Master of Education in Primary Education

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The Master of Education in Primary Education is a comprehensive qualification designed for individuals aspiring to become warranted professionals for young learners. This programme equips students with the knowledge, skills, and practical experience needed to excel in teaching children during their formative years, from early childhood through primary education.

The course focuses on developing expertise in Pedagogical Content Knowledge, building on prior academic studies, while also deepening understanding in Educational Context Knowledge and Educational Research and Inquiry. These core areas are closely linked to two hands-on Teaching Practice of 150 hours each in schools, allowing learners to apply their learning in real classroom settings.

In addition to classroom practice, the programme explores broader educational themes and strategies for creating positive, inclusive learning environments that nurture the holistic development of young students. By bridging educational theory with practical experience, the M.Ed. prepares learners to become reflective, inquisitive, and collaborative educators who are committed to promoting inclusive education, democracy, and social justice.

Upon successful completion of the programme and after having practiced the teaching profession for 2 consecutive scholastic years, graduates will be eligible to apply for a teacher’s warrant, qualifying them to teach in schools and embark on a fulfilling career in education.

The core subjects carry 2ECTS each and are assessed through lesson planning, implementation and subject knowledge. Whilst the core subjects each have 10 contact hours, through lesson planning, implementation and a subject knowledge assignment, the learner would be required to carry out an in-depth analysis in order to complete the relevant module. This would also be evidence through the teaching portfolio which is assessed following successful completion of Teaching Practice I and II.

The course focuses on developing expertise in Pedagogical Content Knowledge, building on prior academic studies, while also deepening understanding in Educational Context Knowledge and Educational Research and Inquiry. These core areas are closely linked to two hands-on Teaching Practice of 150 hours each in schools, allowing learners to apply their learning in real classroom settings.
The Master of Education in Primary Education serves as a qualification for those aspiring to further their expertise in the teaching profession and hold a BA qualification in a relevant field as per the entry requirements hereunder. This programme prepares learners to become warranted professionals in primary education by equipping them with expertise in Pedagogical and Subject Content Knowledge (20ECTS) building on their First Degree studies / and /or their work experience within the educational sector, in Content Knowledge, alongside Educational Context Knowledge and Educational Themes and Strategies for Creating Positive Learning Environments (12ECTS), through modules such as Educational Philosophy, Sociology and Philosophy, Leadership Theories, Laws and Regulations, Inclusive Learning Experiences, Equity and Social Justice and knowledge and skills required within today’s classrooms through the module Blended and Online Teaching, Learning and Assessment. Additionally, the course explores broader educational perspectives through skills in Educational Research and Inquiry (8ECTS) that will lead to a Dissertation (30ECTS) of 15,000-20,000 words. These core areas are closely linked to two hands-on Field Placements (with a total of 20ECTS) within schools. During the Dissertation module, learners will be expected to explore, understand, and research the occupational standards and broaden their expertise within the educational industry.

 

By integrating theory with practical experience, this M.Ed. prepares learners to become a warranted reflective, inquisitive, and collaborative educator, committed to advancing teaching and learning in support of democracy and social justice.

This programme is particularly suited for those who are passionate about working with children within a primary educational setting, committed to inclusive and reflective teaching practices, and eager to contribute to the educational development of future generations. The Master of Education in Primary Education is designed for individuals who aspire to become warranted professional educators for young learners. This programme is ideal for:

a)       Graduates Seeking a Teaching Career: Individuals holding a first-cycle degree (Bachelor or equivalent) who wish to obtain the necessary qualifications to teach in early childhood and primary education settings.

b)      Career Changers: Professionals from other fields who are passionate about education and interested in transitioning into teaching, particularly within early childhood and primary school environments.

c)       Education Support Professionals: Learning support educators, teaching assistants, or childcare workers who wish to advance their qualifications and take on the role of a classroom teacher.

d)      Aspiring Educational Leaders and Researchers: Individuals who aim to further their academic pursuits in education, such as pursuing specialized studies, leadership roles, or engaging in educational research.

 

Upon completing the M.Ed. in Primary Education and after having practiced the teaching profession for 2 consecutive scholastic years, learners will be eligible to apply for a teacher’s warrant, fully qualifying them to teach in primary schools and pursue a career within the education sector. Learners who read for the M.Ed. in Primary Education can teach children aged 5 to 11 years.

 

This course leads to the Teaching Profession and serves as part of the requirements to apply for the position of regular teacher. It may also provide access to further studies at MQF Level 8 by providing a strong foundation for further academic advancement, should learners wish to specialize further in the field of education.

