AET Course Manual v5

Level 3
Award in Education and Training

(AET)

www.sltraininganddevelopment.co.uk

Level 3 Award in Education and Training (AET)

Qualification Summary Sheet

Learner: Simon Linard Qualification: L3 Award in Education
and Training
Registration Start Date:
Number: Vic Grayson
End Date:
Assessor: IQA:

Level 3 Award in Education and Training (AET)

Unit Title

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

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Unit Assessment Criteria

Unit 1 Unit 2 Unit 5
1.1 Explain teaching roles and 1.1 Describe features of inclusive 1.1 Explain the purposes of types of
responsibilities in education and teaching and learning assessment used in education and
training training
1.2 Summarise key aspects of 1.2 Compare the strengths and 1.2 Describe characteristics of different
legislation, regulatory limitations of teaching and learning methods of assessment in education and
requirements and codes of practice approaches used in own area of training
relating to own role and specialism in relation to meeting
responsibilities individual learning needs 1.3 Compare the strengths and
1.2 Explain ways to promote 1.3 Explain why it is important to limitations of different assessment
equality and valuing diversity provide opportunities for learners to methods in relation to meeting
develop English, Mathematics, ICT individual needs
1.4 Explain why it is important to and wider skills 1.4 Explain how different assessment
identify and meet individual needs 2.1 Explain why it is important to methods can be adapted to meet
of learners create an inclusive teaching and learner needs
2.1 Explain ways to maintain a learning environment 2.1 Explain why it is important to
safe and supportive learning 2.2 Explain why it is important to involve learners and others in the
environment select teaching and learning assessment process
approaches, resources and
2.2 Explain why it is important to assessment methods to meet 2.2 Explain the role and use of peer and
promote appropriate behaviour individual learner needs self-assessment in the assessment
and respect for others 2.3 Explain ways to engage and process
3.1 Explain how the teaching role motivate learners 2.3 Identify sources of information that
involves working with other should be made available to learners
professionals 2.4 Summarise ways to establish and others involved in the assessment
ground rules with learners process
3.1 Describe key features of
3.2 Explain the boundaries 3.1 Devise an inclusive teaching and constructive feedback
between the teaching role and learning plan
other professional roles 3.2 Explain how constructive feedback
3.2 Justify own selection of teaching contributes to the assessment process
3.3 Describe points of referral to and learning approaches, resources
meet the individual needs of and assessment methods in relation 3.3 Explain ways to give constructive
learners to meeting individual needs feedback to learners
4.1 Use teaching and learning
approaches, resources and 4.1 Explain the need to keep of
assessment methods to meet assessment of learning
individual learner needs 4.2 Summarise the requirements for
4.2 Communicate with learners in keeping records of assessment in an
ways that meet their individual needs organisation
4.3 Provide constructive feedback to
learners to meet their individual
needs
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

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Unit 1 – Introduction

Understanding roles, responsibilities and relationships in education and
training - Level 3 (3 credits)

This unit is based on the roles, responsibilities and relationships you have as a teacher,
trainer, instructor or educator within education and training. It also helps you identify
other types of people you may work alongside or interact with in your role.

Within this unit you will learn about: -

ü The roles and responsibilities of a teacher
ü Boundaries of teaching
ü Record keeping
ü Legislation and codes of practice

You will also learn about some of the theory behind learning. It is important that you
understand the fundamentals of being a good teacher, to enable you to become a great
one.

Unit 2 – Introduction

Understanding and using inclusive teaching and learning approaches in
education and training - Level 3 (6 credits)

This unit is about understanding and using inclusive practice within your teaching and
training sessions. You will gain an understanding of the strategies used within education
and training and how to create inclusive learning environments, along with strategies to
motivate your learners.

This unit is also based on the demonstrating your skills as a teacher/trainer and working
with groups of learners. The fact you may teach a wide variety of groups and individuals
will significantly influence the teaching and learning approaches you choose to take.

