IADT Highfield

The UK and Middle East’s leading supplier of compliance qualifications, apprenticeships, training products and e-learning

IADT
By Mr. Arjay Azurin

23 June 2020 quality, value, service & integrity 1

The UK and Middle East’s leading supplier of compliance
qualifications, apprenticeships, training products and e-learning

International Award in

Delivering Training (IADT)

Supporting the HABC Level 3 Award

Highfield House, Sidings Court, Lakeside,
Doncaster, South Yorkshire UK, DN4 5NU

Tel: 0845 2260350

© Highfield Limited 2014

All rights reserved. No part of this publication may be reproduced, added
to, stored in a retrieval system or transmitted in any form or by any means
without prior written permission from Highfield.co.uk ltd. This publication

is sold subject to the condition that it shall not, by any way of trade or
otherwise, be lent, re-sold, hired out or otherwise circulated without the

prior consent of Highfield.co.uk ltd. Amended 19.03.14

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Guide to symbols

GE Group HO ## Handout
Exercise
?? ? Background
IE Individual
Exercise This identifies that there is a
hyperlink to the ‘Background
CQ Class Knowledge’ section.
Question

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Select a module…

1 Introduction
2 Responsibilities
3 Planning and designing training
4 Developing and using training resources
5 Preparing for the delivery: practical considerations
6 Delivery
7 Evaluation of training
8 Micro-teach session and evaluation of self and peers.

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Click here to view underpinning

?knowledge slides for this module ? ? Background

Module 1:

Introduction

Ground rules
Timetable

About the course
Icebreakers
Energisers

Elements of the teaching cycle

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By the end of this module you will be able to:

Identify the elements of the teaching cycle
Outline ways in which ground rules can be determined in the
classroom
List common ground rules to be negotiated when teaching
Describe the purpose of icebreakers/energisers and outline
their benefits and limitations
Provide examples of icebreakers/energisers that you could
apply to your subject area.

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Who is this course aimed at?

Those who want to develop and/or
enhance practical training skills and/or
meet the minimum training requirement
for registering to deliver HABC
vocationally related qualifications.

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Feedback and Assessment

Completion of key tasks:
1) Background knowledge assessment
2) Develop/review/adapt a session plan to meet learner needs
3) Develop a training audit/checklist
4) Deliver a 30-minute micro-teach session
5) Provide feedback to peers and reflect on own teaching.

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GE Getting to know you - icebreaker HO 1

Name

Who they work for

Who they intend to train

What they hope to gain from the course

If they had to describe themselves as a safety or road
sign what would it be?

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Ground rules As a courtesy to others
please TURN OFF your
● Fire alarm/exits
● Toilets mobile phone
● Smoking
● Drinks CQ Other than using
● Start and finish times PowerPoint™, how
● Breaks and lunch else could ground
● Phones/disturbances
● Allowing for mistakes rules be established
● Listening to each other’s
in the classroom?
point of view
● Questions Menu
● Confidentiality
● Health and safety.

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CQ What is the purpose of an ‘icebreaker’?

● Brings energy to a course
● Encourages sharing of ideas

and information
● Promotes discussion
● Assists with group dynamics
● Assesses baseline experience and ability
● Helps learners to focus on the training as opposed to home

or work pressures
● Allows for the inevitable late comer!

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IE Complete the learning cycle
1

Initial assessment
Identifying needs

Recorded Continuous Planning and
evaluation assessment designing
Learner and with constructive
teacher/trainer
feedback
(Accurately recorded)

Delivery

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Initial assessment

● Allows teacher/trainer to gather information about the
learners

● Gives the teacher/trainer a starting point to plan the course
with regards to:
● Pace
● Delivery
● Resources

● Can help identify physical disabilities and learning
disabilities.

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IE How could an initial assessment be conducted?
2

● Interview
● Telephone conversation
● Psychometric assessment
● Workbook
● Diagnostic assessment
● Appraisal
● Application form.

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IE What is the purpose of an ‘icebreaker’?
3

● Encourages sharing of ideas and information
● Promotes discussion
● Assists with group dynamics
● Assesses baseline experience and ability
● Helps learners to focus on training rather than home or work

pressures
● Helps learners to actively promote inclusion for all
● Creates a positive group atmosphere
● Breaks down social barriers
● Allows learners an insight about each other
● Eases learners into the course frame of mind
● Gives the teacher/trainer an insight into the direction the course or

session will take
● Allows for the inevitable latecomer!

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An energiser Menu

● A short task or activity delivered
during the course to:
● Cater for maximum inclusion
● Be used usually after a lunchtime
break or any period where the
learners appear de-motivated
● Where possible, be relevant to
the subject being delivered.

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IE What are the potential problems with
3 icebreakers and energisers?

● The learner may be of a _ti_m_i_d_ disposition
● The learner may have had a previous b_a_d_ learning experience
● The learner may get easily _e_m_b_a_r_r_a_ss_e_d__

This could lead to:
De-motivation of the learner
The learner not wishing to continue with the course or
session.

