BOOK
A Concise Guide to the Level 3 Award in Education and Training
Lynn Machin | Fiona Hall | Duncan Hindmarch | Sandra Murray | Tina Richardson
(2016)
Additional Information
Book Details
Abstract
Written with level 3 readers firmly in mind, this book offers concise, accessible, one-stop coverage of the Level 3 Award in Education and Training, including the Learning and Development units. It takes account of new policies and legislation, emerging technologies and the current post-compulsory teaching and learning climate. The text encourages reflection of practice throughout, supported by case studies and activities aimed at consolidating and contextualising the information. The content covers the full range of relevant LSIS units, includes a detailed glossary plus chapters on the micro-teach and writing essays and assignments, and is fully mapped to the latest ETF Standards.
Written by the successful team who produced A Complete Guide to the Level 4 Certificate in Education and Training and A Complete Guide to the Level 5 Diploma in Education and Training.
An accessible text book for students. Lots of practical examples and very clearly written.
Nicky Hawkins, South Devon College
I like the layout and the fact that it addresses the criteria from the EaT Award directly and clearly. The text is accompanied by useful activity suggestions. I thought the section on essay writing was particularly helpful.
John Powdrill, Itchen College
The book is clearly laid out with inclusion of activities and case studies to help learners engage with the information within the text. The book is written with a specific course in mind, thus chapters correlate with particular units of study and advice regarding assessment is directly relevant to those who study for the Award course.
Heidi McWade, College of West Anglia
Lynn Machin is Award Leader and Senior Lecturer within the School of Education at Staffordshire University. She has over 20 years’ experience of teaching in post-14 education. Lynn has had a variety of roles within initial teacher education (ITE) including developing and writing the modules that make up the suite of qualifications within ITE in the FE and Skills Sector.
Fiona Hall is a lecturer at Staffordshire University. Prior to this she worked in a Sixth Form College and has many years’ experience working within Early Years settings. She is the lead author of including Supporting Primary Teaching and Learning (Teaching Assistants).
Duncan Hindmarch is Award Leader for Lifelong Learning Teacher Training and the Foundation Degree in Education at Staffordshire University. He has over 15 years' teaching experience, having worked overseas and in the UK. With a background in Teaching English for Speakers of Other Languages, he has been involved in developing and delivering ESOL and Initial Teacher Training programmes since 2005.
Sandra Murray is a Curriculum Leader and Advanced Practitioner in the Department of Teacher Training at Newcastle-under-Lyme College. She has a wide range of experience supporting and teaching teachers in the lifelong learning sector and has been teaching on Initial Teacher Education programmes since 2005.
Tina Richardson is an Award Leader and Manager of the Lifelong Learning Development Centre within the School of Education at Staffordshire University. She has worked in compulsory, further and higher education, with the last 15 years focusing on Adult Literacy, Language and Numeracy and teacher education for the FE and Skills Sector. Tina has worked on a consultancy basis for a number of organisations such as LSIS, SVUK and CfBT.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover 1 | ||
| Half-title | i | ||
| Series information | ii | ||
| Title page | iii | ||
| Copyright information | iv | ||
| Table of contents | v | ||
| Acknowledgements | ix | ||
| Meet the authors | x | ||
| Preface | xii | ||
| Links to the Education Training Foundation Professional Standards | xiv | ||
| Introduction: the further education and skills sector and the level 3 Award in Education and Training qualification | 1 | ||
| Introduction | 1 | ||
| What’s in a name? | 1 | ||
| What is the further education sector? | 1 | ||
| What has shaped the further education sector? | 2 | ||
| Initial Teacher Education | 2 | ||
| Further Education National Training Organisation | 3 | ||
| The Award in Education and Training | 3 | ||
| The purpose of the AET | 4 | ||
| Entry requirements | 4 | ||
| Practice requirements | 4 | ||
| The credits that make up the AET | 4 | ||
| The Education Training Foundation | 5 | ||
| References | 6 | ||
| 1 Understanding roles, responsibilities and relationships | 8 | ||
| Introduction | 9 | ||
| The teaching role and responsibilities in education and training | 10 | ||
| Roles of a teacher in FE | 10 | ||
| Responsibilities of a teacher in FE | 11 | ||
| Legislation and regulatory requirements relating to your role and responsibilities | 11 | ||
| Equality and diversity | 12 | ||
| Data protection | 13 | ||
| Health and safety | 13 | ||
| Safeguarding and child protection | 13 | ||
| Codes of practice | 14 | ||
| Copyright guidelines | 14 | ||
| Ofsted | 14 | ||
| Ways to promote equality and value diversity | 15 | ||
| The importance of identifying and meeting individual learner needs | 17 | ||
| Maintaining a safe and supportive learning environment | 17 | ||
| Behaviour | 18 | ||
| Safety | 18 | ||
| Promoting appropriate behaviour and respect for others | 18 | ||
| Being a role model | 18 | ||
| The organisation | 19 | ||
| The learners | 19 | ||