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Within this unit you will learn about: -
ü Planning teaching sessions with groups of learners
ü Facilitating learning sessions to meet the needs of individuals
ü How to adapt delivery to meet the needs of individuals
ü Reviewing and evaluating approaches to learning sessions

You will also have the opportunity to demonstrate your teaching, facilitation and support
skills whilst working with a group of learners.

Unit 5 – Introduction

Understanding assessment in education and training
Level 3
3 credits

This unit is based on the assessment process. This is a vital part of the teaching and
learning cycle, as it is the process that checks to see if learning has taken place.

Within this unit you will learn about: -
ü The types and methods of assessment
ü How to involve learners in the assessment process
ü How to provide feedback following assessment
ü The requirements to keep and maintain records of assessment

You will also have the opportunity to demonstrate your assessing skills whilst working
with a group of learners.

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The role of the Teacher, Trainer, Instructor
Traditionally, the role of the teacher has been that of a supplier of information – the
expert in a particular subject or topic. The teacher’s role in this context was to pass on
info and the learner’s role was to absorb it, this was known as a ‘supply-led approach’.
Education/courses were offered on a ‘take it or leave it’ basis rather that a demand-led
approach consisting of learning opportunities set up to meet individual needs
The role has changed, development and is now very different, particularly when working
with adult learners. The role has changed from the ‘expert provider of knowledge’ to a
facilitation role where learners are encouraged to take ownership of their learning, bring
experiences to their learning and challenge. Learners are no longer seen as a group but
are recognised as individuals – each with their own particular needs and interests,
something the teacher, trainer, instructor must be aware of and adapt to.

“I never teach my students anything, I simply create an environment in which they can learn”
Albert Einstein

Why has the role changed? This change is a result of a number of factors; adults have a
wealth of experience that can be used within the learning environment, individuals don’t
all learn in the same way and ‘expert teacher’ approach does not always have a positive
impact on learning.

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Learning Theories

If you are a new teacher, trainer or assessor, it can be quite confusing getting to grips
with the many different theories of learning. Here are a few key theorists you will find
useful:

Bloom’s Domains of learning

Bloom (1956) stated that learning goes through five stages.

Attention is the first stage, which leads to a change in behavior
once learning has been successful:

▪ attention
▪ perception
▪ understanding
▪ short/long term memory
▪ change in behavior

These stages of learning can affect a person’s thinking, emotions and actions. These are
also known as the cognitive, affective, and psycho-motor domains (respectively). Think
of cognitive as the head (thinking), affective as the heart (emotions) and psycho-motor
as the hands (actions).

When teaching your subject, you need to consider which domain you want to reach for
your session aim. For example:

▪ cognitive (subject - geography) learners will state the reasons for coastal erosion
▪ affective (subject – the environment) learners will discuss their ideas for recycling
▪ psycho-motor (subject – bricklaying) learners will build a two foot high wall.

You will also need to consider how you can address all learning preferences, particularly
if your subject is psycho-motor and the majority of your learners are read/write. Your
session aim should always be broken down into objectives. These are verbs which will
enable you to assess that learning has taken place.

Bloom identified six different levels of learning with associated objectives that could be
used. For example:

▪ knowledge – list, recall, state
▪ comprehension – describe, explain, identify
▪ application – apply, construct, solve
▪ analysis – calculate; compare, contrast
▪ synthesis – argue, define, summarise
▪ evaluation – criticise, evaluate, reflect.

Knowledge is the lowest level and evaluation is the highest. It’s useful to know which

level your learners are aiming for, to ensure they can meet the required objectives for

that level.

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Gagne’s Conditions of learning

Gagne (1985) suggests that there are several different types or levels of learning. Each
different type requires different teaching methods.

He identified five major conditions of learning:

▪ verbal information
▪ intellectual skills
▪ cognitive strategies
▪ motor skills
▪ attitudes.

Different internal and external conditions are required for each category of learning.