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Ground rules

● A series of mutually agreed rules between the teacher/trainer
and the learners

● Formulated for the direct benefit of all members of the group
● Joint agreement between the teacher/trainer and the learners

which allows teachers/trainers to state their expectations and
allows learners to add their own codes of practice to the rules
● Promotes inclusion
● Identifies what is and what is not acceptable; underpins
appropriate codes of behaviour
● Ensures mutual respect for each other.

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Examples of common ground rules

● Mobile phones should be switched off
● Please don’t shout out answers to questions
● Smoking areas
● Fire procedures
● Throughout the session I will not tolerate discriminatory

practices in any way, shape or form
● Please enter into discussions enthusiastically
● Please confine your views to the topic and be appreciative

of others’ points of view
● If you don’t understand, please ask.

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IE Identify ways you could establish ground rules
4 with your group

Include at Happy
the back face/sad
of name
face
cards
Flag up on a
flip chart Poster

Put into Class
presentation contract

Include in Inclusion Develop into a
joining and mutual class activity

instructions respect

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Module assessment:

One purpose of an icebreaker is to:
a) Outline assessment methods and requirements
b) Ensure learners understand the course objectives
c) Encourage sharing of ideas and information
d) Discuss reference material and room layout

AB CD

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Module assessment:

Which of these is unlikely to be included in ground rules?
a) Fire precautions
b) Start and finish times
c) Listening to each other’s point of view
d) The characteristics of an effective trainer

AB CD

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Click here to view underpinning

?knowledge slides for this module ? ? Background

Module 2:

Roles and
Responsibilities

What is teaching?
Characteristics of an effective

teacher/trainer
Roles and responsibilities

Learning styles

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By the end of this module you will be able to:

Discuss the characteristics of an effective teacher/trainer

Outline the roles and responsibilities of a teacher/trainer

Describe how different people learn

Explain why it is important to be aware of different styles
when teaching
Describe the practical elements to consider when delivering a
training course

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CQ What is teaching and training?

● Imparting knowledge and experience
● Enabling someone to do something
● Challenging people’s ideas and views

Teaching and training involve a change
in knowledge, awareness, attitude and behaviour.

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Teaching

● Presenting your knowledge is not teaching/training, it is
providing information

● Teaching/training is about helping people to turn that
information into knowledge by:
● doing things with the
information provided
● giving them feedback
about their attempts.

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GE What are the characteristics of a good
teacher/trainer?

Sensitive to culture Knowledgeable Empathy
Positive body language Supportive Explains well
Remains calm Good judgement
Gives feedback Polite Correct pitch
Clear information Constructive
Time management Enthusiastic Flexible
Sensitive to language Encouraging Adaptable
Monitors progress Plans well
Good communicator Inclusive Friendly
Values equality and diversity Approachable

28 Listens

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CQ What are the technical subject matter
responsibilities of teachers/trainers?

● Possess sufficient subject matter knowledge
● Be sure they understand and are familiar with the training

materials for the course
● Have access to and have studied guidance material and

information from the awarding body/company etc
● Make sure that any translated materials are accurate, relevant

and are of high quality
● Make sure that they are up to date prior to each course.

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CQ What would you do if…

…a company has replaced a manager with a factory
operative who knows nothing about the subject area?

● Discuss with the operative and if necessary the company
● Explain the importance of having an awareness of the

Standards
● Outline what the operative needs to become qualified
● Research and consider booking the operative onto the

appropriate training course.

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IE What needs to be considered under each of the
1 following headings?

Identify needs of learners
● The right people on the course for the level of the

qualification
● Adapting the course to meet the needs of the group
● What assessment methods would be best incorporated

Plan courses
● To meet the needs of:

The learner
The syllabus
The work role.

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IE What needs to be considered under each of the
1 following headings?

Deliver

● Competent in subject
● Consider equality and diversity
● Technically correct
● Engaging training
● Provide timely feedback
● Suitable training environment

Assess

● Achieve and assess learning outcomes.

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IE What needs to be considered under each of the
1 following headings?

Evaluate
● Identifies success and areas for improvement

Other responsibilities

● Meet required protocols and procedures
● Safe environment/general health and safety of learners
● Inclusion
● Legislative requirements.

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Individual and group learning needs

● Teachers/trainers must understand that every learner is
different and therefore learns in a different ways; this is
known as a learning style

● Social needs must also be taken into consideration when
teaching; it is a human trait that we like to have
companionship and form part of an active group.

Both individual and group needs should be
considered when delivering training

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Learning styles

A method of learning that learners particularly favour,
which helps them understand and remember

If the delivery does not meet the learners’ learning
styles then it will be counterproductive and learning will

be minimal

When teaching a group we need to vary the teaching
methods during the course to ensure we meet all
learning styles

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Types of learners Menu

Visual learners

● Learning experience is enhanced by reading books,
looking at pictures, diagrams, handouts and watching films
and DVDs. Better at completing tasks when they have read
the instructions first

Auditory learners

● Prefer to learn by listening; perform best after
listening to spoken instructions

Kinaesthetic learners

● Prefer a physical learning experience
● They like to touch, feel and experiment
● As individuals they prefer to try things out for themselves

before reading the instructions.

