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ATHE Level 3 Award in Education and Training
ATHE Level 3 Award in Education and Training
£549 ex Vat
Take This Course 
1 Year Access 
Level 3
1167 Students -
3 days, 3 hours
Description
This ATHE Level 3 Award In Education And Training Provides An Introduction To Teaching And/Or Training, And Requires No Previous Teaching/Training Experience. Designed To Provide Learners With The Skills To Deliver Education And Training In Any Learning Environment, It Explores The Roles, Responsibilities And Relationships In Education And Training, Theories Of Learning, And Other Key Areas.
If You’re Looking To Work As A Teacher In The Further Education And Skills Sector, Then This Course Is Perfect For You. You’ll Learn About The Assessment Process And How To Involve Learners, Assess Your Own Skills, Provide Feedback And Maintain An Inclusive Learning Environment. It Also Teaches How To Identify Individual Pupils’ Learning Requirements.
This Course Includes Both Practical And Theoretical Knowledge That Can Be Applied In A Real-World Context, And All Lessons Have Been Designed In Such A Way That Anyone With No Prior Knowledge On Them Can Easily Dive Into Them.
Get Certified To Teach At A Nationally Accredited Standard By Enrolling In This Course Today.
What you'll learn
- Understand The Roles, Responsibilities And Relationships In Education And Training
- Learn How To Promote Appropriate Behaviour And Respect In A Learning Environment
- Gain The Skills To Identify Individual Learners’ Needs And Requirements
- Know How To Apply Inclusive Teaching And Learning Approaches In Education And Training
- Deepen Your Knowledge Of The Different Theories Of Learning, Self-Evaluation And Continued Professional Development
- Know How To Provide Feedback And Involve Learners In The Assessment Process
- Learn About Micro-Teaching And Its Key Benefits For Newly Qualified Teachers
- Gain The Ability To Make Important Assessment Decisions
Total Qualification Time
This Is An Estimate Of The Total Length Of Time It Is Expected That A Learner Will Typically Take To Achieve And Demonstrate The Level Of Attainment Necessary For The Award Of The Qualification I.E. To Achieve All Learning Outcomes.
Total Qualification Time Is Comprised Of GLH And An Estimate Of The Number Of Hours A Learner Is Likely To Spend In Preparation, Study Or Any Other Learning Including Assessment, Which Takes Place As Directed By, But Not Under The Supervision Of A Lecturer, Supervisor Or Tutor. The Credit Value, Where Given, For A Qualification Is Determined By TQT, As One Credit Corresponds To 10 Hours Of Learning.
Total Qualification Time For This Qualification Is 120 Hours.
The Total Credit Value Is 12
Guided Learning Hours
These Hours Are Made Up Of All Real Time Contact Time, Guidance Or Supervision Of A Learner By A Lecturer, Supervisor, Tutor, Trainer Or Other Appropriate Provider Of Education Or Training.
GLH For This Qualification Is 48 As You’ll Only Have To Complete The Mandatory Units.
Method Of Assessment:
Learners Must Complete:
- Three Written Assignments
- One Micro Teaching Session (Which Can Be Submitted As A Recorded Video)
- All Assignments Should Be Submitted Via The Online Portal.
Please Note: You Are Required To Pay £199 At The Time Of Submission Of Assignments In Your Learning Portal For Formal Qualification.
Requirement
- You Must Be Over The Age Of 18
- 5 Or More GCSEs At Grades C And Above
- Other Equivalent International Qualifications
- You Must Also Have An Appropriate Standard Of English, Maths And IT
- For Those Whom English Is Not Their First Language, IELTS 5.5 Or An Approved Equivalent Is Recommended
Career Path
On Successful Completion Of This Course, Learners Will Have A Range Of Skills Required To Teach Or Train In The Education Sector, Which Includes The Following Professions:
- Teacher Trainer
- Teacher
- Teaching Assistant
- Learning Mentor
- Learning Support Assistant
- Online Tutor
Frequently Asked Questions
To Learn About What Each Qualification Means, Please Check Out This File.
To Learn About The Differences Between Award, Diploma And Certificate, Please Read This File.
After Enrolling, You Will Receive Your Log In Details For Our Learning Platform. Here You Will Find The Resources, Guidance, Assignments And Tips You Need To Succeed With Your Studies. You Will Get Dedicated Support From A Student Mentor Who Will Provide You With The Tips And Guidance Throughout The Course. The Mentor Will Guide You In Understanding The Guidance, Learning Outcomes And Assessment Criteria For The Course And Will Also Suggest Additional Study Materials So That You Can Study The Topics Thoroughly. You Will Have A Clear Understanding Of The Requirements Of Each Unit For Getting Qualified. You Can Contact With The Mentor Through Email Any Time. After Submitting All The Assignments, You Will Get Detailed Feedback From Our Qualified Assessor, If Needed. It Will Help You Prepare In The Best Possible Way And Find Out Any Flaws That Can Prevent You Getting Qualified.