For example, for motor skills to be learnt, there must be the opportunity for learners to
practice new skills rather than just learn about them. For attitudes, learners must be
able to explore these, for example, discussing environmental issues.

In addition, this theory outlines nine events that activate the processes needed for
effective learning to take place. Gagne believed all teaching and learning sessions should
include a sequence of events through the nine levels. Each has a corresponding cognitive
process (in brackets below):

1 - gaining attention (reception)
2 - informing learners of the objective (expectancy)
3 - stimulating recall of prior learning (retrieval)
4 - presenting the stimulus (selective perception)
5 - providing learning guidance (semantic encoding)
6 - eliciting performance (responding)
7 - providing feedback (reinforcement)
8 - assessing performance (retrieval)
9 - enhancing retention and transfer (generalisation).

Gagne believed learning should take place if learners progress through the levels.

Kolb’s Experiential theory

Kolb (1984) proposed a four-stage experiential learning cycle by which people
understand their experiences, and as a result, modify their behavior. It is based on the
idea that the more often a learner reflects on a task, the more often they have the
opportunity to modify and refine their efforts.

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Concrete experience is about experiencing or immersing yourself in the task and is the
first stage in which a person simply carries out the task assigned. This is the doing
stage.

Observation and reflection involve stepping back from the task and reviewing what has
been done and experienced. Values, attitudes and beliefs can influence thinking at this
stage. This is the thinking about what you have done stage.

Abstract conceptualisation involves interpreting the events that have been carried out
and making sense of them. This is the planning how you will do it differently stage.

Active experimentation enables a person to take the new learning and predict what is
likely to happen next or what actions should be taken to refine the way the task is done
again. This is the redoing stage based upon experience and reflection.

The process of learning can begin at any stage and is continuous i.e. there is no limit to
the number of cycles a person can make in a learning situation.
This theory suggests that without reflection, people would continue to repeat their
mistakes.

Laird’s Sensory theory

Laird (1985) stated learning occurs when the five senses of sight, hearing, touch, smell
and taste are stimulated. Laird's theory suggests that if multi-senses are stimulated,
greater learning takes place.

You could therefore adapt your approaches and resources to enable your learners to use
as many of their senses as possible.

Maslow’s Hierarchy of Needs

Maslow (1987) introduced a Hierarchy of Needs in 1954 after rejecting the idea that
human behaviour was determined by childhood events. He felt that obstacles should be
removed that prevent a person from achieving their goals. He argued there are five
needs which represent different levels of motivation which must be met. The highest
level was labelled self-actualisation, meaning people are fully functional, possess a

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healthy personality, and take responsibility for themselves and their actions.
He also believed that people should be able to move through these needs to the highest
level, provided they are given an education that promotes growth. The figure below
shows the needs expressed as they might relate to learning, starting at the base of the
pyramid.

When learners satisfy their needs at one level, they should be able to progress to the
next level. Something may set them back a level, but they should then need to keep
striving upwards. It is these needs that motivate learning to take place. However, some
people may not want to progress through the levels, and may be quite content where
they are at that moment in their life.

To help your learners’ motivation, always ensure that the environment you create meets
your learners’ first-level needs. This will enable them to feel comfortable and secure
enough to learn and progress to the higher levels. You will need to appreciate that some
learners may not have these lower needs met in their home lives, which might make it
difficult for them to move on to the higher levels.

Always try to establish a purposeful environment where your learners can feel safe,
secure, confident and valued.

While you may be very good at delivering your subject, you might have no control over
the environment and will need to create a suitable atmosphere if you can. However,
your enthusiasm and passion for your subject should help engage your learners. If you
can also make your session interesting, active and varied, your learners will enjoy the
experience and remember more about the subject and you, rather than the environment
or lack of facilities.

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The Peter Principle

Peter and Hull (1969) devised the principle that people are promoted to their highest
level of competence, after which further promotion raises them to a level just beyond
this and they become incompetent.