The Programme Structure
List of Programme Modules/Units
Ref Module/Unit Title Compulsory (C) or Elective (E ). ECTS MQF Mode of Teaching Mode of Assessment
D.1 Pedagogical and Subject Content Knowledge: PSCK00 GENERAL PRINCIPLES C 6 7 Lectures Presentation on Lesson Planning and Resource Development (50%) & Subject Knowledge Assignment (50%)
D.2 Pedagogical and Subject Content Knowledge:

PSCK01 MATHEMATICS

 C 2 7 Lectures Lesson Plan and Teaching Materials (50%) & Reflective Teaching Practice (50%)
D.3 Pedagogical and Subject Content Knowledge:

PSCK02 ENGLISH

 C 2 7 Lectures Lesson Planning and Implementation (50%) & Subject Knowledge Assignment (50%)
D.4 Pedagogical and Subject Content Knowledge: PSCK03 NATIONAL LANGUAGE (MALTESE/ NATIVE LANGUAGE) C 2 7 Lectures Lesson Plan and Teaching Portfolio (50%) & Written Assignment on Language Teaching Theories (50%)
D.5 Pedagogical and Subject Content Knowledge:

PSCK04 SCIENCE

 C 2 7 Lectures Lesson Planning and Resource Development (50%) & Reflective Portfolio (50%)
D.6 Pedagogical and Subject Content Knowledge:

PSCK05 SOCIAL STUDIES AND ART

 C 2 7 Lectures Lesson Planning and Resource Development (50%) & End-of-module (EMT) test (50%)
D.7 Pedagogical and Subject Content Knowledge:

PSCK 06 PHYSICAL EXERCISE

 C 2 7 Lectures Lesson Plan and Activity Design (50%) & Reflective Report (50%)
D.8 Pedagogical and Subject Content Knowledge:

PSCK07 RELIGION/ETHICS

 C 2 7 Lectures Lesson Planning and Teaching Strategy Application (50%) & End-of-module (EMT) test (50%)
D.9 Educational Context Skills: ECS01 TEACHING PRACTICE I C 10 7 Mentoring/Tutorial Lesson Implementation (50%) & Classroom Direct Observation (50%)

 
D.10 Educational Context Knowledge: ECK01 PHILOSOPHY OF EDUCATION C 2 7 Lectures End-of-module (EMT) test (50%) & Digital Presentation (50%)
D.11 Educational Context Knowledge: ECK02 SOCIOLOGY OF EDUCATION C 2 7 Lectures Written Assignment (50%) & Class Participation and Discussion (20%) & Case Study Presentation (30%)
D.12 Educational Context Knowledge: ECK03 PSYCHOLOGY OF EDUCATION C 2 7 Lectures Written Assignment (50%) & Case Study (50%)
D.13 Educational Context Knowledge: ECK04 LEADERSHIP THEORIES, LAWS AND REGULATIONS C 2 7 Lectures Case Study Analysis (50%) & Presentation (50%)
D.14 Educational Context Knowledge: ECK05 INCLUSIVE LEARNING EXPERIENCES, EQUITY AND SOCIAL JUSTICE C 2 7 Lectures Reflective Portfolio (50%) & Group Project and Presentation (50%)
D.15 Educational Context Knowledge: ECK06 BLENDED AND ONLINE TEACHING, LEARNING & ASSESSMENT C 2 7 Lectures Reflective Journal (50%) & Summative Assignment (50%)
D.16 Educational Context Skills: ECS03 EDUCATIONAL RESEARCH AND INQUIRY C 8 7 Lectures Letter of Intent (30%) & Research Ethics Application (20%) & Research Proposal (50%)
D.17 Educational Context Skills: ECS02 TEACHING PRACTICE II C 10 7 Mentoring/Tutorials Lesson Implementation (50%) & Classroom Direct Observation (50%)
D.18 DISSERTATION C 30 7 Tutoring/ Research Thesis (80%) & VIVA (20%)
3 Total ECTS for Programme Completion 90 ECTS

 

Students have 3 exit points for this qualification:

Exit Point 1 – eur2000:

Postgraduate Certificate in Primary Education

MQF 7 – 30ECTs – Duration 6 months

Completion of Modules D.1 – D.9

The learning outcomes for these modules are the same as those for the equivalent modules within the Master’s Degree.

Learners who exit at this stage will have the option to return to complete the full program later.

Exit Point 2 – eur3000:

Postgraduate Diploma in Primary Education MQF 7 – 60ECTs

Duration 12 months

Competion of Modules D.1 – D.17

The learning outcomes for these modules are the same as those for the equivalent modules within the Master’s Degree.

Learners who exit at this stage will have the option to return to complete the full program later.

