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Looking for an opportunity to thrive in the UK’s education and training sector? Well, it’s now at the tip of your finger!
The Teachers Training has brought to you the ultimate AET & CAVA bundle for aspiring education training and assessing learners.
This on-demand bundle of regulated courses comprises intensive modules on all the crucial aspects of education training and vocational achievement assessment according to the standards of Ofqual.
Moreover, this premium regulated bundle is available at the least expenditure for a very limited period of time
What You Will Learn
From CAVA
- How to successfully observe and assess candidates in the workplace or training environment.
- How to collect and assess evidence of competence
- How to successfully carry out all assessment activities, make decisions and provide thorough feedback.
- How to monitor and maintain records, analyse deficiencies, and lead corrective action efforts and many more.
From AET
- Basic principles of teaching and learning
- How to plan sessions
- Different learning methods
- To identify your student's needs and aspirations
- To design and apply appropriate means of assessing your students and many more.
Why Choose Teachers Training
Some of our features are:
- This is a dedicated website for teaching
- 24/7 tutor support
- Interactive Content
- Affordable price
- Courses accredited by the UK’s top awarding bodies
- 100% online
- Flexible deadline
Total Qualification Time
Total Qualification Time comprises GLH and an estimate of the number of hours a learner is likely to spend in preparation, study or any other learning, including assessment, which takes place as directed by, but not under the supervision of a lecturer, supervisor or tutor.
Total Qualification Time for AET qualification is 120 hours.
Total Credit Value for AET qualification is 12
Total Qualification Time for CAVA qualification is 150 hours.
The Credit Value for this CAVA qualification is 15.
Guided Learning Hours
These hours comprise all contact time, guidance or supervision of a learner by a lecturer, supervisor, tutor, trainer or other appropriate education or training providers.
Guided Learning Hours for the AET qualification is 48.
Guided Learning Hours for the CAVA qualification is 84
Methods of Assessment
To complete the AET course and gain a certificate, learners must complete:
- Three written assignments
- One micro-teaching session (which can be submitted as a recorded video)
- Be over the age of 18.
All assignments should be submitted via the online portal.
To complete the CAVA course and gain a certificate, you must complete-
- Unit 1: a variety of writing assignments and submit them
- Unit 2: assessment needs to be taken in a workplace, basically evaluating learners’ work, professional discussions with audio-video evidence.
- Unit 3: you need to be evaluated through your delivered work items and audio-video evidence after you assess learners in a training environment.
- Video Assessment: Including observation, questioning/professional discussion, and inspection of supporting work product evidence needs to be planned to 15-30 mins.
- Detailed Assessment Guidelines are given in “Guidance for Achieving the Unit” section of your learning portal.
Assessment activities are the fulfilment of a few short assignments. You are expected to show evidence of general reading and add references to your work.
All assignments should be submitted via the online portal.
Requirements
For CAVA
- Passion for learning,
- A good understanding of the English language,
- You should be able to use a PC at a beginner level,
- Over the age of 18.
For AET
- You will be asked to submit a copy of identification documents such as a passport or driving license.
Career Path
This certificate will open up a whole lot of opportunities for you, here are just a few examples-
- Teacher
- Primary School Teacher
- Secondary School Teacher
- Private Tutor
- Freelance Teacher/Trainer
- Technical Certificates
- Apprenticeships
- Functional Skills
- Awards
- Certificates
- Diplomas
Individual
Corporate - B2B
