Level 3 Award in Education and Training

Introduction to the Level 3 Award in Education and Training

The TQUK Level 3 Award in Education and Training (QCF) is an introductory, knowledge based teaching qualification which can be undertaken by individuals who are not yet in a teaching role (pre-service), or are currently teaching (in-service). However, there is a minimum requirement to take part in microteaching. Microteaching is an activity where trainee teachers prepare and deliver a short teaching and learning session to their peers and then evaluate their practice. The qualification is suitable for individuals who:

  • are not yet in a teaching role (pre-service)
  • are in a teaching role, or who have just started a teaching role (in-service)
  • want a short qualification
  • have the potential to study at this level, which has the same level of demand as that of study for A-levels
  • want a qualification without a minimum teaching practice requirement
  • may have already achieved some Learning and Development units that can be brought forward into this teaching qualification (known as QCF equivalents). Pro-formas to support the qualification are available in the appendices; however, centres are free to design and use their own providing they meet the requirements of the qualification

The full qualification specification can be found by click here…

Level 3 award in education and training

Qualification purpose

The TQUK Level 3 Award in Education and Training (QCF) is a new qualification which replaces the Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (PTLLS). The purpose of the qualification in the QCF is to ‘prepare for employment in a specific occupational area’ (C2). The TQUK Level 3 Award in Education and Training (QCF) is an introductory teaching qualification, which prepares learners for teaching or training in a wide range of contexts. It does not develop competence, as learners are not required to be in a teaching position. The qualification is suitable for individuals who wish to teach in the Further Introduction to the qualification 4 Education and Skills Sector and forms a foundation for those with little or no previous experience of teaching or training. Some units from the Learning and Development suite of qualifications may be achieved within this qualification. These units require practice to be assessed in the trainee teacher’s place of work. More detail can be found in the ‘structure of the qualification’ section.

Entry requirements

Learners must be at least 19 years of age at certification There are no specific entry requirements and learners do not need to have teaching practice hours to achieve the qualification. There may be a requirement, by a learner’s employer for them to hold a current CRB Certificate if they currently or intend to work with learners who are covered by the CRB regulations. It is the learner’s responsibility to seek advice from their employer regarding this, along with attending any necessary Safeguarding information events. Centres are responsible for ensuring the qualification is appropriate for the age and ability of the learners. There is no requirement for a learner to take the TQUK Level 3 Award in Education and Training (QCF) if they already hold an equivalent QCF qualification such as PTLLS, or an exempt qualification, which is listed on the Standards Verification UK tariff: http://www.standardsverificationuk.org/evidencing-skills-and-qualifications/tariff-of-qualifications-itt/whatqualifications-are-on-the-tariff/ There is no requirement for learners to demonstrate their knowledge, understanding and personal skills in literacy, language, numeracy and information communication technology (ICT), known as the Minimum Core as part of the TQUK Level 3 Award in Education and Training (QCF). However those who progress to the Level 4 Certificate and/or the Level 5 Diploma in Education and Training are required to demonstrate these skills.

Units of Assessment

Unit 1

Title: Understanding roles, responsibilities and relationships in education and training