Exit Point 3 – eur3500:

Master of Education in Primary Education MQF 7 – 90 ECTs

Duration: 78 weeks + 6 months for completion of Dissertation

Completion of Modules D.1 – D.18

 

 

Programme General Learning Outcomes:

The M.Ed. in Primary Education will empower learners to enter the teaching profession as a reflective, adaptive, and socially conscious educator, committed to fostering positive change within the classroom and beyond. By the end of the M.Ed. programme, learners will be equipped to:

a)       Transform Knowledge into Practice: Apply pedagogical strategies that effectively translate content knowledge into engaging and inclusive learning experiences, addressing the diverse needs of all students.

b)      Master Curriculum, Teaching, and Assessment: Demonstrate a comprehensive understanding of curriculum frameworks, innovative teaching methodologies, and assessment practices, enabling you to create meaningful and positive educational experiences for every learner.

c)       Design Student-Centred Learning Environments: Develop lessons, classroom activities, and educational initiatives that prioritize the well-being of students and their families, fostering a supportive and inclusive learning environment.

d)      Embrace the Transformative Role of Educators: Acknowledge and embody the profound influence teachers have in shaping the lives, aspirations, and future pathways of children and youth.

e)      Advocate for Learners: Fulfil the crucial role of advocating for students, ensuring their voices are heard and their needs are met within the structures, policies, and practices of educational institutions.

f)        Foster Meaningful Teacher-Student Relationships: Cultivate nurturing, respectful, and empowering relationships with students, creating a classroom culture that promotes trust, engagement, and academic success.

g)       Differentiate Educational Support: Defend and implement personalized approaches to teaching, recognizing that each student requires tailored support to reach their full potential.

h)      Understand Education’s Societal Role: Critically examine the political dimensions of education, understanding how state policies and institutional frameworks shape educational practices and outcomes.

i)        Embrace Teaching as a Lifelong Journey: Theorize the concept of “becoming a teacher” as an ongoing process of professional and personal growth, grounded in continuous self-reflection and critical examination of one’s practices and institutional contexts.

j)        Integrate Research into Reflective Practice: Recognize research not only as a means of generating new knowledge but also as an essential part of reflective practice, continually informing and enhancing your development as an educator.

By the end of the programme learners would have achieved the following competences:

i.            Pedagogical Competence: Applying advanced understanding of child development and effective teaching strategies to foster critical thinking and creativity.

ii.            Curriculum Development: Designing and evaluating inclusive curricula that integrate innovative resources, including digital tools, aligned with educational standards.

iii.            Assessment and Evaluation: Utilizing diverse assessment methods to track student progress and inform teaching practices.

iv.            Leadership and Management: Leading classrooms, collaborating with stakeholders, and promoting positive learning environments.

v.            Reflective Practice: Engaging in ongoing professional development and critically reflecting on teaching practices to improve student outcomes.

vi.            Digital Literacy: Integrating technology into teaching and fostering digital literacy among students.

vii.            Inclusive Education: Identifying and addressing diverse learning needs to promote equity and social justice.

viii.            Research and Inquiry: Conducting research autonomously, asserting independence during research to contribute to the advancement of primary educational knowledge and related areas.

 
At the end of the programme the learner will have been exposed to the following:

i.            Child Development Theories: A deep understanding of key theories and principles of child development and how they influence learning in primary education.

ii.            Curriculum Design and Implementation: Knowledge of how to design, develop, and implement effective curricula that cater to the diverse needs of primary school students.

iii.            Assessment and Evaluation Methods: Understanding various assessment tools and techniques to measure student progress, identify learning gaps, and inform instructional strategies.

iv.            Inclusive Education Practices: Awareness of strategies and approaches for creating inclusive learning environments that accommodate all students, including those with special educational needs.

v.            Digital Literacy in Education: Knowledge of how to effectively incorporate digital technologies into teaching and learning, enhancing both student engagement and educational outcomes.

vi.            Educational Leadership: An understanding of leadership theories and practices to manage and lead within educational settings, supporting professional development and fostering collaborative environments.

vii.            Research Methods in Education: Knowledge of research methodologies and their application in educational practice, enabling learners to conduct studies that contribute to the field of primary education.

viii.            Educational Policy and Legislation: Familiarity with local and international educational policies, laws, and frameworks that impact primary education practices.

 
Learners will acquire the following specific skills:

i.            Curriculum Development: The ability to design and implement effective and engaging curricula that address the diverse needs of primary school students.

ii.            Assessment Design and Analysis: Proficiency in creating and applying various formative and summative assessments to evaluate student progress and inform instructional decisions.

iii.            Inclusive Teaching Practices: Skill in adapting teaching methods and materials to meet the needs of all learners, including those with disabilities or learning differences.

iv.            Classroom Management: Competence in creating and maintaining positive and productive learning environments, managing classroom behaviours, and promoting student engagement.

v.            Integration of Technology: Ability to effectively integrate digital tools and platforms into teaching and learning processes to enhance student engagement and achievement.

vi.            Critical Reflection: Skill in critically evaluating and reflecting on one’s own teaching practices, identifying areas for improvement, and engaging in continuous professional development

vii.            Collaborative Leadership: Capability to work collaboratively with colleagues, parents, and the wider community to support student learning and contribute to the development of the educational environment.

viii.            Educational Research: Proficiency in conducting and applying research within the context of primary education, contributing to evidence-based practices and educational innovation.

ix.            Problem-Solving and Decision Making: Ability to identify challenges in the educational setting, develop effective solutions, and make informed decisions to improve student learning outcomes.

x.            Identify AI tools for educational professional and understand best practices to implement AI effectively within the classrooms.