Course Curriculum
| Certificate in Assessing Vocational Achievement (CAVA) | |||
| Guidance for Achieving the Units | |||
| Unit 1 Understanding The Principles And Practices Of Assessment Guidance For Achieving The Unit | 00:00:00 | ||
| Unit 2 Assess Occupational Competence In The Work Environment Guidance For Achieving The Unit | 00:00:00 | ||
| Unit 3 Assess Vocational Skills, Knowledge And Understanding Guidance For Achieving The Unit | 00:00:00 | ||
| Assessment Guidelines | 00:00:00 | ||
| Support Materials | |||
| Unit 01 : Understanding the Principles and Practices of Assessment | |||
| LO1: Understand the Principles and Requirements of Assessment | |||
| 1. Functions of Assessment in Learning and Development | 00:00:00 | ||
| 2. Key Concepts and Principles of Assessment | 00:00:00 | ||
| 3. Responsibilities of an Assessor | 00:00:00 | ||
| 4. Regulations and Requirements Relevant to the Assessment | 00:00:00 | ||
| LO2: Understand Different Types of Assessment Method | |||
| 1. Strengths and Limitations of Various Assessment Methods | 00:00:00 | ||
| LO3: Understand How to Plan Assessment | |||
| 1. Key Factors to Consider When Planning Assessment | 00:00:00 | ||
| 2. Benefits of Using A Holistic Approach to Assessment | 00:00:00 | ||
| 3. How to Plan A Holistic Approach to Assessment | 00:00:00 | ||
| 4. Types of Risks Involved in Assessment | 00:00:00 | ||
| 5. How to Minimise Risks Through the Planning Process | 00:00:00 | ||
| LO4: Understand How to Involve Learners and Others in Assessment | |||
| 1. Importance of Involving Learner and Others in The Assessment Process | 00:00:00 | ||
| 2. Information That Should Be Made Available to Learners and Others | 00:00:00 | ||
| 3. How to Use Peer and Self-Assessment Effectively | 00:00:00 | ||
| 4. Assessment Arrangements to Meet the Needs of Individual Learners | 00:00:00 | ||
| LO5: Understand How to Make Assessment Decisions | |||
| 1. Assessment Decisions and Judging Evidence | 00:00:00 | ||
| LO6: Understand Quality Assurance of the Assessment Process | |||
| 1. Importance of Quality Assurance in The Assessment Process | 00:00:00 | ||
| 2. Quality Assurance and Standardisation Procedures | 00:00:00 | ||
| 3. Appeals, Complaints & Disputes Procedures Concerning Assessment in Own Area of Practice | 00:00:00 | ||
| LO7: Understand How to Manage Information Relating to Assessment | |||
| 1. Importance of Following Procedures for The Management of Information Relating to Assessment | 00:00:00 | ||
| 2. How Feedback and Questioning Contribute to the Assessment Process | 00:00:00 | ||
| LO8: Understand the Legal and Good Practice Requirements in Relation to Assessment | |||
| 1. Legal Issues, Policies and Procedures Relevant to Assessment | 00:00:00 | ||
| 2. Contribution of Technology in the Assessment Process | 00:00:00 | ||
| 3. Evaluation of Requirements for Equality, Diversity | 00:00:00 | ||
| 4. Reflective Practice and Continual Professional Development | 00:00:00 | ||
| Unit 02 : Assess Occupational Competence in the Work Environment | |||
| LO1: Be Able to Plan the Assessment of Occupational Competence | |||
| 1. Assessment Planning of Occupational Competence | 00:00:00 | ||
| 2. Communicating the Process of Assessing Occupational Competence to The Learner | 00:00:00 | ||
| 3. Planning the Assessment of Occupational Competence to Address Learner Needs and Current Achievements | 00:00:00 | ||
| 4. Opportunities for Holistic Assessment | 00:00:00 | ||
| LO2: Be Able to Make Assessment Decisions About Occupational Competence | |||
| 1. Valid, Fair and Reliable Assessment Method | 00:00:00 | ||
| 2. Making Assessment Decisions of Occupational Competence | 00:00:00 | ||
| 3. Following Standardisation Procedures | 00:00:00 | ||
| 4. Providing Feedback to Learners | 00:00:00 | ||
| LO3: Be Able to Provide Required Information Following the Assessment of Occupational Competence | |||
| 1. Maintaining Records of the Related Information of the Assessment of Occupational Competence | 00:00:00 | ||
| 2. Sharing Assessment Information with Authorised Colleagues and Procedures to Maintain the Confidentiality | 00:00:00 | ||
