Level 3 Award in Education and Training

image of a happy lady carring out Education and Training distance learning using laptop

The Level 3 Award in Education and Training (QCF) replaces PTLLS; the Award in Preparing to Teach in the Lifelong Learning Sector (levels 3 and 4).

The new qualification consists of 3 mandatory units. The exciting curriculum underpins the knowledge and skills needed to prepare learners to start or enhance their teaching careers.

Who is this Education and Training course for?

The course is ideal for a wide range of learners, including people entering teaching, training and assessing. It also meets the requirements for training and assessing first aid qualifications as specified by Skills for Health and the HSE.

This training uses distance learning with either one face to face class room day or video evidence to complete the mandatory micro teach sessions, self-evaluation and peer to peer reviews.

Duration

The distance learning element of this course allows students to learn and complete assessments at their own pace.  However, deadlines will be set by the trainer and the course must be completed within a 12 week period, although students may complete the course more quickly if desired.

Syllabus

There are 3 Mandatory units

  • Unit 1: Understanding roles, responsibilities and relationships in education and training.
  • Unit 2: Understand ways to maintain a safe and supportive learning environment.
  • Unit 3:. Understand the relationships between teachers and other professionals in education and training.

Assessment

    • Unit 1: Understanding roles, responsibilities and relationships in education and training
      • 1x assignment (approx 1200 words)

       

    • Unit 2: Understanding and using inclusive teaching and learning approaches in education and training
      • 1x assignment (approx 1200 words)
      • 1x Lesson plan including any resources used
      • 1x Teacher assessed micro teaching session of a minimum duration of 20 minutes
      • 1x self evaluation of micro teaching session
      • 3x peer observation feedback forms

       

    • Unit 3: Understanding assessment in education and training
      • 1x assignment (approx 1200 words)

 

Learning Outcomes and Assessment Criteria:

Unit 1 – Understanding roles, responsibilities and relationships in education and training

LEARNING OUTCOME – THE LEARNER WILL: ASSESSMENT CRITERIA – THE LEARNER CAN:
1. Understand the teaching role and responsibilities in 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. Understand the relationships between teachers and other professionals in education and training. 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.

 

Unit 2 – Understanding and using inclusive teaching and learning approaches in education and training ** This unit includes assessment through micro teach sessions

LEARNING OUTCOME – 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.
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.

Unit 3 – Understanding assessment in education and training

LEARNING OUTCOME – 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 to keep records of assessment of learning.
4.2 Summarise the requirements for keeping records of assessment in an organisation.

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