 

Master of Education in Management and Leadership

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Overall course description:

One of the objectives of this programme is to support learners to adopt modern teaching and leadership methodologies by using the results of scientific studies that support the leadership and management of education institutions. Another objective is to support  the development of effective systems and structures for good and sound management taking into consideration good governance.

The course will cover various aspects of education management and leadership including the management of human resources. It is also intended to equip learners with the various ways and means of working with stakeholders including parents, other professionals, regulators, financiers among others.

This is an effective programme based on new methodologies that focus on the best use of resources. In so doing the educational institution will achieve the best results while making maximum use of its resources whether they are assets such as equipment or other resources such as human resources.

The course is specifically designed for contemporary school managers and members of school leadership teams, aiming to enhance professional capacity within educational settings. Its core objective is to produce autonomous, reflective, and strategically minded professionals capable of actively contributing to school improvement and effective leadership.

Upon successful completion, graduates will be equipped to:

  1. Develop and apply strategic leadership and management skills grounded in contemporary theories.
  2. Formulate and execute strategic plans to elevate institutional performance and student achievement.
  3. Demonstrate competence in governance, financial management, and policy-making within educational institutions.
  4. Employ data-driven decision-making to optimize school operations and educational outcomes.
  5. Critically assess educational policies at national and international levels and understand their impact on school leadership.
  6. Generate evidence-based solutions to foster educational innovation and reform.
  7. Communicate effectively, resolve conflicts, and engage stakeholders to support institutional success.
  8. Uphold ethical standards and advocate for equity, diversity, and inclusive practices in educational leadership.
  9. Integrate digital technologies to improve learning, teaching, and management processes.
  10. Conduct independent research and apply critical thinking to address complex leadership challenges.
  11. Manage change and crises effectively, ensuring institutional resilience and adaptability.

Overall, the programme prepares participants to take on senior leadership roles within educational institutions by fostering strategic insight, operational competence, and ethical responsibility.

Moreover, the course will be delivered through synchronous online lectures, case studies and peer discussions to ensure a in-depth and informative teaching and learning experience using the latest technological methodologies pegged with real world scenarios and experiences.

Target Audience:

This course aims to prepare those working in an educational setting in the area of education management and leadership, to advance their knowledge to Masters level, moreover to specialise in a specific field within the area of study. The program is targeted towards professionals within the field of compulsory school age management. This program also targets professionals who work in educational settings before and beyond compulsory school age. This applies for those professionals managing childcare centres, and those wishing to provide educational services beyond compulsory age. Professionals taking this program will enhance their academic competences in this specific area of study to become department heads, deputy heads, heads of schools or heads of college networks or other positions of headship. The target audience is learners holding MQF level 6 certification of 180 ECTS and wishing to progress within the education sector for a post-graduate Degree at Masters level in Education Management and Leadership. The course aims to equip participants with the necessary tools and competences to implement inclusive education effectively in the 21st century learning environment.

Programme Structure:

1 List of Programme Modules/Units
Ref Module/Unit Title Compulsory (C) or Elective (E ). ECTS MQF Mode of Teaching Mode of Assessment
D.1 Contemporary Issues in Education: Theory, Policy and Practice. C 20 7 Lectures Critical Analysis work shop , Presentation about good practices in educational leadership of 10-15 minutes, Report of 6000 words
D.2 Leading Reflective Practice in Education C 10 7 Lectures Case Study and Personal Development Plan of 4500 words
D.3 Managing Effective Intercultural Communication and Perspectives C 10 7 Lectures Presentation of 10-15 minutes
D.4 Research Methods in Education C 10 7 Lectures Research Project of 4500 words.
D.5 The Management of Educational Change C 10 7 Lectures Case study Analysis:

Real-world Change Management Case Study 2,000 words & Resistance to Change Case Study 2,000 words
D.6 Dissertation C 30 7 Tutoring Research Thesis + Oral Exam
2 Total ECTS  

90 ECTS
3 Total ECTS for Programme Completion 90 ECTS

 
4 Exit Awards/Qualifications

 

 

 Exit Point 1:

Postgraduate Certificate in Educational Management and Leadership MQF 7 – 40ECTs – Duration 6 months

–          D1 – Contemporary Issues in Education: Theory, Policy and Practice 20ECTS)

–          D2 – Leading Reflective Practice in Education 10ECTS)

–          D3 – Managing Effective Intercultural Communication and Perspectives (10ECTS)

The learning outcomes for these modules are the same as those for the equivalent modules within the Master’s Degree.

Learners who exit at this stage will have the option to return to complete the full program later.

 

Exit Point 2:

Postgraduate Diploma in Educational Management and Leadership MQF 7 – 60ECTs

Duration 12 months

–          D1 – Contemporary Issues in Education: Theory, Policy and Practice 20ECTS)

–          D2 – Leading Reflective Practice in Education 10ECTS)

–          D3 – Managing Effective Intercultural Communication and Perspectives (10ECTS)

–          D4 – Research Methods in Education (10ECTS)

–          D5 – The Management of Educational Change (10ECTS)

The learning outcomes for these modules are the same as those for the equivalent modules within the Master’s Degree.

