L3 AET Details – PTTLS

What is this course?

It is the first step to becoming a fully qualified teacher of adults for someone who would like to teach in a college, a training company or in their own business.

Not the Qualification Specification !

This page isn't about giving you the micro details about the qualification from the awarding bodies point of view.

You can get that by clicking on the image on the right and reading the qualification specification from QA (Qualsafe Awards) who are the awarding body that we (Authentic Education and Training - AET) use for this qualification, but please don't do it yet.

This page is about giving you - the prospective student - a simplified explanation of some of what is contained in that document about this qualification and you will find some links to other pages down below for when you actually are a student and want some information on how to meet the criteria for this qualification.

Part of the course is to read and gain an understanding of what is contained in the qualspec (qualification Specification) because this is a skill you need to develop if you are to be a trainer or teacher delivering qualifications which are part of the Regulated Qualifications Framework (RQF).

By reading this page you are already starting to learn the language of Education and Training!  Like any job, business or industry Education and Training has its own language, its jargon, and whenever you learn new skills or join a new industry you learn a new language.  You have to learn this language so that you can hold conversations with others in your industry but like in any other industry or job if you try and learn too much, too quickly or read a document too soon before you have learned the basics it can be very demotivating; as a teacher or trainer one of the things you don't ever want to do is demotivate your students.

To recap on what words you may not have known and may have met for the first time in the paragraphs above:

  • Awarding Body (AB) which can also be known as an AO (Awarding Organisation)
  • RQF - Regulated Qualifications Framework

If I use any more jargon on this page I will try and explain its use when I use it; but what this page is really about is explaining to someone as simply as possible how the course and qualification works and how AET delivers it so that our students get the absolute most out of it.  

Three Units

The qualification has three separate units and you have to do all three to get the qualification.  You do all three units when you attend the course; whether it is a 5 day course over a period of a week or a five and a half day course split over two months. Each group is different but most times we have an induction half day at the start of the course to get some essential paperwork out of the way and this is quickly followed by unit 1.

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

There are many different roles within education and training but the only ones we are interested in on this qualification are related to teaching.  Having said this there are different ways to teach and there are different titles that are given to people who teach in those different ways.  This is the start of where the qualification is broken down into bite-size chunks that a student can digest.

The unit is split into three separate areas

  1. Understand the teaching role and responsibilities in education and training
  2. Understand ways to maintain a safe and supportive learning environment
  3. Understand the relationships between teachers and other professionals in education and training

Each of the above is called an outcome and each outcome is made up of some assessment criteria.   In unit 1 you are assessed by your tutor (just as you have or will assess your students now or in the future on courses you will teach), against these criteria.

How do you meet the criteria then?

You meet the criteria by a mixture of methods.  One of the methods is called Formative Assessment and is where as you attend and take part in the course and while you do that  your tutor decides if you "get it!".  The second method of assessment for unit 1 is generally by you the student submitting written (typed or word processed) answers to questions.  This isn't like an exam though where you only get one shot at it; your tutor reads your work and decides if it has all they need to be able to say something like:

"Criteria met. Well done! This work shows a good understanding of the responsibilities of a teacher"

If there is something missing in the answer then your tutor will give you feedback and point you in the right direction in order to meet the criteria.

e.g. "Not met here! You have given an excellent description of the roles of a teacher and the others but the list of responsibilities needs expanding.  Please add to your work in a different colour - remember not to delete anything!"

You are supported 100% of the way to achieve this qualification because that is also part of the learning process.  As a teacher it will be part of your job to support your students to achieve.

How do you learn or how are you taught?

Face to face in a comfortable training room when you attend our kirkby offices, where a mixture of powerpoint slides, discussions, question and answer sessions, activities using flipcharts and coloured pans and other activities, that have been specifically designed by Authentic to make this course intuitive and easy to absorb.

You are given the course textbook which is referenced on the copies of the slides you are given (the slides have the page numbers in the textbook and the assessment criteria it meets on each slide) so you have the ready reference book to hand.  This book is yours to keep.

Your tutor is available through e mail and/or telephone if you have any questions you need the answer to but you are also expected to do your own research; even though your tutor will point you in the right direction for this on the internet.

