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Whitestone International College of Innovation delivers quality-assured, standards-aligned programmes that integrate academic rigour, industry relevance, and digital fluency to develop principled leaders who deliver measurable impact.

Courses

Whitestone International Diploma in Teaching & Learning

Course Overview

The Whitestone International Diploma in Teaching & Learning is a 12-month vocational programme designed to provide a structured, practice-oriented foundation in contemporary teaching, learning, and classroom practice across diverse educational and training contexts.

The programme introduces the full teaching–learning cycle: learner needs analysis, curriculum and lesson planning, teaching and facilitation methods, assessment for learning, inclusive and differentiated practice, learning technologies, classroom and behaviour management, reflective practice, and professional ethics. It is intended for individuals who support, or aspire to support, teaching, training, tutoring, and learning-support roles in schools, colleges, training centres, workplace learning, and community education settings.

Learners will explore how effective teachers design learning experiences, facilitate active learning, assess progress, provide feedback, support diverse learners, and continuously improve their practice. The emphasis is on practical pedagogy, learner-centred approaches, and reflective professionalism, not on high-level educational policy-making, curriculum regulation, or licensed teacher status in any specific country.

By the end of the programme, participants will be able to contribute effectively to lesson and course delivery, assessment and feedback activities, learner support, classroom management, and quality improvement, working alongside more experienced teachers, trainers, and academic leaders.

This diploma is vocational and non-regulated. It does not by itself qualify learners as state-licensed school teachers, certified lecturers, or registered early childhood/compulsory education professionals in any jurisdiction, and does not authorise them to act in regulated teaching roles where specific national or regional qualifications, registrations, or licences are required. All such regulated positions must only be held by appropriately qualified and authorised professionals, in full compliance with the requirements of ministries of education, regulatory bodies, and institutional policies.

Why This Course is Important?

Educational institutions and training providers rely on competent, reflective, learner- centred practitioners to deliver outcomes, motivation, and lifelong learning skills.
Teachers must support different ages, backgrounds, abilities, and learning preferences, while integrating technology and responding to rapid change.
Organisations across TVET, corporate training, skills development, and community education require practitioners who can design and facilitate effective learning for adults as well as young people.

Learning Outcomes

By the end of this programme, participants will be able to:

Explain core concepts in teaching, learning, pedagogy, and andragogy at a vocational–intermediate level.
Design lesson plans and learning activities that align with clear learning outcomes and support active engagement.
Apply teaching, facilitation, and questioning techniques appropriate to learner needs and context.
Use basic assessment and feedback strategies to support learning and track progress.
Demonstrate inclusive and differentiated practice, responding appropriately to diversity and additional support needs within institutional policies.
Integrate learning technologies and resources at a foundational level to enhance teaching and learner engagement.
Reflect on their own practice and contribute to continuous improvement and professional development in teaching and learning.

Target Audience

Individuals in or aspiring to roles such as Classroom Teacher (non-licensed contexts), Teaching Assistant, Learning Support Assistant, Trainer, Instructor, Corporate Trainer, Skills Facilitator, Tutor, or Community Educator (entry level).
Staff in schools, colleges, universities (support roles), training centres, TVET institutions, NGOs, corporate academies, and community learning programmes.
Graduates and career changers seeking a structured pathway into teaching, training, and learning-support roles.
Subject experts and professionals who wish to develop strong teaching and facilitation skills to complement their technical expertise.

Entry Requirements

A recognised higher secondary qualification, diploma, or equivalent, preferably with prior exposure to education, training, social sciences, or a specialist subject area
Genuine interest in supporting learning, teaching, and learner development
Proficiency in English (IELTS 5.5 or equivalent recommended) to engage with educational literature, lesson plans, and learner communication

Programme Structure & Modules

Module 1 – Foundations of Teaching, Learning & the Educator’s Role

Key concepts and terminology:
Teaching, learning, pedagogy, andragogy, curriculum, assessment, feedback, inclusion at vocational–intermediate level.
Understanding how people learn:
Overview of learning theories at awareness level (e.g. behaviourist, cognitivist, constructivist, social learning) and their classroom implications.
The educator’s role and responsibilities:
Planning, facilitation, assessment, pastoral/learning support within institutional guidelines.
Professional values:
Respect, fairness, integrity, confidentiality, and commitment to learner success.
Educational contexts:
Differences and commonalities between school, TVET, higher education (support roles), workplace learning, and community education.
Introduction to reflective practice:
Using reflection journals and feedback to improve teaching over time.

Module 2 – Curriculum, Course Design, Lesson Planning & Learning Outcomes

Curriculum and programme structures at awareness level:
Syllabi, units/modules, learning outcomes, and alignment.
Writing clear learning outcomes using action verbs and observable behaviour at vocational level.
Constructive alignment awareness:
Aligning outcomes, teaching activities, and assessment.
Lesson-planning skills:
Structuring lessons with clear openings, development, practice, and closure, including time planning and transitions.
Designing learning activities:
Individual, pair, group and whole-class activities, projects, and practical tasks aligned to outcomes.
Resource selection and preparation:
Choosing and adapting texts, visuals, digital tools, and real-world materials appropriate to learners and context.