Level: 3 Credit value: 3 Guided learning hours: 12 Learning outcomes The learner will: Assessment criteria The learner can: 1. Understand the teaching role and responsibilities education and training 1.1 Explain the teaching role and responsibilities in education and training 1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities 1.3 Explain ways to promote equality and value diversity 1.4 Explain why it is important to identify and meet individual learner needs 2. Understand ways to maintain a safe and supportive learning environment 2.1 Explain ways to maintain a safe and supportive learning environment 2.2 Explain why it is important to promote appropriate behaviour and respect for others 3.1 Explain how the teaching role involves working with other professionals 3.2 Explain the boundaries between the teaching role and other professional roles 3.3 Describe points of referral to meet the individual needs of learners Recommended content for the delivery of this unit The teacher’s role and responsibilities, for example:  acting professionally and with integrity  attending meetings and standardisation activities Units of Assessment 26 3. Understand the relationships between teachers and other professionals in education and training  carrying out relevant administrative requirements  communicating appropriately and effectively with learners and others  completing attendance records/registers  maintaining a safe, positive and accessible learning environment for learners and others  maintaining records and confidentiality  partaking in quality assurance processes  support learners and ensure learning is taking place  teaching and training in an inclusive, engaging and motivating way Legislation, regulatory requirements and codes of practice, for example: Copyright Designs and Patents Act (1988) Data Protection Act (1998) Freedom of Information Act (2000) Health and Safety at Work etc Act (1974) Safeguarding Vulnerable Groups Act (2006) Control of Substances Hazardous to Health (COSHH) Regulations (2002) for subjects which include the use of chemicals and hazardous materials Food Hygiene Regulations (2006) for subjects which include the use of food Health and Safety (Display Screen Equipment) Regulations (1992) for subjects which include the use of computer screen Manual Handling Operation Regulations (1992) for subjects which include the lifting and carrying of items Codes of practice such as: Acceptable use of information technology, Timekeeping, Dress,Equality and Diversity, for example: The Equality Act (2010) ways to promote differentiation, inclusion, equality and diversity, for example, by:  agreeing ground rules with learners  challenging prejudice, discrimination and stereotyping as it occurs  facilitating discussions regarding cultural topics, popular television programmes and relevant news stories  organising the environment to enable ease of access around any obstacles  producing resources in different formats i.e. hard copy and/or electronic  using naturally occurring opportunities to explore aspects such as Ramadan or Chinese New Year  using resources which reflect different abilities, ages, cultures, genders and races Identifying and meeting individual learner needs, for example: o identifying needs: information, advice and guidance (IAG) interview, communicating with 27 the learner prior to commencement, as part of the initial assessment process, during discussions at the interview stage, tutorial reviews o needs: dyslexia, English as a second or other language, financial issues, health concerns, transport problems etc o meeting needs: to improve motivation, attendance, progress and achievement by providing additional support, and/or referring learners to appropriate people or agencies Maintaining a safe and supportive learning environment, for example:  ensuring the physical, social and learning aspects are appropriate, accessible and suitable  health and safety  safeguarding Appropriate behaviour and respect, for example:  being honest, reliable and trustworthy  challenging and managing inappropriate behaviour  communicating appropriately  encouraging politeness and consideration towards others  leading by example  liaising and working with others in a professional manner  listening to others’ points of view  to create an appropriate atmosphere in which learning can effectively take place  valuing others’ opinions Working with other professionals, for example:  administration staff  assessors  internal and external quality assurers  health and safety officers  learning support staff  managers  reprographics staff  support workers  technicians Boundaries, for example:  knowing the boundaries of the teaching role i.e. knowing where the teaching role stops and not overstepping it  not doing something which is part of someone else’s role  not blurring the teaching role with a supportive and/or assessment or other role  not putting the professional role under pressure from managers, targets or funding Points of referral to meet individual needs, for example:  local library or internet café, specialist colleagues and/or training programmes  relevant support agencies, telephone helplines, Citizens Advice Bureau 28  health centres, general practitioners, hospitals  National Careers Service  specialist staff internal or external to the organisation 29

 

Unit 2

Title: Understanding and using inclusive teaching and learning approaches in education and training

Level: 3 Credit value: 6 Guided learning hours: 24 Learning outcomes The learner will: Assessment criteria The learner can:

