Education & Training Award
This award is an essential introductory qualification for anyone wanting to teach. It is designed to give the knowledge and confidence to teach in the post 16 education sector. This could be as a trainer in the private training industry or as a teacher/lecturer in further education. It is the direct replacement for Preparing to Teach in the Lifelong Learning Sector (PTLLS) and is now available at Level 3.
We normally run two courses per academic year, one starting in October and one starting in April. Please note that a learner loan is NOT available for this course.
The Level 3 award in Education and Training (QCF) is an introductory teaching qualification. Achieving this award will provide sufficient evidence that the student has acquired the necessary skills and knowledge to prepare, plan, deliver and evaluate basic teaching and learning sessions in a variety of teaching or training contexts.
This qualification has no minimum teaching practice requirement, therefore, it may be undertaken by individuals who are not in a teaching role. However, there is a minimum requirement to take part in micro–teaching.
Micro-teaching is a teacher training and development technique whereby the teacher reviews a recording of a teaching session, in order to get constructive feedback from peers and/or students about what has worked and what improvements can be made to their teaching technique.
What areas will I study?
The course is an introduction to teaching and is appropriate for a range of different teaching and learning contexts. It is also valuable for people who have some teaching experience as well as for those who are new to delivering learning.
The 12-credit programme will cover the following units:
*Understanding roles, responsibilities and relationships in education & training (3 Credits) This unit aims to enable the learner to understand the role and responsibilities of a teacher in education and training and the relationship between different professionals in education and training. This unit provides the opportunity to highlight some of the legislative and regulatory requirements that must be met by organisations and individuals. The unit also provides an opportunity to explore the codes of practice and roles and responsibilities of teachers, trainers and instructors in promoting equality and valuing diversity when identifying and meeting learners’ needs. The unit addresses the specific responsibility of the teacher in promoting a safe and supportive learning environment where their students feel included. By addressing the responsibility for promoting appropriate behaviour, the unit emphasises the role of the teacher in placing their students at the centre of the learning process. The unit gives learners the opportunity to recognise how the teaching role involves working with other professionals, the boundaries between the teaching role and those of other professionals, and the need for possible referral to meet the needs of their students.
*Understanding and using inclusive approaches in education & training (6 Credits) The aim of this unit is to enable the learner to understand and use inclusive teaching and learning approaches to meet the needs of students. The unit includes how to create a learning environment that engages and motivates students, and the planning, delivery and evaluation of inclusive teaching and learning. It requires the learner to deliver a micro-teach session and to evaluate their own delivery practice. The purpose of the unit is to provide learners with the opportunity to plan an inclusive teaching and learning session to meet the needs of the specified group of learners. Planning for a micro-teach session involves understanding the need for the use of different teaching and learning approaches as well as using resources and assessment that meet the needs of the subject and the students. Having planned the session the learner has the opportunity to deliver the micro-teach session and to observe the sessions of others in order to help evaluate their own practice. They will be able to use their selected resources and assessment methods, as well as demonstrate communication skills, through delivering the session to a group of peers, who will be their learning group. The unit includes opportunities for learners to evaluate their practice with the aid of feedback from the tutor/assessor and demonstrate their capacity to accept and act on constructive feedback. This is integral to reflective practice and using the feedback from others helps provide a more balanced perspective in self-evaluation.
- Understanding assessment in education & training (3 Credits) The aim of this unit is to enable the learner to understand how different types and methods of assessment are used in education and training. The unit covers ways to involve students in assessment and requirements for record keeping. The unit addresses the need for learners to understand how types and methods of assessment can be used both to check and correct learning as an integral part of education and training. It is also important for learners to have the opportunity to review the role, particularly of formative assessment, in a teaching or training context, and the relative strengths and weaknesses of different methods. Using basic principles, learners will be able to select appropriate approaches to formative assessment that meet learners’ needs, as well as specific assessment requirements. This will encourage the practice of assessment becoming an integral part of the learning process. This unit highlights ways to actively involve individuals in the assessment process, recognising the role of self- and peer-assessment, and the use of constructive feedback to encourage the sharing of responsibility for assessment with learners. The unit focuses on the need for assessment to be recorded, both formally and informally, in a way that can be shared with the students, the assessor and the organisation. Assessment records provide a measure of students’ achievement, and targets for action planning, and should support learning, but may also be required formally as a part of the organisation’s quality assurance process.