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IE Why is it important to be aware of different
2 learning styles within the classroom?

● Ensures inclusion
● Allows for equality and diversity
● Enables teacher/trainer to include a variety of activities to

meet all styles and achieve the desired outcomes.

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Module assessment:

Which are three characteristics of an effective teacher/trainer?
a) Polite, punctual, boring
b) Uninterested, exclusive, inflexible
c) Encouraging, polite, supportive
d) Unapproachable, confident, knowledgeable

AB CD

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Click here to view underpinning

?knowledge slides for this module ? ? Background

Module 3:

Planning and
designing training

SMART learning outcomes
Design of session plans
Structuring a session

Resources and training methods
Adapting a session plan

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By the end of this module you will be able to:

Review learning objectives to ensure that they are SMART
Identify the elements required in a scheme of work and a
session plan
Describe why each element of a session plan is important

Outline how to structure a session plan to provide a logical
flow and to ensure learning outcomes are met
Review a session plan and adapt to meet group and individual
needs.

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SMART learning outcomes

S Specific Remember
M Measurable SMART!
A Achievable
R Realistic Menu
T Time bound

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SMART learning outcomes

● A short simple outcome Use Demonstrate
relating to the topic is Assess Apply
often best; avoid listing
learning objectives as State Distinguish
multiple lists Explain

● Resist using the words
‘and understand’ in an
objective

Use action words in the composition
which are measurable such as:

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Planning a session

● Use the learning outcomes and refer to the awarding body
syllabus (if there is one)

● Logical flow:

Must knows Should knows Nice to knows

● Remember learning preferences
● The pace and pitch should be geared to the learners
● Training methods, resources and participation appropriate to

the group and subject area

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IE Identify a subject area that you know well.

What are the key aspects of the course? Provide
reasons for your decisions.

HO 2

Remember:
Teachers/trainers have a responsibility to focus on the
key areas, not just the ones they like to teach! The key

areas should be given appropriate time and should
include a variety of teaching methods to ensure all

learners have an opportunity to learn.

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Example session plan

Title: Icebreaker Session

Teacher: M Deliverer Date: Duration: 1 Hour 45 Minutes

Aim of session: To introduce an icebreaker activity.

Learning Outcome(s): Upon completion of the session learners will be able to:
– State why we use ice-breakers.
– State the considerations to be aware of when using ice breakers.
– Gain practical experience of using an ice-breaker.

Timing Trainer activities Learner Resources How is inclusion Assessment Notes
activities required catered for? methods

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CQ What is a session plan?

A session plan is a document designed by the teacher/trainer
during the planning stage of the teaching cycle to ensure
effective delivery of a module. It should be bespoke and flexible

CQ What are the benefits of a session plan?

• Ensures a professional, smooth delivery – not rushed
• Ensures all learning outcomes are achieved, on time
• Enables consistency of delivery and continuous

improvement
• Enables a substitute to deliver at short notice.

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CQ What should be included in a session plan?

To ensure the teacher/trainer is

Title of session aware of what areas to teach and

where to focus their attention

Aims and learning outcomes To ensure the session is
inclusive and pitched at

Identification of the learner group the correct level

To help plan and prepare and to help

Resource requiredTo give teeancshuerersa/tlrlaleinaerrnsinagnsintydleicsaatiroencaantedregduifdoer,

it will also help to identify the key areas where

Timings the majority of teaching time shouTlodebnessupreent.

Helpful to reviinecwlupsriivoer atond

Teacher/trainer/learner activities dldlwCeeieaahavlnrerievnnrtmehseinrireatygsrytcttaoaohhnuneedbtdycnaldoishecnimuaavkcrreveltneuerossisenbettiqgohoeuteenrsaaantsflyioisnmtlryeein,essagts.l.l.
How inclusion is catered for

Can split into formative and

Methods of assessment. summative assessment

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Required resources & activities

For example Module 5 - Personal Hygiene

● PowerPoint presentation ● DVDs
● Laptop/projector ● Feedback forms
● Flip chart ● Copy of relevant outlined
● Teacher/trainer notes
● Learner thumbnails text
● Handouts ● Tick/cross cards
● Objects, photographs ● A,B,C,D cards
● Ground rules
● Examination papers

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CQ What considerations should be made when
deciding on a teaching method?

● Individual style
● What you need to achieve
● The size of the group
● The ability of the Learners
● Time allowed
● The needs of the group
● The interest of the Learners

Flexibility during planning and delivery is important!

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GE What teaching approaches can be used to ensure
inclusive learning? Give examples of where each
approach may be used to best effect.

HO 3

● Lectures
● Questioning
● Group activities
● Individual activities
● Discussions
● Case studies
● Quizzes
● And many more...!

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Using session plans in practice

● Often we use pre-written session plans developed by
awarding bodies/businesses and other organisations

CQ Why may pre-written session plans need to be
adapted?

● To meet the needs of businesses: processes, size, complexity
● To meet learner needs: culture, experience, language,

experience
● To meet requirements with regards to time allowed
● To ensure effective learning if there are different resources.

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