Module 3 – Teaching, Facilitation Techniques & Classroom Interaction

Teaching and facilitation methods at vocational level:
Explanatory teaching, demonstration, guided practice, discussion, problem-based learning awareness, and collaborative learning.
Questioning techniques:
Open and closed questions, wait time, probing, checking understanding, and encouraging learner thinking.
Supporting active learning:
Use of tasks, projects, case studies, role plays, and simulations appropriate to age and context.
Classroom interaction skills:
Encouraging participation, building rapport, responding to learner contributions constructively.
Classroom and behaviour management (non-legal):
Establishing routines, expectations, and boundaries; addressing low-level disruption and maintaining a positive climate within institutional policies.
Managing group dynamics:
Working with mixed-ability groups and supporting collaboration and mutual respect.

Module 4 – Assessment for Learning, Feedback & Supporting Progress

Purposes of assessment:
Diagnostic, formative, and summative assessment at conceptual level.
Basic assessment methods:
Quizzes, written tasks, projects, presentations, practical demonstrations, observation, and learner self/peer assessment.
Designing simple assessment tasks aligned with learning outcomes.
Marking and grading at vocational level:
Criteria-based judgement awareness, rubrics, and consistency considerations within institutional guidelines.
Feedback for learning:
Characteristics of effective feedback (timely, specific, actionable, encouraging).
Supporting learners who are struggling:
Identifying learning difficulties at awareness level, signposting support services, and adapting teaching within policy limits.

Module 5 – Inclusive Practice, Differentiation & Learning Technologies (Foundational Level)

Inclusive teaching principles:
Valuing diversity, removing unnecessary barriers, and promoting participation.
Differentiation at vocational level:
Adjusting tasks, support, pace, and resources to accommodate different levels and needs, within curriculum and policy constraints.
Awareness of additional learning needs:
High-level awareness of learning difficulties, language barriers, and socio-emotional factors; importance of collaboration with specialist staff.
Using technology to support learning:
Learning platforms/LMS awareness, digital resources, simple interactive tools, and online collaboration at foundational level.
Blended and online learning fundamentals:
Structuring learning when part of the journey is online; clear instructions, pacing, and engagement strategies.
Digital professionalism:
Appropriate use of digital communication, safeguarding boundaries online, and respecting privacy and academic integrity.

Module 6 – Reflective Practice, Professional Ethics & Educational Collaboration

Reflective models at awareness level:
Simple frameworks for reviewing teaching sessions and identifying improvements.
Using evidence to inform practice:
Feedback from learners, peers, mentors, and assessment results.
Professional ethics in teaching and learning:
Fairness in assessment, academic integrity, confidentiality, and appropriate boundaries.
Working with colleagues:
Collaborating with other teachers, support staff, and leaders; contributing to departmental and institutional initiatives.
Engaging with parents, guardians, employers, or community stakeholders where relevant.
Career development pathways in education and training:
Opportunities for further qualifications, specialist roles, and professional memberships, subject to national frameworks and institutional policies.

Awarding Body

Whitestone International College of Innovation

United Kingdom

Qualification Type

International Diploma – Vocational Qualification

(Industry-aligned qualification issued by Whitestone International College of Innovation, UK)

Assessment & Certification

Assessment Methods Include:

Written assignments on foundations of teaching and learning; curriculum and lesson planning; teaching and facilitation techniques; assessment and feedback; inclusive practice and learning technologies; and reflective practice, ethics and collaboration.
Practical tasks such as lesson plans, activity designs, assessment tasks, marking/feedback samples, inclusion and differentiation plans, and technology-supported session outlines.
Micro-teaching or simulated teaching activities (where feasible), with structured observation and feedback.
Reflective journals or essays on teaching experiences, challenges, ethical considerations, and professional growth.
Final Capstone Project: Integrated Teaching & Learning Design and Reflection, with a structured scheme/mini-unit, selected lesson plans, and a reflective report and/or presentation.

To obtain the diploma, learners must successfully complete all module assessments and the capstone project in line with Whitestone’s academic standards.

Certification:

On successful completion, participants will be awarded:

Whitestone International Diploma in Teaching & Learning Issued by Whitestone International College of Innovation, United Kingdom

Benefits of Attending

Provides a robust, practice-based foundation in teaching and learning for new and aspiring educators and trainers.
Equips learners to plan lessons, facilitate learning, assess progress, support diverse learners, and reflect on their practice using recognised approaches and tools.
Enhances employability in roles such as Teaching Assistant, Trainer, Tutor, Instructor, Learning Support Practitioner, or Entry-Level Teacher in non-regulated or supplementary contexts, subject to local requirements.
Helps institutions strengthen teaching quality, learner engagement, assessment practices, and continuous improvement.
Creates a strong platform for further study in Education, Teacher Training, TESOL/Language Teaching, TVET Teaching, Educational Leadership, or specialised pedagogical fields, and for progression towards nationally recognised teacher qualifications and registrations, where the learner meets entry criteria.

Industry Alignment

The programme reflects widely recognised principles of contemporary teaching and learning, including:

Emphasis on learner-centred, outcomes-focused, inclusive and reflective practice.

Focus on active learning, assessment for learning, and professional collaboration across educational contexts.
Recognition that educational quality depends on well-prepared, ethical, reflective practitioners who continually refine their teaching in response to evidence and learner needs.

£2000

£ 0

Industry-focused programmes with global standards.
Practical skills for real-world success.
Academic excellence with career-ready outcomes.

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London, united kingdom

+44 20 3727 6493

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college.org.uk