Learners who exit at this stage will have the option to return to complete the full program later.

 
5 Structure of Programme

 

 

 Full time study: completed over 2 academic years or 1 year 10 months

Study Units 1 to 6 together make 60 ECTs.

These shall be done in First Year (2 sessions of 3 hours each, weekly for a total of 6 contact hours per week) and therefore 60 ECTS in First Year.

Study Unit 6 consists of the Dissertation and carries 30ECTs. This shall be completed in Second Year.

Altogether, the 6 Study Units carry a number of 90 ECTS.

In full-time study, the Total Learning Hours are of 2250. Learners will receive 6 Contact Hours every week with a total of 450 Contact Hours spread over 22 months.

Study units will be delivered back-to-back where all units in first year carry 10 ects. These will be delivered over 16 lectures each, therefore over a period of 8 weeks for every study unit.

The lessons as outlined, will be held twice a week in the case of full-time study, and once a week in the case of part time study.

The dissertation study unit (30ECTS) will be delivered over 20 lessons which will include tutorials (small groups of approx. 3 learners) and one-to-one tutorship sessions. These will be held twice a week in the case of full-time study, and once a week in the case of part time study.

OTHM Level 7 Diploma in Education Management and Leadership (OFQUAL NO: 603/4248/1)

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Qualification Number: 603/4248/1

Overview

The objective of the OTHM Level 7 Diploma in Education Management and Leadership qualification is to develop learners’ understanding of policy, management theory and practice in education. It provides learners with an opportunity to engage with the challenges facing professionals and policy makers in their own country. It will provide knowledge that underpins the ability to work as an effective manager in the education sector. It combines both theoretical and practical knowledge in the education profession and will develop and enhance knowledge and skills in the areas of leading change, effective performance and team leadership. Learners will be able to work in a variety of roles within education administration and/or management.

Entry requirements

  • For entry onto the OTHM Level 7 Diploma in Education Management and Leadership, learners must:
  • possess an honours degree in related subject or UK level 6 diploma or an equivalent overseas qualification;
  • be 21 years or older at the beginning of the course; or be mature learners with relevant management experience (learners must check with the delivery centre regarding this experience prior to registering for the programme)
  • If a learner is not from a majority English-speaking country must provide evidence of English language competency.

​Qualification structure

The OTHM Level 7 Diploma in Education Management and Leadership qualification consists of 6 mandatory units for a combined total of 120 credits(60 ECTS), 1200 hours Total Qualification Time (TQT) and 600 Guided Learning Hours (GLH) for the completed qualification.

Mandatory units

  • Contemporary Issues in Education: Theory, Policy and Practice (20 credits)
  • The Management of Educational Change (20 credits)
  • Managing Effective Intercultural Communication and Perspectives (20 credits)
  • Pedagogy and Practice in Education (20 credits)
  • Leading Reflective Practice in Education (20 credits)
  • Research Methods in Education (20 credits)

Duration and delivery

The qualification is designed to be delivered over one academic year for full-time study, but it is also flexible in its delivery in order to accommodate part-time and distance learning.

The qualification is delivered face-to-face, through lectures, tutorials, seminars, distance or online.

Assessment and verification

All units within this qualification are internally assessed by the centre and externally verified by OTHM. The qualifications are criterion referenced, based on the achievement of all the specified learning outcomes.

To achieve a ‘pass’ for a unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the standards specified by all assessment criteria. Judgement that the learners have successfully fulfilled the assessment criteria is made by the Assessor.

Progression

Achieving the OTHM Level 7 Diploma in Education Management and Leadership qualification enables learners to progress into or within employment and/or continue their further study. As this qualification is approved and regulated by Ofqual (Office of the Qualifications and Examinations Regulation), learners are eligible to progress to Master’s top-up programmes also available from Future Focus Ltd. In Malta this course is recognised by Malta Further and Higher Education Authority.

 

OTHM Level 6 Certificate in Academic and Professional Skills Development (OFQUAL NO: 603/7101/8)

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Overview

The objective of the OTHM Level 6 Certificate in Academic and Professional Skills Development qualification is to provide learners with an opportunity for deeper engagement with academic and professional skills. These skills will enable learners to advance to academic study through the development of academic conventions, procedures and considerations relevant to study in higher education.

It will also enable learners to develop relevant academic skills towards professional, organisational and self-management attributes that are associated with professional practice.

The aims of this programme will allow learners to:

  • Apply principles of academic convention
  • Develop academic assignments
  • Use analytical and critical skills to develop arguments
  • Apply time management skills for academic study
  • Understand how to source and utilise information for academic study
  • Understand own learning styles.

Entry requirements

For entry onto the OTHM Level 6 Certificate in Academic and Professional Skills Development qualification, learners must possess:

  • Relevant NQF/QCF/RQF Level 5 diploma or equivalent recognised qualification
  • Mature learners (over 21) with management experience (learners must check with the delivery centre regarding this experience prior to registering for the programme)
  • Learner must be 18 years or older at the beginning of the course.