Yes, All The Costs Are Included In The Price. However, You May Have To Pay Some Extra For Certain Condition And Qualification.
Yes. As Well As Being Accredited By An Industry Leading Institute, Your Course Is Also Regulated And Approved By Ofqual, The Governing Body For Qualifications In The UK. This Means You Can Study Any Of Our Courses Safe In The Knowledge That Upon Completion Of Your Studies You Will Receive A Certificate Of Your Educational Achievement Which Will Be Recognised Globally.
To Learn About The Difference Between CPD Course And Regulated Qualification, Please Read This File.
UCAS Points (Also Known As UCAS Tariff Points) Are A Way Of Measuring The Relative Value Of All Post-16 Qualifications In The UK.
Course Curriculum
| Application Form | |||
| Application Form | 00:00:00 | ||
| Getting Started | |||
| Qualification Guidance | 00:00:00 | ||
| Getting Started AET | 00:00:00 | ||
| Application Form (AET) | 00:00:00 | ||
| Qualification Specifications | |||
| Qualification Specification- ATHE Level 3 Award in Education and Training | 00:00:00 | ||
| Unit 1: Understanding Roles, Responsibilities and Relationships in Education and Training | |||
| Self-Assessment Grid | |||
| Self-Assessment Grid – Understanding Roles, Responsibilities and Relationships in Education and Training | 00:00:00 | ||
| Guidance For Achieving The Unit | |||
| Guidance For Achieving the Unit – Understanding Roles, Responsibilities and Relationships in Education and Training | 00:15:00 | ||
| Information Leaflets | |||
| An introduction to the Level 3 Award in Education and Training | 00:15:00 | ||
| Teaching Roles, Responsibilities, Relationships and Boundaries | 00:20:00 | ||
| Legislation, Regulatory Requirements and Codes of Practice | 00:15:00 | ||
| Promoting Equality and Valuing Diversity | 00:25:00 | ||
| Promoting Appropriate Behaviour and Respect for Others | 00:20:00 | ||
| Learner Needs and Points of Referral | 00:25:00 | ||
| Handouts | |||
| Table of Examples of Teaching Roles and Responsibilities | 00:10:00 | ||
| Table of Example Boundaries of Teaching | 00:10:00 | ||
| The Teaching, Learning and Assessment Cycle | 00:10:00 | ||
| Table of Potential Learner Needs and Points of Referral | 00:10:00 | ||
| Identifying Inequality | 00:05:00 | ||
| Learner Differences | 00:05:00 | ||
| Ways to Promote and Advance Equality | 00:15:00 | ||
| Ways to Promote Inclusion | 00:10:00 | ||
| Safeguarding, Prevent Duty and British Values | 00:20:00 | ||
| Tips for Teachers and Trainers | 00:15:00 | ||
| Equality and Diversity – Glossary of Terms | 00:25:00 | ||
| Checklists | |||
| Teaching, Learning and Assessment Checklist | 00:20:00 | ||
| Advancing Equality and Diversity Checklist | 00:20:00 | ||
| General Items | |||
| Pre-Course Assessment Form | 00:00:00 | ||
| Action Plan Template for Achievement of The Award | 00:00:00 | ||
| Course Evaluation Form | 00:00:00 | ||
| Beginner’s Guide to Referencing | 00:25:00 | ||
| Verbs Used in The Award’s Assessment Criteria with Their Meanings | 00:05:00 | ||
| Glossary of Educational Terms | 00:25:00 | ||
| Educational Abbreviations and Acronyms | 00:15:00 | ||
| Learning Outcomes and Assessment Criteria | |||
| An introduction to the Level 3 Award in Education and Training | 00:30:00 | ||
| Teaching Roles, Responsibilities, Relationships and Boundaries in Education and Training | 00:30:00 | ||
| Legislation, Regulatory Requirements and Codes of Practice | 00:30:00 | ||
| Promoting Equality and Valuing Diversity | 00:30:00 | ||
| Promoting Appropriate Behaviour and Respect | 00:30:00 | ||
| Learner Needs and Points of Referral | 00:30:00 | ||
| Video Tutorials | |||
| Award in Education and Training Level 3 Workshop Objectives | 00:16:00 | ||
| Understanding Roles, Responsibilities and Relationships in Education and Training | 01:38:00 | ||
| Unit 2: Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training | |||
| Self-Assessment Grid | |||
| Self-Assessment Grid – Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training | 00:00:00 | ||
| Guidance For Achieving The Unit | |||
| Guidance For Achieving the Unit – Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training | 00:25:00 | ||
| Micro Teaching | |||
| Micro Teaching | 00:00:00 | ||
| Detailed Guide to Micro-Teaching Session | 00:00:00 | ||
| Information Leaflets | |||
| Inclusive Teaching and Learning | 00:30:00 | ||