These levels are as follows.

Unconscious incompetence – you don’t know how to do something, but don’t know
that you don’t know this. To reach the next level, you need to know what it is that
you don’t know.

Conscious incompetence – you know what you want to do, and start to appreciate
the gap in your competence. To reach the next level you need to know how to
become competent.

Conscious competence – you can do what you set out to do, but have to give it a
lot of attention. Through repeated practice, you can reach the next level.

Unconscious competence – you can perform a skill easily without giving it a great
deal of thought. Once you achieve unconscious competence, you are at a level
which suits your ability at the time.

If you are promoted or try something different, you might return to the first level and
become unconsciously incompetent again. This is useful to know, as your learners may
reach and stay at one of these levels, or reach the highest level and then return to a
lower level due to further progression.

Rogers’ Humanist theory

Rogers (1983) and others developed the theory of facilitative learning. This is based
upon a belief that people have a natural human eagerness to learn and that learning
involves changing your own concept of yourself.

This theory suggests that learning will take place if the person delivering it acts as a
facilitator. To facilitate learning, you should establish an atmosphere in which your
learners feel comfortable and are able to discuss and explore new ideas

Your learners should be able to learn from their mistakes (if it’s safe to do so), to find
things out for themselves by experience and to not feel threatened by external factors.

Skinner’s Behaviorist theory

Skinner (1974) believed that behavior is a function of its consequences. For example,
your learner will repeat the desired behavior if positive reinforcement follows. Your
learner should not repeat the behavior if negative feedback is given. Giving immediate
feedback whether positive or negative, should enable your learner to behave in a certain
way.

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Positive reinforcement or rewards can include verbal
feedback such as 'That's great, you've produced that
document without any errors' or 'You're certainly getting
on well with that task' through to more tangible rewards
such as a certificate at the end of the programme or a
promotion at work.

Frank Coffield – challenged the use of learning styles and theories, writing a detailed
paper that published his findings.
http://www.arasite.org/RMdatabase/Coffield.pdf

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Approaches to teaching and learning

Depending upon your subject, you will be teaching skills, knowledge and/or attitudes.
You will need to decide how you are going to enable this to take place. If your subject is
skills-based you might give demonstrations. If your subject is knowledge based you
might give a lecture, or use presentation software, if it’s attitudes you might hold
discussions and show examples.

If you teach to groups, this will be different to teaching on a one to one basis. With
groups, you need to allow time for questions and activities, and ensure all learners have
the opportunity to participate. Your delivery materials and activities should be planned to
cover all the learning styles of the individuals within your group.

One to one teaching can be geared to the particular learner’s needs but you must
remain professional throughout and not get personal in any way.

Barriers to learning

You may identify various challenges, barriers and attitudes to learning that would impact
upon your teaching. For example, learners’ resistance to change, their previous
experiences, lack of facilities, resources and/or
equipment. You will need to consider how you would
overcome these issues, perhaps, by giving
encouragement and support and using various
methods of delivery to encompass all learning styles.

There may also be issues such as family and personal
commitments or travel and weather problems that can
affect attendance. You would need to consider how
you can help your learners overcome any issues.

Planning

When teaching, follow a logical order: decide upon the topic to be delivered and produce
a session plan. Your session plan should contain clear aims and objectives so you can
measure the effectiveness of your session, checking that learning objectives have been
met.

There are other things you will need to find out in advance, such as:

How long will my session be, when and where will it take place?

What equipment and resources are available to me to use?

How many people will there be in the group?

How can I find out their learning preferences, any individual needs, and any prior

knowledge.

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Ahead of your session you will also need to:

check the environment – has the room/location been booked for you?

check (and double check) your equipment – do you have everything?

rehearse your session and timings beforehand – practice, practice, practice

When you deliver your session remain confident and focused, deliver the session to the
best of your ability and evaluate yourself afterwards. Think about ‘what when well’
(WWW) and what could be ‘even better if’ (EBI)

The process of self-reflection and your own further development should then improve
the quality of your teaching to your learners.