| LO4: Be Able to Maintain Legal and Good Practice Requirements When Assessing Occupational Competence | |||
| 1. Relevant Policies, Procedures and Legislation for the Assessment of Occupational Competence | 00:00:00 | ||
| 2. Application of Requirements for Equality and Diversity and Bilingualism in Assessing Occupational Competence | 00:00:00 | ||
| 3. Evaluation of Own Work in Carrying Out Assessments | 00:00:00 | ||
| 4. Maintaining the Currency of Own Expertise and Competence | 00:00:00 | ||
| Unit 03 : Assess Vocational Skills, Knowledge and Understanding | |||
| LO1: Be Able to Prepare Assessments of Vocational Skills, Knowledge and Understanding | |||
| 1. Methods of Assessing Vocational Skills, Knowledge and Understanding to Meet Requirements and Needs | 00:00:00 | ||
| 2. Preparing Resources and Conditions for The Assessment | 00:00:00 | ||
| 3. Communicating the Purpose, Requirements and Processes of Assessment to Learners | 00:00:00 | ||
| LO2: Be Able to Carry Out Assessments of Vocational Skills, Knowledge and Understanding | |||
| 1. Assessment Management to Meet Assessment Requirements | 00:00:00 | ||
| 2. Providing Support to Learners Within Agreed Limitations | 00:00:00 | ||
| 3. Analysing Evidence of Learner Achievement | 00:00:00 | ||
| 4. Making Assessment Decisions Related to Vocational Skills, Knowledge and Understanding | 00:00:00 | ||
| 5. Standardisation Procedures | 00:00:00 | ||
| 6. Feedback on Learners’ Achievement | 00:00:00 | ||
| LO3: Be Able to Provide Required Information Following the Assessment of Vocational Skills, Knowledge and Understanding | |||
| 1. Maintaining Records of Assessment, Its Outcome and Learners Progress | 00:00:00 | ||
| 2. Making Assessment Information Available to Authorised Colleagues as Required and maintaining confidentiality | 00:00:00 | ||
| LO4: Be Able to Maintain Legal and Good Practice Requirements When Assessing Vocational Skills, Knowledge and Understanding | |||
| 1. Relevant Policies, Procedures and Legislation Relating to The Assessment of Vocational Skills, Knowledge and Understanding | 00:00:00 | ||
| 2. Applying Requirements for Equality and Diversity and Bilingualism | 00:00:00 | ||
| 3. Evaluation and CPD | 00:00:00 | ||
| Handouts | |||
| Equality and Diversity – Glossary of Terms | 00:00:00 | ||
| Equality and Diversity, and The Equality Act 2010 | 00:00:00 | ||
| Key Feedback Words for Use During Feedback | 00:00:00 | ||
| Table of Assessment Methods Activities Strengths and Limitations | 00:00:00 | ||
| Table of Assessment Types | 00:00:00 | ||
| Table of Example Assessment Records | 00:00:00 | ||
| Table of Example Assessment Requirements | 00:00:00 | ||
| Table of Objectives | 00:00:00 | ||
| Table of Potential Learner Needs and Points of Referral | 00:00:00 | ||
| Table of Resources Which Could be Used for Teaching, Learning and Assessment | 00:00:00 | ||
| Using Questions | 00:00:00 | ||
| Self-Assessment | |||
| Unit One Understanding The Principles And Practices Of Assessment – Self-Assessment Grid | 00:00:00 | ||
| Unit Two Assess Occupational Competence In The Work Environment – Self-Assessment Grid | 00:00:00 | ||
| Unit Three Assess Vocational Skills, Knowledge And Understanding – Self-Assessment Grid | 00:00:00 | ||
| Assessment Plan | |||
| Unit 1 Understanding The Principles And Practices Of Assessment Assessment Plan | 00:00:00 | ||
| Unit 2 Assess Occupational Competence In The Work Environment Assessment Plan | 00:00:00 | ||
| Unit 3 Assess Vocational Skills, Knowledge And Understanding Assessment Plan | 00:00:00 | ||
| Observation Checklist - For Assessors of The Assessment Units | |||
| OBSERV 1 | 00:00:00 | ||
| OBSERV 2 | 00:00:00 | ||
| Templates and Completed Examples | |||
| Templates | |||
| Template – Continuing Professional Development Record | 00:00:00 | ||
| Template – Personal Development Plan | 00:00:00 | ||
| Template – Reflective Learning Journal | 00:00:00 | ||
| Template – Standardisation Record for Assessed Work | 00:00:00 | ||
| Templates – A Full Set of Assessment Records | 00:00:00 | ||
| Completed Examples | |||