English requirements: 

If a learner is not from a majority English-speaking country must provide evidence of English language competency. For more information visit English Language Expectations page.

Qualification structure

The OTHM Level 6 Certificate in Academic and Professional Skills Development consists of 1 mandatory unit, of 20 credits, 200 hours Total Qualification Time (TQT) and 100 Guided Learning Hours (GLH) for the completed qualification.

Mandatory units

Academic and Professional Skills Development (20 credits)

Duration and delivery

The qualification is designed to be delivered over one academic year for full-time study, but it is also flexible in its delivery in order to accommodate part-time and distance learning.

The qualification is delivered face-to-face, through lectures, tutorials, seminars, distance, online by approved centres only.

Assessment and verification

All units within this qualification are internally assessed by the centre and externally verified by OTHM. The qualifications are criterion referenced, based on the achievement of all the specified learning outcomes.

To achieve a ‘pass’ for a unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the standards specified by all assessment criteria. Judgement that the learners have successfully fulfilled the assessment criteria is made by the Assessor.

The Assessor should provide an audit trail showing how the judgement of the learners’ overall achievement has been arrived at.

Progressions

The OTHM Level 6 Certificate in Academic and Professional Skills Development qualification bridges the educational and skills gap between relevant qualifications at levels 5,6 and 7.

As this qualification is approved and regulated by Ofqual (Office of the Qualifications and Examinations Regulation), learners are eligible to progress to relevant qualifications at a higher level or for progression with professional practice.

OTHM Level 6 Diploma in Teaching and Learning (OFQUAL NO: 603/6695/3)

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Overview

The objective of the OTHM Level 6 Diploma in Teaching and Learning is to develop learners understanding of the theory and practice involved in education. It provides learners with an opportunity to engage with the challenges facing professionals and policy makers in their own country. It will provide knowledge that underpins the ability to work as an effective practitioner in the education sector. It combines both theoretical and practical knowledge in the education profession and will develop and enhance knowledge and skills in the areas of curriculum planning, effective performance, action research and development. Learners will be able to work in a variety of roles within education and/or management.

Entry requirements

For entry onto the OTHM Level 6 Diploma in Teaching and Learning qualification, learners must possess:

  • Relevant NQF/QCF/RQF Level 5 diploma or equivalent recognised qualification
  • Mature learners (over 21) with management experience (learners must check with the delivery centre regarding this experience prior to registering for the programme)
  • Learner must be 18 years or older at the beginning of the course

English requirements:

If a learner is not from a majority English-speaking country must provide evidence of English language competency. For more information visit English Language Expectations page in this website.

Qualification structure

The OTHM Level 6 Diploma in Teaching and Learning qualification consists of 6 mandatory units, for a combined total of 120 credits (60 ECTS), 1200 hours Total Qualification Time (TQT) and 480 Guided Learning Hours (GLH) for the completed qualification.

Mandatory units

  • Lesson Planning (20 credits)
  • Reflective Teaching (20 credits)
  • Management of Class Dynamics (20 credits)
  • Curriculum Design (20 credits)
  • Integrated Education (20 credits)
  • Technology in Education (20 credits)

Duration and delivery

The qualification is designed to be delivered over one academic year for full-time study, but it is also flexible in its delivery in order to accommodate part-time and distance learning.

The qualification is delivered face-to-face, through lectures, tutorials, seminars, distance, online by approved centres only.

Assessment and verification

All units within this qualification are internally assessed by the centre and externally verified by OTHM. The qualifications are criterion referenced, based on the achievement of all the specified learning outcomes.

To achieve a ‘pass’ for a unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the standards specified by all assessment criteria. Judgement that the learners have successfully fulfilled the assessment criteria is made by the Assessor.

The Assessor should provide an audit trail showing how the judgement of the learners’ overall achievement has been arrived at.

Progression

Successful completion of the OTHM Level 6 Diploma in Teaching and Learning qualification enables learners to progress into employment.
As this qualification is approved and regulated by the Malta Further and Higher Education Authority, learners are eligible to progress to relevant qualifications at higher level.

OTHM Level 5 Diploma in Education and Training (OFQUAL NO: 603/6069/0)

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Overview

The OTHM Level 5 Diploma in Education and Training is a teaching qualification which has a mandatory teaching/training practice requirement. It is an ‘in service’ qualification designed for those working or wishing to work as teachers/trainers in England. All learners must have access to 100 hours of teaching and there must be a minimum of eight observations of practice, totalling a minimum of eight hours.

The objective of the OTHM Level 5 Diploma in Education and Training qualification is to give the learner the underpinning knowledge, understanding and skills needed to confirm occupational competence. This includes the planning and delivering of schemes of work and sessions, negotiation of individual goals, different teaching and learning strategies, communication issues and how to utilise a range of assessment practices. Additionally, optional units are available allowing the learner to explore areas directly relevant to their own teaching role.

