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    Achieving your Award in Education and Training: The Comprehensive Course Companion (Special Edition)
    Achieving your Award in Education and Training: The Comprehensive Course Companion (Special Edition)
    Achieving your Award in Education and Training: The Comprehensive Course Companion (Special Edition)
    Ebook641 pages3 hours

    Achieving your Award in Education and Training: The Comprehensive Course Companion (Special Edition)

    By Nabeel Zaidi

    ()

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    About this ebook

    THIS TEXTBOOK PROVIDES ALL THE INFORMATION AND GUIDANCE YOU NEED TO PASS THE COURSE, COMMUNICATED IN A USER-FRIENDLY AND PRACTICAL MANNER

     

    The Award in Education and Training is the entry qualification for teaching in a range of learning contexts across the further education and skills sector. It comprises three units, which are fully covered by this textbook. These are as follows:

     

    Understanding Roles, Responsibilities and Relationships in Education and Training

     

    Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training

     

    Understanding Assessment in Education and Training

     

    This textbook also includes detailed guidance on how to structure effective responses for assessments across the assessment criteria of all three units. Such guidance is normally sold as a separate textbook. However, it is included in this special edition, which should lead to a considerable cost saving to the purchaser.

     

    This textbook is written for all awarding organisations and focuses on each of the learning outcomes and assessment criteria of these three units, provides examples of current practice in the sector and adopts a user-friendly approach to explaining concepts and principles. It is therefore essential reading for anyone hoping to pass the Award in Education and Training, as well as gaining a fuller appreciation of the subject and practice in the sector.

     

    The author provides a range of professional perspectives when examining topics, which should prove useful for the course and also in preparing to enter the sector. He draws on his extensive experience as a lecturer, senior manager, educational consultant and on his work with external bodies, such as the Quality Assurance Agency (QAA) as a Reviewer and awarding organisations as an Examiner, Standards Verifier and Centre Quality Reviewer. This experience ensures the currency and relevance of the examples used in this textbook.

     

    The principal benefits of this textbook to the reader are as follows:

     

    It is written by an experienced practitioner with extensive experience across the further education and skills sector, occupying a variety of roles;

     

    It adopts a practical approach to topics, reflecting current practice in the sector;

     

    It includes detailed guidance on structuring effective responses to assessment tasks;

     

    It is clearly written and easy to understand;

     

    It fully addresses each of the learning outcomes and assessment criteria in a systematic way, which makes completing the course and assessments in a short timeframe achievable;

     

    It provides a broader range of information and examples, which should prove useful when preparing to enter the sector, such as attending job interviews for teaching related posts.

    LanguageEnglish
    PublisherEducation and Training Consultants Ltd
    Release dateMay 31, 2015
    ISBN9781513032634
    Achieving your Award in Education and Training: The Comprehensive Course Companion (Special Edition)

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      Book preview

      Achieving your Award in Education and Training - Nabeel Zaidi

      How to use this textbook

      This textbook covers the content needed for all three units of the Award in Education and Training. It also includes guidance on how to structure effective responses to assessments. The textbook is divided into four sections. The first three sections cover the content needed for the Award, while the fourth covers the guidance for responding to assessments. The first three sections are divided into awarding organisation learning outcomes and assessment criteria for each unit, with similar headings. The headings for the fourth section mirror the assessment criteria of each of the three units.

      When you are completing your assessments, make sure that you look at the relevant headings in this textbook that align to the assessment criteria in your assignment tasks or worksheets. You should also be clear about the meaning of each command verb used by the unit assessment criteria. This book contains suggested meanings of command verbs for each of the units.

      There is a glossary of terms starting on the next page, which you should familiarise yourself with before reading the textbook and/or refer back to as and when needed.

      Glossary of key terms used in this book

      SECTION 1: UNDERSTANDING ROLES, RESPONSIBILITIES AND RELATIONSHIPS IN EDUCATION AND TRAINING

      Introduction

      Understanding Roles, Responsibilities and Relationships in Education and Training is a mandatory unit of the Award in Education and Training.

      Definition of roles for the purposes of this textbook:

      The teaching role and responsibilities in education and training

      1. The teaching role and responsibilities in education and training

      (a) Lecturer

      Lecturers normally work in Further Education colleges, higher education institutions and private colleges. The extent of the role can be very prescriptive or very wide ranging, with additional responsibilities, depending on the size, type or ethos of the organisation. That aside, there are some common elements. These can include planning, preparing and delivering part of a course or the entire course, contributing towards quality assurance, adhering to organisation policies and procedures and awarding organisation requirements (e.g. Pearson, AQA, OCR, City and Guilds, etc).