There are various self-reflection models you can use to evaluate your performance.

The learning environment and your resources

There will often be issues with the environment/room within which your teaching will
take place. Equipment may not work properly or be unavailable. Resources may be
lacking and you may have to develop your own. You will need to consider how to make
the best use of what is available.

Resources will enhance your delivery and enable you to vary your teaching methods.

A resource could simply be a handout, recapping important points you have discussed,
or a copy of a presentation. Try not to include too much detail on a handout, and use
graphics as well as text wherever possible to enhance your resource. Always check
spelling, grammar and punctuation.

There may be resources already available that you could use, such as a piece of
equipment, books, magazines and various practical activities. You might also use
computer programs or machinery with your learners. All of your resources may be
stored on a VLE (Virtual Learning Environment) so make sure you direct your learners to
the relevant area they can access.

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Ensure that you follow health and safety requirements; you might have to carry out a
risk assessment first to check for hazards. You might also have to wear safety
equipment.

Resources also include delivery equipment such as computers, tablets, mobile devices,
projectors, whiteboards, flip charts etc. You would need to check these were all available
and in working order, never assume they will be available when you arrive. Always have
a contingency plan just in case something isn’t available.

If you are designing your own resources, make sure you take into account any individual
learner needs for example, hearing or sight impairments, dyslexia or physical
disabilities. This will ensure equality to all learners.

You may adapt an existing resource to suit the needs of a particular group of learners,
for example a colleague may have some handouts they have used and is happy for you
to adapt them for your learners.

Ground rules

Setting ground rules can help establish the boundaries for your group. You could do this
as an activity during the first session after the icebreaker. Allowing the learners to agree
their own ground rules means they take ownership of them. If a ground rule is
subsequently broken, it’s usually the learners who will reprimand each other before you
need to. Examples of ground rules include: arrive on time, respect others, return from
breaks promptly and switch off mobile phones.

Embedding English, Maths and ICT

When teaching, you need to embed functional skills wherever possible into your delivery.
These are skills such as English, maths and information communication technology
(ICT). This need only be at the level of your learners and the subject. For example, if
you are teaching plumbing, you could encourage the use of English by communication
with customers; maths could be incorporated by measuring pipes and calculations, and
ICT by maintaining records or ordering supplies using a computer.

Understanding different teaching and learning approaches will help you deliver your
subject in a suitable and interesting way for learning to be effective.

When teaching, you need to create a good working relationship with your learners and
it’s important to remain professional throughout and to retain their respect. You need to
teach your subject in an interesting way, using a variety of methods to help keep your
learners motivated, non-verbal communication is as important as verbal communication.

When teaching, try and speak clearly, and a little louder and slower than normal,
allowing time for your learners to ask questions. You might have to rephrase sentences
if learners do not understand what you are saying. Always ask open questions to check
learning, and use eye contact when speaking.

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Feedback to learners

You need to give feedback to your learners regarding their progress. Always review
progress on an ongoing basis, either by group discussions or one to one tutorials. When
giving feedback to learners, always start with something positive, then move onto areas
for development and try and finish on another positive note. This will ensure your
learner hears everything you are saying. If you start with something negative, they may
not hear anything else you say, even if this is subsequently positive. You may need to
keep records of one to one tutorials and reviews. This is useful to show each learner’s
development and achievements to date. You can also set new action points and target
dates, formally recording this ensures everyone is clear about what has been achieved
and what still needs to be done.

It’s also important to review your own progress, keeping a learning journal will help with
this. When teaching, you are also learning about yourself. For example, how you react to
different situations or learners, how patient you are, what skills you need to develop etc.
You may realise you would like to take a course yourself, for example, to improve your
computing or literacy skills.

Self-reflection and CPD

Self-reflection is crucial for your own development. When you begin teaching, after each
session, think about how it went, what was good, what you could do differently and what
you could improve.