1. Understand inclusive teaching and learning approaches in education and training 1.1 Describe features of inclusive teaching and learning 1.2 Compare the strengths and limitations of teaching and learning approaches used in own area of specialism in relation to meeting individual learner needs 1.3 Explain why it is important to provide opportunities for learners to develop their English, mathematics, ICT and wider skills 2. Understand ways to create an inclusive teaching and learning environment 2.1 Explain why it is important to create an inclusive teaching and learning environment 2.2 Explain why it is important to select teaching and learning approaches, resources and assessment methods to meet individual learner needs 2.3 Explain ways to engage and motivate learners 2.4 Summarise ways to establish ground rules with learners 3. Be able to plan inclusive teaching and learning 3.1 Devise an inclusive teaching and learning plan 3.2 Justify own selection of teaching and learning approaches, resources and assessment methods in relation to meeting individual learner needs 4. Be able to deliver inclusive teaching and learning 4.1 Use teaching and learning approaches, resources and assessment methods to meet individual learner needs 4.2 Communicate with learners in ways that meet their individual needs. 30 4.3 Provide constructive feedback to learners to meet their individual needs. 5. Be able to evaluate the delivery of inclusive teaching and learning 5.1 Review the effectiveness of own delivery of inclusive teaching and learning. 5.2 Identify areas for improvement in own delivery of inclusive teaching and learning. Recommended content for the delivery of this unit Features of inclusive teaching and learning, for example:  ascertaining individual needs, learning preferences and goals  challenging stereotyping, discrimination and prejudice as it occurs  differentiating activities to address individual differences; for example, different abilities and levels  ensuring the environment is accessible to all learners  identifying where modifications or changes are needed to equipment or activities  recognising and valuing individual learner contributions and achievements  using a wide range of teaching, learning and assessment approaches based upon learner needs  using resources and materials which positively promote all aspects of community and society, equality and diversity Strengths and limitations of teaching and learning approaches, for example, those applicable to:  demonstrations  discussions  distance, open or e-learning  group work  instruction  practical activities  presentations  questions and answers  research  role plays  seminars  technology based teaching and learning Opportunities for English, maths, ICT and wider skills, for example: The reasons i.e. to enable learners to function confidently, effectively and independently in their personal and professional lives English: reading, writing, listening, speaking, discussing Maths: approximations, estimations, calculations, measurements ICT: using smart phones, computers, tablets, laptops etc for e-mail, web-based research, social 31 networking, watching videos, using presentation packages, word processors, spreadsheets, databases for projects, virtual learning environments (VLE) for accessing and submitting resources, materials and assignments Wider skills: group work and activities to promote: Citizenship, Employability, Enterprise, Social Responsibility, Sustainability, Working with Others, Problem Solving, Improving own Learning and Performance Creating an inclusive teaching and learning environment, for example, by:  actively including all learners, and differentiating for abilities, levels, learning preferences and individual needs  conveying passion and enthusiasm for the subject  establishing a purposeful learning environment where all learners feel safe, secure, confident and valued  following policies and procedures for example health and safety, equality and diversity  giving appropriate support  motivating learners  understanding challenges, barriers and attitudes to learning  using a range of different resources to meet the needs of all learners  using effective teaching, learning and assessment approaches Resources, for example:  handouts, working models, interactive whiteboards, ICT, flipcharts, videos, text books, people i.e. visiting speaker etc  how they can meet individual learner needs Assessment approaches, for example:  assignments  case studies  observations  puzzles and quizzes  questions: oral and written  tests and exams Engaging and motivating learners, for example, by:  asking open questions  being aware of attention-span time limits  giving ongoing constructive, supportive and developmental feedback  giving praise and encouragement  setting realistic aims and objectives  stretching learners’ potential  supporting those who need it  treating learners with respect and as individuals  using activities to get learners actively working together 32  varying teaching, learning and assessment approaches to reach all learning preferences Establishing ground rules, for example, by:  activities, discussions, group work, icebreakers, role plays etc  deciding and agreeing what is negotiable and non-negotiable  listing ground rules such as switching off electronic devices, arriving on time, respecting others etc Planning the microteach session, for example, by:  creating an inclusive teaching and learning plan (session plan) to include:  details of learners, the venue, date, time and subject/topic  realistic aims and objectives  teaching, learning and assessment approaches  resources  appropriate timings for all activities Delivering the microteach session, for example, by:  using teaching, learning and assessment approaches to meet individual learner needs  communicating effectively with learners  assessing individual learning and achievement  providing constructive feedback Evaluating the microteach session, for example, by:  reflecting on progress and development  reviewing the effectiveness of the delivery  identifying areas for improvement Additional Assessment requirements There is a microteaching requirement for this unit. Trainee teachers must be involved in at least one hour of microteaching. Each trainee teacher must deliver at least one 15-minute microteaching session that is observed and assessed by a member of the centre’s delivery team. For the additional 45 minutes, the trainee teacher can either deliver additional microteaching sessions or observe the microteaching sessions of other trainee teachers. Alternatively, in-service learners can be observed in their place of work for one hour. 33