The OTHM Level 5 Diploma in Education and Training is appropriate for teachers, tutors, trainers, lecturers and instructors who may be working within an FE college, Adult and Community Learning Centre. Learning Provider or for those delivering work-based training such as within voluntary, community, private and public organisations.

Quality, Standards and Recognitions

The OTHM Level 5 Diploma in Education and Training is approved and regulated by Ofqual (Office of Qualifications and Examinations Regulation).The Education Training Foundation has approved the OTHM Level 5 Diploma in Education and Training for accreditation.

Learners successfully completing this qualification will be eligible to progress to the status of Qualified Teacher Learning and Skills (QTLS). This is conferred through a separate and subsequent process called professional formation and is administered by the Society for Education and Training (SET) which is the professional body for those working as teachers and trainers in the sector.

Entry requirements

For entry onto the OTHM Level 5 Diploma in Education and Training qualification, learners must:

  • Hold a relevant vocational and/or academic qualification of at least the level above that of their learners and ideally a minimum Level 3 qualification in his/her own area of specialism.
  • Have access to 100 teaching practice hours during which learners have full responsibility for planning, delivering and assessing specific area/s of the institution’s provision.
  • Minimum core of literacy, language, numeracy and ICT
  • Learners must be 19 years old or older at the beginning of the course

English requirements: 

If a learner is not from a majority English-speaking country, they must provide evidence of English language competency. For more information visit English Language Expectations page in this website.

Centres need to ensure that learners are selected for suitability on the course, establishing that they meet the following minimum criteria:

Can read and communicate clearly and accurately enough to meet the requirements of their training
Do not have a criminal background which might prevent them from working as a teacher with young people or vulnerable adults

The Centre must provide evidence that staff delivering the qualification hold as a minimum:

  • A teaching qualification equivalent to Level 5 or above;
  • Evidence of relevant teaching experience in an education or training context;
  • Access to appropriate guidance and support; and
  • On-going participation in related programme quality assurance processes.

Qualification structure

The OTHM Level 5 Diploma in Education and Training qualification consists of 4 mandatory units plus 8 optional units, 1200 hours Total Qualification Time (TQT) and the recommended Guided Learning Hours (GLH) for this qualification is a minimum of 360. The maximum guided learning hours will be determined by the optional units selected.

To achieve the OTHM Level 5 Diploma in Education and Training, learners must achieve a minimum of 120 credits(60 ECTS); 75 credits(37 ECTS) must be achieved from the mandatory units in Group A, plus a minimum of 45 credits(22 ECTS) from the optional units in Group B.

A minimum of 61 credits(30 ECTS) must be at Level 5 (therefore a minimum of 6 optional credits must be achieved at level 5)

The learner will need to meet the requirements before OTHM can award the qualification, i.e. achieve the appropriate mandatory and optional units, as well as satisfactorily complete teaching practice.

Mandatory units: Group A

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  • Teaching, learning and assessment in education and training (20 credits)
  • Theories, principles and models in education and training (20 credits)
  • Developing teaching, learning and assessment in education and training (20 credits)
  • Wider professional practice in education and training (15 credits)

Optional Units:Group B

Develop and prepare resources for learning and development (6 credits)
Develop learning and development programmes (6 credits)
Equality and diversity (6 credits)
Evaluating learning programmes (3 credits)
Identify the learning needs of organisations (6 credits)
Manage learning and development in groups (6 credits)
Understanding and managing behaviours in a learning environment (6 credits)
Action research (15 credits)

Duration and delivery

The qualification is designed to be delivered over one academic year for full-time study, but it is also flexible in its delivery in order to accommodate part-time and distance learning.

The qualification is delivered face-to-face, through lectures, tutorials, seminars, distance, online by approved centres only.

Assessment and verification

All units within this qualification are internally assessed by the centre and externally verified by OTHM. The qualifications are criterion referenced, based on the achievement of all the specified learning outcomes.

To achieve a ‘pass’ for a unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the standards specified by all assessment criteria. Judgement that the learners have successfully fulfilled the assessment criteria is made by the Assessor.

The qualification will be assessed by a combination of assignments, a portfolio of teaching evidence and observation of teaching or training. Simulation of teaching is not permitted for this qualification.

All learners must have access to 100 hours of teaching and there must be a minimum of eight observations of practice, totalling a minimum of eight hours.

Progression

Successful students can use this qualification to further in their career in the field of Education and Training. Further courses at level 6 are also available from Future Focus Ltd

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OTHM Level 4 Diploma in Education and Training Management (OFQUAL NO: 610/1377/8)

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Future Focus Ltd – training

Overview

The objective of the OTHM Level 4 Diploma in Education and Training Management qualification is to develop learners’ understanding of theory and practice relating to their role in education. The qualification will provide learners with an opportunity to engage with the challenges facing professionals and policy makers in their own country. It will provide knowledge that underpins the ability to work as an effective practitioner in the education sector.
The units combine both theoretical and practical knowledge in the education profession and will develop and enhance knowledge and skills in the areas of effective performance, planning and accountability, development and team working.
Learners will be able to work in a variety of roles within education administration and/or management.