Continuing professional development (CPD) throughout your career will ensure you are
up to date with the latest information regarding your subject. You could subscribe to
relevant journals or magazines, podcasts, webinars and websites.

Assessment

The assessment process can be used to check if learning has taken place and gives the
teacher/trainer an indication of how learners are progressing.

Assessment is a way of finding out if learning has taken place. It enables you to
ascertain if your learner has gained the required skills, knowledge, understanding and/or
attitudes needed at a given point in time, towards their programme of learning. It also
provides your learners with an opportunity to demonstrate what progress they have
made and what they have learnt so far. If you don’t plan for and carry out any
assessment with your learners, you will not know how well, or what they have learnt.
Assessment is not another term for evaluation; assessment is of the learners whereas
evaluation is of the programme.

Assessment types include initial (at the beginning), formative (ongoing) and summative
(at the end). Assessment types relate to the purpose of assessment i.e. the reason
assessment is carried out. Assessment methods are the activities used to assess ongoing
progress as well as achievement; for example, questions, discussions, observations,
tests and assignments.

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Formal assessment means the results will count towards something, such as a
qualification. Informal assessment helps you determine how your learners are
progressing at a given point.

www.sltraininganddevelopment.co.uk

LOVE YOUR
ASSESSOR

They help you achieve

Initial
assessment

Review of Assessment
progress planning

Assessment Assessment
decision activity
and
feedback

Initial assessment: ascertaining if your learner has any previous knowledge or
experience of the subject or topic to be assessed.

Assessment planning: agreeing suitable types and methods of assessment with each
learner.

Assessment activity: this could be assessor led, for example, observation or
questioning, or learner led, for example, completing assignments.

Assessment decision and feedback: making a judgement of success or otherwise.
Giving constructive feedback and agreeing any further action that may be necessary.

Review of progress: the assessment plan can be reviewed and updated at any time
until your learner completes their programme or qualification.

The cycle will then begin again with an initial assessment regarding the next topic to be
assessed. Throughout the cycle, standardisation of assessment practice between
assessors should take place; this will help ensure the consistency and fairness of
decisions.

Acknowledgements: anngravells.co.uk, ncfe.org.uk, et-foundation.co.uk

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Unit 1 – Worksheet 1

Instructions for Learners

Complete the following task within this worksheet. These tasks contribute towards Unit 1
of the qualification.

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

Learning Outcome 1 – 1.2

Summarise the key aspects of legislation, regulatory requirements and codes
of practice relating to your own role.

Legislation Summary

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Regulatory Summary
Requirements

Codes of practice Summary

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Unit 1 – Worksheet 2

Instructions for Learners

Complete the following tasks within this worksheet. These tasks contribute towards Unit
1 of the qualification.

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

Learning Outcome 2 – 3.3

Identify the referral points you need to be aware of to meet the needs of your learners

Internal referral points External referral points

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Unit 1 – Worksheet 3

Identify other professionals you need to consider and work with within your role –
both internally and externally

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Unit 2 – Worksheet 4

Unit 2 Understanding and using inclusive teaching and learning approaches in
education and training

Within the box below note the role you have within education and training, list the
subject areas you will be teaching, identify the approaches you will take to teaching and
learning and list the resources you will need.

My role within education and training Subject area/s

Approaches to teaching Resources needed to teach

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Reflective Practice

Reflective practice models.

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For support contact your Assessor
Simon Linard

e: [email protected]
t: 07712 672633

w: www.sltraininganddevelopment.co.uk

Internal Quality Assurers – Vic Grayson and Dominic Justice
Awarding Organisations
NCFE – www.ncfe.org.uk

Industry Qualifications – www.industryqualifications.org.uk

SL Training and Development
Professional qualifications in teaching, training, assessment

and quality assurance

www.sltraininganddevelopment.co.uk
[email protected]

SL Training and Development

©SL Training and Development @SL_Training AET – Course Manual
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