| Completed Example of A Continuing Professional Development Record | 00:00:00 | ||
| Completed Example of A Full Set Of Assessment Records | 00:00:00 | ||
| Completed Example of A Personal Development Plan | 00:00:00 | ||
| Completed Example of A Reflective Learning Journal | 00:00:00 | ||
| Completed Example of A Standardisation Record For Assessed Work | 00:00:00 | ||
| Award in Education and Training (AET) | |||
| Getting Started | |||
| Getting Started AET | 00:00:00 | ||
| Application Form (AET) | 00:00:00 | ||
| Unit 1: Understanding Roles, Responsibilities and Relationships in Education and Training | |||
| Self-Assessment Grid | |||
| Self-Assessment Grid – Understanding Roles, Responsibilities and Relationships in Education and Training | 00:02:00 | ||
| Guidance For Achieving The Unit | |||
| Guidance For Achieving the Unit – Understanding Roles, Responsibilities and Relationships in Education and Training | 00:15:00 | ||
| Information Leaflets | |||
| An introduction to the Level 3 Award in Education and Training | 00:15:00 | ||
| Teaching Roles, Responsibilities, Relationships and Boundaries in Education and Training | 00:30:00 | ||
| Teaching Roles, Responsibilities, Relationships and Boundaries | 00:20:00 | ||
| Legislation, Regulatory Requirements and Codes of Practice | 00:15:00 | ||
| Promoting Equality and Valuing Diversity | 00:25:00 | ||
| Promoting Appropriate Behaviour and Respect for Others | 00:20:00 | ||
| Learner Needs and Points of Referral | 00:25:00 | ||
| Handouts | |||
| Table of Examples of Teaching Roles and Responsibilities | 00:10:00 | ||
| Table of Example Boundaries of Teaching | 00:10:00 | ||
| The Teaching, Learning and Assessment Cycle | 00:10:00 | ||
| Table of Potential Learner Needs and Points of Referral | 00:10:00 | ||
| Identifying Inequality | 00:05:00 | ||
| Learner Differences | 00:05:00 | ||
| Ways to Promote and Advance Equality | 00:15:00 | ||
| Ways to Promote Inclusion | 00:10:00 | ||
| Safeguarding, Prevent Duty and British Values | 00:20:00 | ||
| Tips for Teachers and Trainers | 00:15:00 | ||
| Equality and Diversity – Glossary of Terms | 00:25:00 | ||
| Checklists | |||
| Teaching, Learning and Assessment Checklist | 00:20:00 | ||
| Advancing Equality and Diversity Checklist | 00:20:00 | ||
| General Items | |||
| Pre-Course Assessment Form | 00:00:00 | ||
| Action Plan Template for Achievement of The Award | 00:00:00 | ||
| Course Evaluation Form | 00:00:00 | ||
| Beginner’s Guide to Referencing | 00:25:00 | ||
| Verbs Used in The Award’s Assessment Criteria with Their Meanings | 00:05:00 | ||
| Glossary of Educational Terms | 00:25:00 | ||
| Educational Abbreviations and Acronyms | 00:15:00 | ||
| Learning Outcomes and Assessment Criteria | |||
| An introduction to the Level 3 Award in Education and Training | 00:30:00 | ||
| Teaching Roles, Responsibilities, Relationships and Boundaries in Education and Training | 00:30:00 | ||
| Legislation, Regulatory Requirements and Codes of Practice | 00:00:00 | ||
| Promoting Equality and Valuing Diversity | 00:00:00 | ||
| Promoting Appropriate Behaviour and Respect | 00:00:00 | ||
| Learners Needs and Points of Referral | 00:00:00 | ||
| Video Tutorials | |||
| Award in Education and Training Level 3 Workshop Objectives | 00:16:00 | ||
| Understanding Roles, Responsibilities and Relationships in Education and Training | 01:38:00 | ||
| Unit 2: Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training | |||
| Self-Assessment Grid | |||
| Self-Assessment Grid – Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training | 00:00:00 | ||
| Guidance For Achieving The Unit | |||
| Guidance For Achieving the Unit – Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training | 00:25:00 | ||
| Micro Teaching | |||
| Micro Teaching | 00:00:00 | ||
| Detailed Guide to Micro-Teaching Session | 00:00:00 | ||
| Information Leaflets | |||
| Inclusive Teaching and Learning | 00:30:00 | ||
| Teaching, Learning and Assessment Approaches | 00:30:00 | ||
| Providing Opportunities for English, Maths, ICT and Wider Skills | 00:30:00 | ||
| Theories of Learning | 00:30:00 | ||
| Communication | 00:30:00 | ||