      Planning can include preparing and/or delivering to schemes of work. These outline the unit content of a course to be delivered per week or per session, the assessment objectives being applied, assessment methods and resources to be used and differentiation strategies for each session. Lecturers may also complete lesson plans, which provide more detailed information about the lesson aim(s), lesson objectives, how lesson objectives are going to be assessed, the content to be covered and the teaching, learning and differentiation strategies to be applied.

      Where internally assessed courses are being delivered, lecturers may also be expected to design assignment briefs / assessment instruments and internally verify each other’s assignment briefs before they are issued. Assignment briefs normally include a set of tasks that learners are required to complete to pass part of or the entire unit. Internal verification includes a set of checks that a colleague lecturer (who may or may not be a qualified internal verifier) undertakes to make sure that the assignment brief or assessment instrument is fit for purpose (i.e. it is capable of generating valid, reliable and timely evidence and outcomes). 

      Lecturers are expected to be familiar with key organisation policies and procedures, especially those relevant to their role. These can include policies and procedures relating to health and safety, equality and diversity, safeguarding, assessment and internal verification, examinations, invigilation, teaching and learning, assessment malpractice and maladministration, conflict of interest, learner discipline and gifts and bribes. Lecturers normally disseminate information through lectures, presentations, discussions, facilitation of group work and leading on external visits.

      (b) Trainer

      Depending on the context, the role of a trainer tends to be more versatile than that of a lecturer, often focusing on skills building, presenting complex information in a short timeframe, actively / frequently facilitating team and group working, having a more practical dimension to sessions (e.g. demonstrating techniques) and being more vocationally focused. Trainers often deliver on work-based learning courses, to professional audiences and in workshop contexts. They can also act as coaches and mentors as part of or an extension of the training delivery. They can be engaged on short-term, long-term or one-off sessions and may be responsible for designing, developing and/or delivering bespoke accredited and unaccredited courses.

      Trainers may be highly specialised or expert in their area, with professional competency often being more important than academic qualifications. However, in order to be effective, even trainers need to know some basic teaching, learning and assessment techniques and strategies, including structured planning and delivery of training. Where trainers are delivering sessions on clients’ premises they are expected to abide by both their organisation’s policies and procedures and observe those of the host client. Management training and highly technical training may be delivered by trainers who are also freelance consultants, providing expert advice and training as part of a portfolio of professional services. Sometimes trainers specialise in delivering training only.

      (c) Tutor

      Tutors can take the form of group tutor or personal tutor. Group tutors tend to occupy more of a pastoral role, providing guidance and support to a group of learners (often a class) and monitoring and reviewing their progress on the course and setting achievement and improvement targets for learners. This will normally take place as part of tutorial sessions, scheduled on a weekly basis outside of lectures and training. Group tutors may outline some course content, but they do not normally provide lectures or training during tutorials.

      Tutorials, like lectures and training, require some form of scheme of work and lesson plans, but these can be more flexible and adapt to meet the evolving needs of different groups of learners while they are completing their main course. For instance, a group may be experiencing particular difficulties in completing an assignment. The group tutor may liaise with the lecturer and provide dedicated support and guidance in tutorials or as part of additional workshops. Personal tutors occupy a similar role, but liaise and support learners on a more individual basis. They may also have a similar subject background to the learner and so can provide more subject specific assistance, whereas group tutors may have a different subject background to their group and so are likely to be less able to provide subject specific assistance.

      (d) Assessor

      An assessor may also be a lecturer or trainer. However, a lecturer or trainer might not also be an assessor. An assessor is someone who formally assesses or marks / grades a learner’s work. They may also design or share the design of assignment briefs / assessment instruments. They may possess assessor qualifications (these include: A1, A2, D32, D33, Level 3 Award in Understanding the Principles and Practices of Assessment, Level 3 Award in Assessing Competence in the Work Environment, Level 3 Award in Assessing Vocationally Related Achievement, Level 3 Certificate in Assessing Vocational Achievement).

      They would normally be expected to design or contribute towards the design of assignment briefs based on unit assessment criteria and assess work in line with unit assessment criteria. Each course includes modules or units. Each unit contains learning outcomes (these are a ‘headline’ of what a learner should be able to demonstrate in the evidence they produce as observed or written work). Each learning outcome will include assessment criteria, which are more specific about what the learner must demonstrate.

      For example, the first learning outcome for the unit Understanding Roles, Responsibilities and Relationships in Education and Training could be to Understand the teaching role and responsibilities in education and training. One of the assessment criteria under this learning outcome may be that learners must be able to Explain the teaching role and responsibilities in education and training. Assessors would be expected to ensure that assignment briefs or tasks are correctly aligned to the assessment criteria, especially the command verb (in

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