Entry requirements

For entry onto the OTHM Level 4 Diploma in Education and Training Management qualification, learners must possess:

Relevant NQF/QCF Level 3 Award/Diploma or at the level of GCE/GCSE or equivalent
Learner must be 18 years or older at the beginning of the course
Mature learners (over 21) with management experience (learners must check with the delivery centre regarding this experience prior to registering for the programme)
English requirements: If a learner is not from a majority English-speaking country must provide evidence of English language competency For more information visit English Language Expectations page.

Qualification structure

The OTHM Level 4 Diploma in Education and Training Management qualification consists of 6 mandatory units for a combined total of 120 credits(60 ECTS), 1200 hours Total Qualification Time (TQT) and 480 Guided Learning Hours (GLH) for the completed qualification.

Mandatory units

  • Principles of Education and Training (20 Credits)
  • Design Education and Training Provision (20 Credits)
  • Engage Learners in Education and Training (20 Credits)
  • Plan, Allocate, and Monitor Work in Own  Area of Responsibility (20 Credits)
  • Evaluate Education and Training Provision (20 Credits)
  • Professional Development and Reflection in Education and Training (20 Credits)

Duration and delivery

The qualification is designed to be delivered over one academic year for full-time study, but it is also flexible in its delivery in order to accommodate part-time and distance learning.

The qualification is delivered face-to-face, through lectures, tutorials, seminars, distance, online by approved centres only.

Assessment and verification

All units within this qualification are internally assessed by the centre and externally verified by OTHM. The qualifications are criterion referenced, based on the achievement of all the specified learning outcomes.

To achieve a ‘pass’ for a unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the standards specified by all assessment criteria. Judgement that the learners have successfully fulfilled the assessment criteria is made by the Assessor.

The Assessor should provide an audit trail showing how the judgement of the learners’ overall achievement has been arrived at.

Progression

Successful completion of OTHM Level 4 Diploma in Education and Training Management provides learners with the opportunity for academic progressions to the OTHM Level 5 Diploma in Education Training. This qualification is recognised by the Malta Further and Higher Education Authority.

OTHM Level 3 Foundation Diploma for Higher Education Studies (OFQUAL NO: 603/3896/9)

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Overview

The objective of the OTHM Level 3 Foundation Diploma for Higher Education Studies is to provide learners with a foundation to provide an entry route to UK and international university courses. It is designed to ensure that each learner is equipped with knowledge of study skills, mathematics, computing, society and culture, business and accounting, providing the knowledge and skills to adapt rapidly to change and progress with their learning.

Successful completion of the Level 3 Foundation Diploma for Higher Education Studies provides learners with the opportunity to progress to further study or employment.

Entry requirements

OTHM Level 3 qualifications can be offered to learners from age 16. OTHM does not specify entry requirements for these qualifications. OTHM ensures that learners admitted to the programme have sufficient capability at the right level to undertake the learning and assessment criteria.

OTHM Centre must ensure learners are recruited with integrity onto appropriate qualifications that will meet their needs, enable and facilitate learning and achievement enable progression. The qualification is offered in English.

English requirements:

If a learner is not from a majority English-speaking country must provide evidence of English language competency. For more information visit English Language Expectations page.

Qualification structure

The OTHM Level 3 Foundation Diploma for Higher Education Studies consists of 6 mandatory units for a combined total of 120 credits(60 ECTS), 1200 hours Total Qualification Time (TQT) and 600 Guided Learning Hours (GLH) for the completed qualification.

Mandatory units

  • Academic English and Study Skills (20 credits)
  • Foundation Mathematics (20 credits)
  • Foundation Computing (20 credits)
  • Society and Culture (20 credits)
  • Introduction to Business (20 credits)
  • Foundation Accounting and Economics (20 credits)

Duration and delivery

The qualification is designed to be delivered over one academic year for full-time study, but it is also flexible in its delivery in order to accommodate part-time and distance learning. The qualification is delivered face-to-face, through lectures, tutorials, seminars, distance, online by approved centres only.

The qualification is delivered face-to-face, through lectures, tutorials, seminars, distance, online by approved centres only.

Assessment and verification

All units within this qualification are internally assessed by the centre and externally verified by OTHM. The qualifications are criterion referenced, based on the achievement of all the specified learning outcomes.

To achieve a ‘pass’ for a unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the standards specified by all assessment criteria. Judgement that the learners have successfully fulfilled the assessment criteria is made by the Assessor.

The Assessor should provide an audit trail showing how the judgement of the learners’ overall achievement has been arrived at.

Progression

Successful completion of OTHM Level 3 Foundation Diploma for Higher Education Studies provides learners the opportunity for academic progressions to a wide range of undergraduate programmes including OTHM Level 4 diplomas. For more information visit University Progressions page in this website.