Unit 3

Title: Facilitate learning and development for individuals

Level: 3 Credit value: 6 Guided learning hours: 25

Learning outcomes The learner will: Assessment criteria The learner can: 1. Understand principles and practices of one-to-one learning and development 1.1 Explain purposes of one-to-one learning and development 1.2 Explain factors to be considered when facilitating learning and development to meet individual needs 1.3 Evaluate methods for facilitating learning and development to meet the needs of individuals 1.4 Explain how to manage risks and safeguard individuals when facilitating one-to-one learning and development 1.5 Explain how to overcome individual barriers to learning 1.6 Explain how to monitor individual learner progress 1.7 Explain how to adapt delivery to meet individual learner needs 2. Be able to facilitate one-to-one learning and development 2.1 Clarify facilitation methods with individuals to meet their learning and/or development objectives 2.2 Implement activities to meet learning and/or development objectives 2.3 Manage risks and safeguard learners participating in one-to-one learning and/or development 3. Be able to assist individual learners in applying new knowledge and skills in practical contexts 3.1 Develop opportunities for individuals to apply their new knowledge and learning in practical contexts 3.2 Explain benefits to individuals of applying new knowledge and skills 4. Be able to assist individual 4.1 Explain benefits of self evaluation to individuals 34 learners in reflecting on their learning and/or development 4.2 Review individual responses to one-to-one learning and/or development 4.3 Assist individual learners to identify their future learning and/or development needs Additional assessment requirements This unit assesses occupational competence. Evidence for learning outcomes 2, 3 and 4 must come from performance in the work environment. Simulations, projects or assignments are not allowed for these outcomes. The unit relates to Learning and Development National Occupational Standards, Standard 7: Facilitate individuals’ learning and development 35 Unit 4 Title: Facilitate learning and development in groups Level: 3 Credit value: 6 Guided learning hours: 25 Learning outcomes The learner will: Assessment criteria The learner can: 1. Understand principles and practices of learning and development in groups 1.1 Explain purposes of group learning and development 1.2 Explain why delivery of learning and development must reflect group dynamics 1.3 Evaluate methods for facilitating learning and development to meet the needs of groups 1.4 Explain how to manage risks and safeguard individuals when facilitating learning and development in groups 1.5 Explain how to overcome barriers to learning in groups 1.6 Explain how to monitor individual learner progress within group learning and development activities 1.7 Explain how to adapt delivery based on feedback from learners in groups 2. Be able to facilitate learning and development in groups 2.1 Clarify facilitation methods with group members to meet group and individual learning objectives 2.2 Implement learning and development activities to meet learning objectives 2.3 Manage risks to group and individual learning and development 3. Be able to assist groups to apply new knowledge and skills in practical contexts 3.1 Develop opportunities for individuals to apply new knowledge and skills in practical contexts 3.2 Provide feedback to improve the application of learning 36 4. Be able to assist learners to reflect on their learning and development undertaken in groups 4.1 Support self-evaluation by learners 4.2 Review individual responses to learning and development in groups 4.3 Assist learners to identify their future learning and development needs Additional assessment requirements This unit assesses occupational competence. Evidence for learning outcomes 2, 3 and 4 must come from performance in the work environment. Simulations, projects or assignments are not allowed. The unit relates to Learning and Development National Occupational Standards, Standard 6: Manage learning and development in groups 37

Unit 5

Title: Understanding assessment in education and training Level: 3 Credit value: 3 Guided learning hours: 12