| Teaching, Learning and Assessment Approaches | 00:30:00 | ||
| Providing Opportunities for English, Maths, ICT and Wider Skills | 00:30:00 | ||
| Theories of Learning | 00:25:00 | ||
| Communication | 00:25:00 | ||
| Induction, Icebreakers and Ground Rules | 00:30:00 | ||
| Creating a Scheme of Work | 00:30:00 | ||
| Creating a Session Plan | 00:30:00 | ||
| Self-Evaluation and Continuing Professional Development | 00:20:00 | ||
| Handouts | |||
| Table of Resources Which Could Be Used for Teaching, Learning and Assessment | 00:05:00 | ||
| Table of Teaching and Learning Approaches and Activities | 00:25:00 | ||
| Table of Objectives | 00:05:00 | ||
| The Environment – Examples of Physical, Social and Learning Aspects | 00:05:00 | ||
| Templates | |||
| Template – Induction Checklist | 00:00:00 | ||
| Template – Icebreaker – Bingo | 00:00:00 | ||
| Template – Icebreaker – Getting to Know You | 00:00:00 | ||
| Templates and Completed Examples | |||
| Template – Rationale for a Scheme of Work | 00:00:00 | ||
| Completed Example of a Rationale for a Scheme of Work | 00:15:00 | ||
| Template – Scheme of Work | 00:05:00 | ||
| Completed Example of a Scheme of Work | 00:05:00 | ||
| Template – Session Plan | 00:00:00 | ||
| Completed Example of a Session Plan | 00:10:00 | ||
| Template – Personal Development Plan | 00:00:00 | ||
| Completed Example of a Personal Development Plan | 00:05:00 | ||
| Template – Continuing Professional Development (CPD) Record | 00:00:00 | ||
| Completed Example of a Continuing Professional Development (CPD) Record | 00:05:00 | ||
| Template – Reflective Learning Journal | 00:00:00 | ||
| Completed Example of a Reflective Learning Journal | 00:10:00 | ||
| Template – Summary and Action Plan | 00:00:00 | ||
| Completed Example of a Summary and Action Plan | 00:05:00 | ||
| Checklist | |||
| Verbal, Listening, Non-Verbal and Written Communication Skills Checklist | 00:15:00 | ||
| Learning Outcomes and Assessment Criteria | |||
| Inclusive Teaching and Learning | 00:45:00 | ||
| Teaching, Learning and Assessment Approaches | 00:45:00 | ||
| Providing opportunities for English, Maths, ICT and Wider Skills | 00:45:00 | ||
| Theories of Learning | 00:45:00 | ||
| Communication | 00:30:00 | ||
| Induction, Icebreakers and Ground Rules | 00:35:00 | ||
| Creating a Scheme of Work | 00:45:00 | ||
| Devising an Inclusive Teaching and Learning Plan (Session Plan) | 00:45:00 | ||
| Self-Evaluation and Continuing Professional Development | 00:45:00 | ||
| Video Tutorials | |||
| Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training | 01:41:00 | ||
| Unit 5: Understanding Assessment in Education and Training | |||
| Self-Assessment Grid | |||
| Self-Assessment Grid – Understanding Assessment in Education and Training | 00:00:00 | ||
| Guidance For Achieving The Unit | |||
| Guidance For Achieving The Unit – Understanding Assessment in Education and Training | 00:10:00 | ||
| Information Leaflets | |||
| Assessment Types | 00:25:00 | ||
| Assessment Methods | 00:30:00 | ||
| Involving Learners and Others in the Assessment Process | 00:30:00 | ||
| Making Assessment Decisions and Providing Feedback | 00:35:00 | ||
| Record Keeping | 00:20:00 | ||
| Handouts | |||
| Table of Assessment Methods, Approaches and Activities | 00:10:00 | ||
| Table of Assessment Types | 00:15:00 | ||
| Table of Advantages and Limitations of Peer and Self Assessment | 00:05:00 | ||
| Table of Example Teaching Records | 00:05:00 | ||
| Assessor Roles and Responsibilities | 00:05:00 | ||
| Templates and Completed Examples | |||
| A Full Set of Assessment Record Templates | 00:00:00 | ||
| Completed Example of A Full Set of Assessment Records | 00:25:00 | ||
| Learning Outcomes and Assessment Criteria | |||
| Assessment Types | 00:45:00 | ||
| Assessment Methods | 00:35:00 | ||
| Involving Learners and Others in the Assessment Process | 00:45:00 | ||
| Making Assessment Decisions and Providing Feedback | 00:45:00 | ||
| Record Keeping | 00:30:00 | ||
| Video Tutorials | |||
| Understanding Assessment in Education and Training | 00:31:00 | ||
| Assignments | |||
| Assignments | 1 day, 18 hours | ||
| Assignment Submission Guideline | |||
| Assignment Submission Guideline | 00:00:00 | ||
| Submit Your Assignments | |||
| Submit Your Assignments – ATHE Level 3 Award in Education and Training | 00:00:00 | ||
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