About this Course

Teaching qualifications have been simplified and renamed (formally PTLLS). The CIEH Level 3 Award in Education and Training is the new introductory level, knowledge-based qualification for individuals who are not in a teaching role but wish to train externally.

In response to recommendations made by a government-commissioned independent review panel, teaching qualifications have been updated. This qualification replaces the CIEH Level 3 Award in Preparing to Teach in the Lifelong Learning Sector.

The CIEH Level 3 Award in Education and Training is a short, introductory, knowledge-based teaching qualification and has no minimum teaching practice requirement – except to engage in a short microteaching session – so may be undertaken by individuals who are not in a teaching role or who have just started a teaching role.

WHO NEEDS THIS QUALIFICATIONS?

This qualification is designed for people who:

• are not in a teaching role, or who have just started a teaching role
  
• want a short qualification
  
• want a qualification without a minimum teaching practice requirement
  
• want to train externally
  

PROGRAMME OUTLINE

The CIEH Level 3 Award in Education and Training provides an introduction to teaching and comprises three units:

• Understanding roles, responsibilities and relationships in education and training
  
• Understanding and using inclusive teaching and learning approaches in education and training
  
• Understanding assessment in education and training

COURSE CONTENT

The CIEH Level 3 Award in Education and Training comprises three QCF units.

UNIT 1: Understanding roles, responsibilities and relationships in education and training

• The teaching role and responsibilities in education and training, including:
  

             – Key aspects of legislation, regulatory requirements and codes of practice

             – Ways to promote equality and value diversity

             – Identifying and meeting individual learner needs

• Ways to maintain a safe and supportive learning environment, including:
  

             – How to promote appropriate behaviour and respect for others

• The relationships between teachers and other professionals in education and training, including:
  

              – Working with other professionals

              – Boundaries between the teaching role and other professional roles

              – Points of referral to meet the individual needs of learners.

UNIT 2: Understanding and using inclusive teaching and learning approaches in education and training

• Inclusive teaching and learning approaches in education and training, including:
  

             – The features of inclusive teaching and learning

             – The strengths and limitations of teaching and learning approaches in relation to meeting individual learner needs

             – Why it is important to provide opportunities for learners to develop their English, mathematics, ICT and wider skills

• Ways to create an inclusive teaching and learning environment, including:
  

             – Selecting teaching and learning approaches, resources and assessment methods to meet individual learner needs

             – Engaging and motivating learners

             – Establishing ground rules

• Planning inclusive teaching and learning, including:
  

            – Devising an inclusive teaching and learning plan

            – Justifying the selection of teaching and learning approaches, resources and assessment methods in relation to

               meeting individual  learner needs

• Delivering inclusive teaching and learning, including:
  

            – Using teaching and learning approaches, resources and assessment methods to meet individual learner needs

            – Communicating with learners in ways that meet their individual needs

            – Providing constructive feedback to learners to meet their individual needs

• Evaluating the delivery of inclusive teaching and learning, including:
  

            – Reviewing the effectiveness of the delivery of inclusive teaching and learning

            – Identifying areas for improvement in the delivery of inclusive teaching and learning.

UNIT 3: Understanding assessment in education and training

• Types and methods of assessment, including:
  

           – The purposes of types of assessment

           – The characteristics of different methods of assessment

           – The strengths and limitations of different assessment methods in relation to meeting individual learner needs

           – How different assessment methods can be adapted to meet individual needs

• How to involve learners and others in the assessment process, including:
  

           – The role and use of peer and self-assessment

           – Identifying sources of information that should be made available

• The role and use of constructive feedback in the assessment process, including
  

           – The key features of constructive feedback

           – How constructive feedback contributes to the assessment process

           – Ways to give constructive feedback to learners

• Requirements for keeping records of assessment
  

FACT

Duration: Five day programme

Assessment: Two MCQ examinations and one assignment (including a micro-teaching session)

Prerequisite: None

Rate this course:

Log in to submit

Comments