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Overview - Focus Awards Level 3 Award in Education and Training (AET)
Nothing is more important than a solid educational base in a country to ensure the standard of living. However, the educational sector needs continuous development to keep the study relevant. Our Focus Awards Level 3 Award in Education and Training (AET) is an input for this cause. We have compiled the best modules related to education and training prepared by industry experts. The course aims to equip you with an understanding of the teaching role and responsibilities in education and training, maintaining a safe and supportive learning environment and understanding relationships between teachers and other professionals in education and training. Teaching and learning approaches in education and training, ways to create an inclusive teaching and learning environment and planning, delivering and evaluating inclusive teaching and learning will make the study practical. Moreover, having training in types and methods of assessment used in education and training, how to involve learners and others in the assessment process, the role and use of constructive feedback in the assessment process and the requirements for keeping a record of assessment in education and training will help you to build strong ground in the industry. Don’t lag behind! It’s time to progress with us!
Qualification
Focus Awards Level 3 Award in Education and Training (RQF)
What You Will Learn from this Course:
- Recognise the importance of education and training
- Learn about methods used in education and training for teaching and learning.
- Learn about education, training, and models.
- Learn about professional development, education, and training.
- Being able to self-evaluate
- Recognise the learning criteria used by a company
Career Prospects
Upon completion of the Focus Awards Level 3 Award in Education and Training, you may pursue various roles in the education and training field in the UK, including:
- Educational Coordinator
- Training and Development Specialist
- Learning Support Assistant
- Further Education Lecturer
- Education Administrator
Why Choose Teachers Training:
Some of our features are:
- Top-notch virtual learning materials
- Modules availability 24/7
- An easy-to-use online learning platform
- Compliant learning
- Recognised qualification
- Exquisite customer service
Course Description
Learners must earn a minimum of 12 credits to pass this qualification: 3 credits from mandatory group A, 6 credits from optional group B, and 3 credits from optional group C.
Course Curriculum:
- Unit 1: Understanding Roles, Responsibilities and Relationships in Education and Training
- Unit 2: Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training
- Unit 5: Understanding Assessment in Education and Training
Qualification Purpose
The purpose of Focus Awards Level 3 Award in Education and Training (RQF) is to help learners gain understanding of the roles, responsibilities, and interactions in education and training.
Total Qualification Time
Total Qualification Time is made up of GLH and an estimation of how many hours a learner will likely spend preparing for, studying for, or engaging in any other type of learning, such as assessment, which occurs at the learner’s direction but not under the guidance of a lecturer, supervisor, or tutor.
There are 120 hours required to complete this certification in its entirety.
Guided Learning Hours
These hours are made up of all contact time, guidance or supervision of a learner by a lecturer, supervisor, tutor, trainer or other appropriate provider of education or training.
Guided Learning Hours for this qualification is 48.
Who is this course for?
The Focus Awards Level 3 Award in Education and Training (AET) course is for individuals:
- Willing to be a qualified professional in the educational sector
- Looking for a perfect educational and training certificate to be successful in this sector
Entry Requirements
This qualification has no specified admission requirements. Students must be at least 19 to pursue certification.
Progression:
- Focus Award Level 4 Diploma in Learning and Development (RQF)
Method of Assessment
- Assessment activities consist of written assignments and microteaching sessions.
- Learners must be involved in at least one hour of microteaching for unit 2, where they deliver at least one 15-minute microteaching session that is observed and assessed by a tutor. Learners may also choose to deliver additional microteaching sessions or observe the microteaching sessions of other learners for the remaining 45 minutes.
- All assignments should be submitted via the online portal.
- Simulation for this qualification is not permitted.
Regional Coverage
The usage of this degree is authorised in England and Northern Ireland.
Disclaimer
The Teacher’s Training is an affiliate partner of Apex Learning. Under the affiliate program, the Teachers Training is advertising this qualification; however, the course delivery, quality assurance and assessment would be conducted through Apex Learning.
Course Curriculum
| Induction Form | |||
| Induction Form | 00:00:00 | ||
| Registration Entry Form | |||
| Registration Entry Form | 00:00:00 | ||
| Getting Started | |||
| Getting Started AET | 00:00:00 | ||
| Application Form | 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 | 00:00:00 | ||
| 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 | 00:30:00 | ||
| Teaching Roles, Responsibilities, Relationships and Boundaries in Education and Training | 00:30:00 | ||
| 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 | 00:30:00 | ||
| 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 | 00:30:00 | ||
| Promoting Equality and Valuing Diversity | 00:30:00 | ||
| Promoting Appropriate Behaviour and Respect | 00:30:00 | ||
| Learner Needs and Points of Referral | 00:30:00 | ||
| 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 | 00:25:00 | ||
| Communication | 00:25:00 | ||
| 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 | 00:05:00 | ||
| Table of Teaching and Learning Approaches and Activities | 00:25:00 | ||
| Table of Objectives | 00:05:00 | ||
| The Environment – Examples of Physical, Social and Learning Aspects | 00:05:00 | ||
| 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 | 00:00:00 | ||
| 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 | 00:10:00 | ||
| Assessment Methods | 00:05:00 | ||
| Involving Learners and Others in the Assessment Process | 00:12:00 | ||
| 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 | 00:10:00 | ||
| Table of Example Teaching Records | 00:10:00 | ||
| 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 | ||
| Resubmission | |||
| Resubmission | 00:00:00 | ||
| Submit Your Assignments | |||
| Submit Your Assignments | 00:00:00 | ||
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