have the points been
chosen and organised for the
paragraphs
how the theories –
concepts/models/principles –
are used across the main body —
Is this analytical? Is this
answering the questions? Is
there any evaluation?
The work demonstrates an accomplished
ability to analyse information
independently, using tasks assigned to
make a reasoned judgement and inform a
choice of solutions to a standard problem
in familiar contexts, evidenced by:
consistent use of ideas/examples to
devise and sustain arguments or
solve a problem by providing
arguments based on theoretical
concepts
the ability to describe,
compare/contrast, synthesise and
critique theoretical concepts/
models/principles of education and
training.
The work demonstrates a sound ability to
analyse information independently, using
tasks assigned to make a reasoned
judgement and inform a choice of
solutions to a standard problem in familiar
contexts, evidenced by:
Provide some examples to devise and
sustain arguments or
solve a problem by providing
arguments based on theoretical
concepts
the ability to describe and synthesise
theoretical concepts/
models/principles of education and
training.
The work demonstrates sufficient/limited
ability to analyse information
independently, using tasks assigned to
make a reasoned judgement and inform a
choice of solutions to a standard problem in
familiar contexts, evidenced by:
use of a few examples to devise
and sustain arguments or
solve a problem by providing
arguments based on theoretical
concepts
the ability to describe theoretical
concepts/models/principles of
education and training
mainly descriptive writing

3

Integrating academic learning and
practice
This should include evidence of the
following: Application of theoretical
concepts/models/principles to
teaching practice and continuous
professional development.
Demonstrates in-depth application of
theories to practice.
In written work: The work should
provide evidence of the following:
o application of any of the reflective
practice models to reflect on (a)
learning through the semester
and (b) planning, teaching, and
implementation/scenarios related
to pedagogy, focusing on a key
requirement as stated in a unit.
o provides detailed analysis of the
situation by engaging with all the
different elements of a chosen
theory/model, identifying the
problem, providing resolve and
implications of such decisions.
o Identify three implications for
practice.
Participation in lectures:
o Contribute to lecture discussions
by challenging the assumptions of
theory through examples and
justifying/evaluating their
position.
Demonstrates reasonable application of
theories to practice.
In written work: The work should
provide evidence of the following:
o application of any of the
reflective practice models to
reflect on (a) learning through the
semester and (b) planning,
teaching, and
implementation/scenarios related
to pedagogy, focusing on a key
requirement as stated in a unit.
o Applying most of the elements of
a chosen theory/model to analyse
learning and teaching; providing
some examples to substantiate
the position/argument.
o Identify two implications for
practice.
Participation in lectures:
o Contribute to lecture discussions
by relating theory to teaching and
learning situations.
Demonstrates sufficient application of
theories to practice.
In written work: The work should
provide evidence of the following:
o application of any of the reflective
practice models to reflect on (a)
learning through the semester and
(b) planning, teaching, and
implementation/scenarios related
to pedagogy, focusing on a key
requirement as stated in a unit.
o Applying some of the elements of a
chosen theory/model to analyse
learning and teaching; providing a
few examples to substantiate the
position/argument.
o Identify one implication for
practice.
Participation in lectures:
o Contribute little to lecture
discussions by explaining the
concepts.

4

In-text citations and reference
This reflects learners’ knowledge
and understanding as well as how
well the work is set up for analysis to
be possible.
This should include evidence of:
Background investigation, research,
and study of the key themes.
Use ICON referencing booklet for
guidelines.
This requires sufficient sources such that
information is verified or fact-checked and
that analysis can develop.
This includes the following:
Harvard system used consistently and
accurately
Wide range and a sizeable amount of
reading from a variety of academic
sources
Accurate and comprehensive
reference list supplied:
o Fifteen good quality sources, that
is, mainly academic journal
articles or books, including
minimum 2 academic blogs, not
general blogs
o no essay mills, no Wikipedia, no
university websites
This requires sufficient sources that
information is verified or fact-checked and
that some level of analysis could be
achieved.
This includes the following:
Harvard system used consistently and
accurately with minimal errors
Adequate range and amount of
reading from an acceptable variety of
academic sources
Accurate and comprehensive
reference list supplied:
o Ten good quality sources, that is,
mainly academic journal articles
or books, including minimum 2
academic blogs, not general blogs
o no essay mills, no Wikipedia, no
university websites
Sources are provided, but these are only
partially integrated into the work.
This includes the following:
Harvard system used inconsistently and
with some errors
Limited or inadequate range and
amount of reading, using limited or few
academic sources
Reference list not accurate or
comprehensive:
o Five good quality sources, that is,
mainly academic journal articles or
books, including minimum 2
academic blogs, not general blogs
o no essay mills, no Wikipedia, no
university websites

5

Transferrable skills
This should include evidence of the
following: accurate spelling,
punctuation, and grammar (SPaG);
language use appropriate to purpose
and context; organising material (ICT
skills) appropriate to academic
practice
This criterion should be
demonstrated in written work as
well as participation in lectures.
Work demonstrates an accomplished
ability to use digital literacy and written
and verbal communication skills,
applicable to academic and professional
contexts.
In written work:
o within word count range,
o written in complete sentences and
put into academic paragraphs,
o use of academic language
o minimal SPaG errors.
Participation in lectures:
o thoughts and ideas expressed
clearly
o demonstrate a professional
approach
o use of academic language
o minimal SPaG errors.
Work demonstrates a sound ability to use
digital literacy and written and verbal
communication skills, applicable to
academic and professional contexts.
In written work:
o within word count range
o writing style is not consistently
fluent, that is, meaning is
apparent but not always clearly
expressed
o put into academic paragraphs
o use of academic language
o some SPaG errors.
Participation in lectures:
o meaning apparent but not always
clearly expressed
o demonstrate a professional
approach
o use of academic language
o some SPaG errors.
Work demonstrates a sufficient/limited
ability to use digital literacy and written and
verbal communication skills, applicable to
academic and professional contexts.
In written work:
o not within the word limit
o writing style not consistently fluent
and academic
o meaning is unclear in places
o use of academic paragraphs
o use of academic language but with
limitations
o SPaG errors
Participation in lectures:
o meaning somewhat apparent but
not clearly expressed
o demonstrate a professional
approach
o use of academic language though
with limitations
o SPaG errors.

 

Overall categorisation: Point-based system
Gold criteria is 3 points; Silver, 2 points; and Bronze, 1 point.
Overall score decides the category, as follows:
11-15 Gold
7-10 Silver
1-6 Bronze

Developed by: Dr Sonia Khan