| Induction, Icebreakers and Ground Rules | 00:30:00 | ||
| Creating a Scheme of Work | 00:30:00 | ||
| Creating a Session Plan | 00:30:00 | ||
| Self-Evaluation and Continuing Professional Development | 00:20:00 | ||
| Handouts | |||
| Table of Resources Which Could Be Used for Teaching, Learning and Assessment | 00:30:00 | ||
| Table of Teaching and Learning Approaches and Activities | 00:30:00 | ||
| Table of Objectives | 00:30:00 | ||
| The Environment – Examples of Physical, Social and Learning Aspects | 00:30:00 | ||
| Templates | |||
| Template – Induction Checklist | 00:00:00 | ||
| Template – Icebreaker – Bingo | 00:00:00 | ||
| Template – Icebreaker – Getting to Know You | 00:00:00 | ||
| Templates and Completed Examples | |||
| Template – Rationale for a Scheme of Work | 00:00:00 | ||
| Completed Example of a Rationale for a Scheme of Work | 00:15:00 | ||
| Template – Scheme of Work | 00:05:00 | ||
| Completed Example of a Scheme of Work | 00:05:00 | ||
| Template – Session Plan | 00:00:00 | ||
| Completed Example of a Session Plan | 00:10:00 | ||
| Template – Personal Development Plan | 00:00:00 | ||
| Completed Example of a Personal Development Plan | 00:05:00 | ||
| Template – Continuing Professional Development (CPD) Record | 00:00:00 | ||
| Completed Example of a Continuing Professional Development (CPD) Record | 00:05:00 | ||
| Template – Reflective Learning Journal | 00:00:00 | ||
| Completed Example of a Reflective Learning Journal | 00:10:00 | ||
| Template – Summary and Action Plan | 00:00:00 | ||
| Completed Example of a Summary and Action Plan | 00:05:00 | ||
| Checklist | |||
| Verbal, Listening, Non-Verbal and Written Communication Skills Checklist | 00:15:00 | ||
| Learning Outcomes and Assessment Criteria | |||
| Inclusive Teaching and Learning | 00:45:00 | ||
| Teaching, Learning and Assessment Approaches | 00:45:00 | ||
| Providing opportunities for English, Maths, ICT and Wider Skills | 00:45:00 | ||
| Theories of Learning | 00:45:00 | ||
| Communication | 00:30:00 | ||
| Induction, Icebreakers and Ground Rules | 00:35:00 | ||
| Creating a Scheme of Work | 00:45:00 | ||
| Devising an Inclusive Teaching and Learning Plan (Session Plan) | 00:45:00 | ||
| Self-Evaluation and Continuing Professional Development | 00:45:00 | ||
| Video Tutorials | |||
| Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training | 01:41:00 | ||
| Unit 5: Understanding Assessment in Education and Training | |||
| Self-Assessment Grid | |||
| Self-Assessment Grid – Understanding Assessment in Education and Training | 00:00:00 | ||
| Guidance For Achieving The Unit | |||
| Guidance For Achieving The Unit – Understanding Assessment in Education and Training | 00:10:00 | ||
| Information Leaflets | |||
| Assessment Types | 00:25:00 | ||
| Assessment Methods | 00:30:00 | ||
| Involving Learners and Others in the Assessment Process | 00:30:00 | ||
| Making Assessment Decisions and Providing Feedback | 00:35:00 | ||
| Record Keeping | 00:20:00 | ||
| Handouts | |||
| Table of Assessment Methods, Approaches and Activities | 00:10:00 | ||
| Table of Assessment Types | 00:15:00 | ||
| Table of Advantages and Limitations of Peer and Self Assessment | 00:05:00 | ||
| Table of Example Teaching Records | 00:05:00 | ||
| Assessor Roles and Responsibilities | 00:05:00 | ||
| Templates and Completed Examples | |||
| A Full Set of Assessment Record Templates | 00:00:00 | ||
| Completed Example of A Full Set of Assessment Records | 00:25:00 | ||
| Learning Outcomes and Assessment Criteria | |||
| Assessment Types | 00:45:00 | ||
| Assessment Methods | 00:35:00 | ||
| Involving Learners and Others in the Assessment Process | 00:45:00 | ||
| Making Assessment Decisions and Providing Feedback | 00:45:00 | ||
| Record Keeping | 00:30:00 | ||
| Video Tutorials | |||
| Understanding Assessment in Education and Training | 00:31:00 | ||
| Assignments | |||
| Assignments | 00:00:00 | ||
| Submit Your Assignments | |||
| Submit Your Assignments – (AET) | 00:00:00 | ||
| Resubmission | |||
| Resubmit your work (AET) | 00:00:00 | ||
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