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A Concise Guide to the Level 3 Award in Education and Training

A Concise Guide to the Level 3 Award in Education and Training

Lynn Machin | Fiona Hall | Duncan Hindmarch | Sandra Murray | Tina Richardson



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