| Rights | 19 | ||
| Understanding the relationships between teachers and other professionals | 20 | ||
| References | 23 | ||
| 2 Understanding inclusive teaching and learning | 24 | ||
| Introduction | 25 | ||
| What is inclusive teaching and learning? | 25 | ||
| Why is inclusive teaching and learning important? | 26 | ||
| Creating an inclusive teaching and learning environment | 27 | ||
| Additional support | 27 | ||
| Resources | 28 | ||
| Teaching and learning approaches | 29 | ||
| Learning domains: teaching of knowledge, skills and attitudes | 29 | ||
| Developing learners’ skills: English, mathematics, ICT and wider skills | 30 | ||
| Ways to engage and motivate learners | 31 | ||
| Ways to establish ground rules with learners | 32 | ||
| References | 35 | ||
| 3 Facilitating learning and development for individuals | 36 | ||
| Introduction | 37 | ||
| The role of the facilitator | 38 | ||
| The learning mentor | 38 | ||
| The learning support assistant | 38 | ||
| What is the purpose of individual learning? | 39 | ||
| Understanding the principles and practices of one-to-one learning and development | 40 | ||
| Advantages and disadvantages of learning in a one-to-one situation | 40 | ||
| Advantages | 40 | ||
| Disadvantages | 41 | ||
| Facilitating reflective one-to-one learning and development | 42 | ||
| Problem-based learning | 44 | ||
| Managing risks and safeguarding individuals | 45 | ||
| Professional responsibilities and safeguarding | 45 | ||
| References | 47 | ||
| 4 Facilitating learning and development in groups | 49 | ||
| Introduction | 50 | ||
| The role of the teacher as a facilitator | 51 | ||
| Understanding the principles and practices of learning and development in groups | 51 | ||
| The purpose of group learning and development | 52 | ||
| Supporting learners to apply new knowledge and skills in practical contexts | 52 | ||
| Advantages of learning within groups | 53 | ||
| Disadvantages of learning within groups | 54 | ||
| Facilitating group work | 55 | ||
| Determining the size of learning groups | 55 | ||
| Large learning groups | 55 | ||
| Small learning groups | 56 | ||
| Delivery of learning and development to reflect group dynamics | 56 | ||
| Arranging the learning environment to accommodate groups | 57 | ||
| Managing risks and safeguarding individuals in groups | 57 | ||
| Recognising and reinforcing supportive behaviours and responses | 58 | ||
| Assisting learners to reflect on their learning and development in groups | 58 | ||
| References | 60 | ||
| 5 Principles and practices of assessment | 61 | ||
| Introduction | 62 | ||
| What is assessment? | 62 | ||
| Purposes of assessment in learning and development | 63 | ||
| Assessment of learning | 64 | ||
| Assessment for learning | 65 | ||
| Effective assessment planning | 65 | ||
| Initial assessment | 66 | ||
| Formative assessment | 66 | ||
| Summative assessment | 66 | ||
| Assessment throughout the teaching cycle | 67 | ||
| Key principles of assessment | 68 | ||
| Validity | 68 | ||
| Reliability | 68 | ||
| Sufficiency | 68 | ||
| Authenticity | 68 | ||
| Currency | 68 | ||
| Practices of assessment | 70 | ||
| Common assessment types and methods | 70 | ||
| Using technology to enhance assessment | 72 | ||
| Involving learners and others in the assessment process | 72 | ||
| Reasonable adjustments | 72 | ||
| Self-assessment | 73 | ||
| Peer assessment | 73 | ||
| Giving constructive feedback | 73 | ||
| Making assessment decisions | 74 | ||
| Assessment to inform quality assurance | 74 | ||
| Responsibilities and requirements | 74 | ||
| Legal issues, policies and procedures | 75 | ||
| References | 76 | ||
| 6 The microteach: using inclusive teaching and learning approaches | 78 | ||
| Introduction | 79 | ||
| What is the microteach? | 79 | ||
| Planning inclusive teaching and learning | 80 | ||
| The teaching and learning plan | 80 | ||
| Delivering inclusive teaching and learning | 83 | ||
| Differentiation | 84 | ||
| Assessment | 84 | ||
| Providing constructive feedback to learners to meet their individual needs | 85 | ||
| Resources | 85 | ||
| Communicating with learners in ways that meet their individual needs | 85 | ||
| Reviewing the effectiveness of your delivery | 85 | ||
| Identifying areas for improvement | 85 | ||
| References | 87 | ||
| 7 Essay writing | 88 | ||
| Introduction | 89 | ||
| Assessing your academic skills | 89 | ||
| Essay writing: where, when and with whom? | 90 | ||
| Where? | 90 | ||
| When? | 90 | ||
| With whom? | 91 | ||
| Before you start writing | 91 | ||
| Do you understand the essay question? | 91 | ||
| Reading strategies | 92 | ||
| Extracting information from written sources | 93 | ||
| Reading strategy 1 (DARTS) | 93 | ||
| Reading strategy 2 (skimming, scanning and reading in depth) | 93 | ||
| Planning | 93 | ||
| Essay structure | 94 | ||
| Introduction | 94 | ||
| Main body | 94 | ||
| Conclusion | 96 | ||
| First draft | 96 | ||
| Time management | 96 | ||
| Planning your time | 96 | ||
| Saving your work | 97 | ||
| Referencing | 97 | ||
| Plagiarism | 97 | ||
| Your reference list | 98 | ||
| Proofreading and feedback | 100 | ||
| References | 102 | ||
| Glossary: the language of teaching | 103 | ||
| Appendix 1: Mapping the level 3 AET qualification with the LSIS units | 104 | ||
| Appendix 2: List of useful acronyms | 105 | ||
| Appendix 3: Teaching and learning plan template | 107 | ||
| Index | 108 | ||
| Available now | 111 | ||
| New edition coming soon | 112 | ||
| Help us to help you! | 113 |