Access to videos on the AET website where the criteria are discussed, and you can use them as an easily accessible reference after you have attended the course days.

Specially created web-pages on the AET website that go over the material covered on the course so that you have another wealth of reference material if you need it.

All of these  have and will be put in place so that we can FACILITATE  your learning.  (one of the modern names for a teacher is a facilitator - because by a mixture of methodologies and techniques we facilitate the learning of our students.

Students discussing possibilities and making notes on a flipchart

Unit 1

Outcome 1.

  1. Understand the teaching role and responsibilities in education and training

This has the assessment criteria (AC)  below:

1.1 Explain the teaching role and responsibilities in education and training

1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities

1.3 Explain ways to promote equality and value diversity

1.4 Explain why it is important to identify and meet individual Learner needs

To Repeat! Three Units

Three units make up the qualification, each unit has some outcomes and each outcome has assessment criteria and all of these small bite-size chunks of learning - with the help of your tutor are put together to form the requirements of that qualification.

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

1. Understand the teaching role and responsibilities in education and training

1.1 Explain the teaching role and responsibilities in education and training

1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities

1.3 Explain ways to promote equality and value diversity

1.4 Explain why it is important to identify and meet individual Learner needs

2. Understand ways to maintain a safe and supportive learning environment

2.1 Explain ways to maintain a safe and supportive learning environment

2.2 Explain why it is important to promote appropriate behaviour and respect for others

3. Understand the relationships between teachers and other professionals in education and training

3.1 Explain how the teaching role involves working with other professionals

3.2 Explain the boundaries between the teaching role and other professional roles

3.3 Describe points of referral to meet the individual needs of Learners

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

1. Understand inclusive teaching and learning approaches in education and training

1.1 Describe features of inclusive teaching and learning

1.2 Compare the strengths and limitations of teaching and learning approaches used in own area of specialism in relation to meeting individual Learner needs

1.3 Explain why it is important to provide opportunities for Learners to develop their English, mathematics, ICT and wider skills

2. Understand ways to create an inclusive teaching and learning environment

2.1 Explain why it is important to create an inclusive teaching and learning environment

2.2 Explain why it is important to select teaching and learning approaches, resources and assessment methods to meet individual Learner needs

2.3 Explain ways to engage and motivate Learners

2.4 Summarise ways to establish ground rules with Learners

3. Be able to plan inclusive teaching and learning

3.1 Devise an inclusive teaching and learning plan

3.2 Justify own selection of teaching and learning approaches, resources and assessment methods in relation to meeting individual Learner needs

4. Be able to deliver inclusive teaching and learning

4.1 Use teaching and learning approaches, resources and assessment methods to meet individual

Learner needs

4.2 Communicate with Learners in ways that meet their individual needs

4.3 Provide constructive feedback to Learners to meet their individual needs

5. Be able to evaluate the delivery of inclusive teaching and learning

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

Assessment guidance                    

There is a microteaching requirement for this unit. Trainee teachers must be involved in at least one hour of microteaching.

Each trainee teacher must deliver at least one 15-minute microteaching session that is observed and assessed by a member of the delivery team.

For the additional 45 minutes, the trainee teacher can either deliver additional microteaching sessions or observe the microteaching sessions of other trainee teachers.

Unit 3: Understanding assessment in education and training

1. Understand types and methods of assessment used in education and training

1.1 Explain the purposes of types of assessment used in education and training

1.2 Describe characteristics of different methods of assessment in education and training

1.3 Compare the strengths and limitations of different assessment methods in relation to meeting individual Learner needs

1.4 Explain how different assessment methods can be adapted to meet individual Learner needs

2. Understand how to involve Learners and others in the assessment process

2.1 Explain why it is important to involve Learners and others in the assessment process

2.2 Explain the role and use of peer- and self-assessment in the assessment process

2.3 Identify sources of information that should be made available to Learners and others involved in the assessment process

3. Understand the role and use of constructive feedback in the assessment process

3.1 Describe key features of constructive feedback

3.2 Explain how constructive feedback contributes to the assessment process

3.3 Explain ways to give constructive feedback to Learners

4. Understand requirements for keeping records of assessment in education and training

4.1 Explain the need to keep records of assessment of learning

4.2 Summarise the requirements for keeping records of assessment in an organisation

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