Learning outcomes The learner will: Assessment criteria The learner can: 1. Understand types and methods of assessment used in education and training 1.1 Explain the purposes of types of assessment used in education and training 1.2 Describe characteristics of different methods of assessment in education and training 1.3 Compare the strengths and limitations of different assessment methods in relation to meeting individual learner needs 1.4 Explain how different assessment methods can be adapted to meet individual learner needs 2. Understand how to involve learners and others in the assessment process 2.1 Explain why it is important to involve learners and others in the assessment process 2.2 Explain the role and use of peer and self-assessment in the assessment process 2.3 Identify sources of information that should be made available to learners and others involved in the assessment process 3. Understand the role and use of constructive feedback in the assessment process 3.1 Describe key features of constructive feedback 3.2 Explain how constructive feedback contributes to the assessment process 3.3 Explain ways to give constructive feedback to learners 4. Understand requirements for keeping records of assessment in education and training 4.1 Explain the need for keeping records of assessment of learning 4.2 Summarise the requirements for keeping records of assessment in an organisation 38 Recommended content for the delivery of this unit Types of assessment, for example:  initial, diagnostic, formative, holistic, summative Methods of assessment, their strengths and limitations, and how they can be adapted to meet individual needs, for example, those applicable to:  assignments  case studies  discussions  essays  exams  gapped handouts  observations  puzzles and quizzes  questions: oral and written  tests and exams Involving learners and others in the assessment process, for example, by:  ensuring learners are fully briefed and agree to appropriate activities and target dates  taking individual learner needs into account  ascertaining and building on prior learning and experience  enabling the learner to discuss what progress they are making  involving others who are associated with the learner, for example, other assessors, workplace supervisors etc, to ensure they are aware of progress and achievement Peer and self assessment, for example:  peer assessment involves a learner assessing another learner’s progress  self-assessment involves a learner assessing their own progress  the advantages and disadvantages of both  encouraging learners to make decisions about what has been learnt so far, take responsibility for their learning and become involved with the assessment process Sources of information for learners and others, for example:  the standards, qualification, job role or units to be assessed  assessment plans  feedback records  websites, text books and journals  progress and achievement records Constructive feedback, for example key features such as:  using the learner’s name  asking the learner how they feel they have done, before telling them  giving specific feedback regarding what was, and what wasn’t achieved 39  making feedback a two way process to allow a discussion to take place  being aware of body language  setting new targets or action points  how feedback contributes to the assessment process by:  enabling learners to know what progress they have made, what they have achieved and any action that may be required  creating opportunities for clarification and discussion  emphasising progress rather than failure  helping improve confidence and motivation  identifying further learning opportunities  ways to give feedback such as:  formally, informally  directly, indirectly  constructive, destructive  objective, subjective  evaluative, descriptive  Assessment records, for example:  achievement dates and grades  assessment plans  assessment feedback records  authentication declarations/statements  initial and diagnostic assessment results  learning preference results  observation checklists  progress reviews  records of questions and responses  The need to keep records of assessment, for example:  to show an audit trail of progress and achievement in case of an appeal for internal and external quality assurance purposes for funding purposes to comply with relevant legislation, policies and procedures. 40

Unit 6

Title: Understanding the principles and practices of assessment Level: 3 Credit value: 3 Guided learning hours: 24

Learning outcomes The learner will: Assessment criteria The learner can: 1. Understand the principles and requirements of assessment 1.1 Explain the function of assessment in learning and development 1.2 Define the key concepts and principles of assessment 1.3 Explain the responsibilities of the assessor 1.4 Identify the regulations and requirements relevant to assessment in own area of practice 2. Understand different types of assessment method 2.1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners 3. Understand how to plan assessment 3.1 Summarise key factors to consider when planning assessment 3.2 Evaluate the benefits of using a holistic approach to assessment 3.3 Explain how to plan a holistic approach to assessment 3.4 Summarise the types of risks that may be involved in assessment in own area of responsibility 3.5 Explain how to minimise risks through the planning process 4. Understand how to involve learners and others in assessment 4.1 Explain the importance of involving the learner and others in the assessment process 4.2 Summarise types of information that should be made available to learners and others involved in the assessment process 4.3 Explain how peer and self-assessment can be used 41 effectively to promote learner involvement and personal responsibility in the assessment of learning 4.4 Explain how assessment arrangements can be adapted to meet the needs of individual learners 5. Understand how to make assessment decisions 5.1 Explain how to judge whether evidence is:  sufficient  authentic, and  current 5.2 Explain how to ensure that assessment decisions are:  made against specified criteria  valid  reliable, and  fair 6. Understand quality assurance of the assessment process 6.1 Evaluate the importance of quality assurance in the assessment process 6.2 Summarise quality assurance and standardisation procedures in own area of practice 6.3 Summarise the procedures to follow when there are disputes concerning assessment in own area of practice 7. Understand how to manage information relating to assessment 7.1 Explain the importance of following procedures for the management of information relating to assessment 7.2 Explain how feedback and questioning contribute to the assessment process 8. Understand the legal and good practice requirements in relation to assessment 8.1 Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare 8.2 Explain the contribution that technology can make to the assessment process 8.3 Evaluate requirements for equality and diversity and, where appropriate, bilingualism in relation to assessment 42 8.4 Explain the value of reflective practice and continuing professional development in the assessment process This unit relates to the Learning and Development National Occupational Standards, Standard 9: Assess learner achievement.

 

First Aid Training

Level 3 award in Education and Training led by our Owner Stuart McNicoll