Diploma in Teaching (Further Education and Skills) / DET Roles, Responsibilities and Professional Practice in Education and Training Syllabus

What does the Prevent duty require teachers to do in practice?

Have due regard to preventing radicalisation: be alert to signs of vulnerability to extremism, build resilience through promoting fundamental British values, follow referral procedures, and undertake Prevent/WRAP training.

What is the 'Channel' programme in relation to Prevent?

A voluntary, multi-agency safeguarding programme that provides early support to individuals identified as vulnerable to being drawn into terrorism, before any criminal activity occurs.

Name the four 'fundamental British values' that providers must promote under Prevent.

Democracy; the rule of law; individual liberty; and mutual respect and tolerance of those with different faiths and beliefs.

Who is the Designated Safeguarding Lead (DSL) and what is the teacher's responsibility regarding them?

The DSL is the named person with lead responsibility for safeguarding in an organisation. Teachers must report and refer any safeguarding concern or disclosure to the DSL promptly, following the organisation's policy.

What are the key 'do's and don'ts' when a learner makes a safeguarding disclosure?

DO: listen, stay calm, reassure, take it seriously, record factually, and report to the DSL. DON'T: promise to keep it secret/confidential, ask leading questions, investigate yourself, or show shock/judgement.

What is a professional code of practice and why does it matter?

A set of standards and expectations governing the conduct of practitioners (e.g. ethics, integrity, behaviour). It maintains public trust, ensures consistent professional behaviour, and protects learners and the profession's reputation.

Which body publishes the 'Professional Standards for Teachers and Trainers' in the Education and Training sector in England?

The Education and Training Foundation (ETF), the sector body that sets professional standards for FE and skills practitioners.

What are the three domains of the ETF Professional Standards for teachers and trainers?

Professional Values and Attributes; Professional Knowledge and Understanding; and Professional Skills.

What is meant by 'ethical conduct' in teaching?

Behaving with integrity, honesty, fairness, and respect — treating all learners equitably, maintaining confidentiality, avoiding conflicts of interest, modelling good behaviour, and acting in learners' best interests.

Define 'equality' as distinct from 'equity' in education.

Equality means treating people fairly and giving everyone the same rights and opportunities. Equity means recognising different needs and providing differentiated support so that everyone can achieve the same outcomes — fairness of outcome, not just of treatment.

Define 'diversity' in an educational context.

Recognising, respecting and valuing the differences between people — including culture, background, ability, age, religion, gender and learning style — and seeing those differences as a positive resource that enriches learning.

Define 'inclusion' in education.

Proactively involving and engaging all learners, removing barriers to participation, and ensuring every learner — regardless of background or need — feels valued and is able to access, participate in, and benefit from learning.

What is the difference between direct and indirect discrimination under the Equality Act 2010?

Direct discrimination: treating someone less favourably because of a protected characteristic. Indirect discrimination: applying a policy, criterion or practice that appears neutral but disadvantages people sharing a protected characteristic.

Define 'harassment' and 'victimisation' as forms of discrimination under the Equality Act 2010.

Harassment: unwanted conduct related to a protected characteristic that violates dignity or creates an intimidating, hostile or offensive environment. Victimisation: treating someone badly because they have made or supported a complaint about discrimination.

What are 'reasonable adjustments' and which law requires them?

Changes made to remove or reduce disadvantage for disabled learners (e.g. extra time, accessible materials, assistive technology). Required by the Equality Act 2010 to ensure disabled learners are not substantially disadvantaged.

What is meant by 'differentiation' in teaching?

Tailoring teaching, content, activities, resources, pace or assessment to meet the varying needs, abilities and starting points of individual learners, so that all can access learning and make progress.

What does 'unconscious bias' mean?

Implicit attitudes, stereotypes or assumptions about groups of people that influence our judgements and behaviour without our conscious awareness — and which can lead to unintentional discriminatory treatment.

Give two strategies a teacher can use to challenge their own unconscious bias.

Examples: reflective practice and self-awareness, anonymised marking, using diverse and representative resources, seeking feedback, undertaking EDI training, and consciously questioning assumptions and first impressions.

What is a 'stereotype' and how does it affect the learning environment?

A fixed, oversimplified generalisation about a group of people. In learning it can lead to lowered expectations, exclusion, or unfair treatment, undermining learners' confidence, motivation and achievement.

Distinguish between 'overt' and 'covert' discrimination.

Overt discrimination is open and obvious (e.g. a directly prejudiced remark). Covert discrimination is hidden, subtle or unintentional (e.g. unconscious bias, exclusionary 'banter', or institutional practices).

What is 'institutional discrimination'?

Discrimination embedded within the policies, procedures, culture or practices of an organisation that systematically disadvantages people sharing a protected characteristic, regardless of individuals' intentions.

How should a teacher respond when they witness discriminatory behaviour in the classroom?

Challenge it promptly, calmly and assertively; make clear the behaviour is unacceptable; refer to ground rules and policy; support the affected learner; record the incident; and report/escalate where required.

What are 'ground rules' and how do they help create a safe learning environment?

Mutually agreed standards of behaviour and conduct for the group. Negotiated with learners, they establish respect, boundaries and expectations, promote inclusion, reduce conflict, and give shared ownership of a safe, supportive climate.

How does Maslow's hierarchy of needs relate to creating a supportive learning environment?

Maslow argues lower-order needs must be met before learning (self-actualisation) can occur — so teachers must ensure physiological comfort, safety/security, and a sense of belonging and esteem before learners can engage and achieve.

What are the two dimensions of a 'safe learning environment'?

Physical safety (a hazard-free, accessible, well-managed space meeting health and safety requirements) and emotional/psychological safety (a respectful, non-threatening climate where learners feel valued and able to take risks).

What is meant by 'creating a culture of mutual respect' in the classroom?

Establishing an environment where all learners and the teacher value one another's contributions, listen actively, tolerate differing views, and treat each other with dignity — underpinning inclusion and effective learning.

What is the role of an awarding organisation (awarding body) as a stakeholder?

It designs qualifications, sets assessment criteria and standards, accredits centres, provides External Quality Assurance (EQA), and certificates learners — ensuring qualifications are valid, reliable and nationally recognised.

What does it mean to be a 'reflective practitioner', and name one model used to support this.

Continuously evaluating one's own practice to identify what worked, what didn't, and how to improve. Models include Gibbs' Reflective Cycle, Kolb's Experiential Learning Cycle, and Schön's reflection-in-action and reflection-on-action.

Why is record-keeping important to professional practice and the duty of care?

Accurate, factual records (of attendance, progress, assessment, concerns, and incidents) provide evidence for accountability and quality assurance, support continuity of care, protect learners and staff, and meet legal/data-protection obligations.

What is continuing professional development (CPD) and why is it a professional responsibility?

Ongoing maintenance and updating of subject knowledge, teaching skills and sector requirements. It is a professional responsibility because it keeps practice current, safe, legally compliant and effective, and is required by professional standards.