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WEST THAMES COLLEGE

Westl~ames
(allege lonOoi

A ET

University of Westminster

Award in Education and Training

COURSE HANDBOOK March 2015

UNIVERSITY OF
WESTMINSTERRfl

Award in Education and Training level 3
CONTENTS

PAGE

1
...


AET course

3

About the qualification

4

Timetable

6

Assignments

Assignment 1

7

Assignment 2

9

Option b) observation of a teacher
Assignment 3

Your CPPD

14

16

21

Skills Audit 1

22

Skills Audit 2

24

Learning Journal 1

25

Course Content

26

3
...


Harvard referencing

37

Recommended reading and useful resources

39

2

1
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dobszai@west-thames
...
uk

020 8326 2189

tracy
...
ac
...
glezia-batchelor@westthames
...
uk
julia
...
ac
...


3

AET

2
...


•

Technicians and support staff in further and adult education
...


The structure of the qualification

This is an introductory qualification, consisting of one core module,
Introduction to Teaching, to the total value of 12 credits
...


At Level 3, candidates need to demonstrate in their assignments a depth of
knowledge and understanding appropriate to that level
...
Please type -

I certify that this is my own work (except where I have acknowledged the work
of others) and that it does not contain plagiarised, copied or duplicated
material
...
03

18
...


•

Identifying need - learning styles, barriers to learning,

ground rules, Library tour, Moodie

Assignment
hand in

ED

TJ

Journal 1

Maslow

3

25
...
04

22
...
04

06
...
05

20
...
05

11

03
...
06

13

17
...

If you need to resubmit an assignment because it does not meet the learning
objectives, please do so within two weeks, taking into account the marker's
comments
...


Either - write a report to summarise your roles and responsibilities as a teacher
within your subject area and context, or use the poster template to write an
overview of these areas
...


•

A summary of the key points from the following legislation and regulatory
requirements, that are relevant to your subject area i
...
Health and Safety

•

How you would create a safe and supportive learning environment for a
group of learners, including:
iii
...
Meeting the needs of learners (Maslow)

You should refer to at least two theories and/or texts in this assignment to support your
point of view, using Harvard Referencing

7

Word Count: Up to 650 words

The Equality Act 2010

My name is
...
My subject is
...


2
...


\L

'\

I
Assignment 1

Health and Safety

V:

i
References

Z

ll'

Assignment 2

A

•

Plan and structure learning activities in a micro teaching session
...


•

Promote inclusive sessions that motivate learners

Design a SOW

Produce a Scheme of Work for your subject area
...


•

Include the key topics of a first session e
...
induction, icebreakers, tour
of premises, development of ILPs, initial assessment etc
...


•

Be realistic about how much you can cover in each session
...


Provide a rationale for a scheme of work justifying own planning decisions
...


9

B

Class profile

You will also need to submit a class profile and add the following details:
•

learners' motivation

•

barriers to learning and appropriate support and entitlement

•

health and safety

•

safeguarding

Write a class profile of a group of learners that you currently teach or might
teach (you may use the case study supplied)
...
g any learning difficulties or
disabilities, financial difficulties, childcare etc
How will you support their learning - strategies that will ensure inclusive and
differentiated learning
...
If you are not
currently teaching please use the attached case study to write a group profile
...
The course is
run in partnership with the local community college
...
There is a whiteboard and flip chart stand
...


There are 18 students of which half are ESOL learners and from the rest 3
learners did not finish school
...
The ratio of female to male
learners is 3:1 in favour of female
...
One of the learners has Dyslexia
...
Out of the 18 learners 4 have taken a course in your subject
previously
...
The rest, mainly older learners, have no experience of and
have never taken a course in your subject before
...
From the ESOL learners, 3 of them are very new to the country
and are currently enrolled on an English speaking and listening course
...
Though there is not a lot of written work required for
this course, learners are expected to be able to follow instructions, participate
in group work and write short pieces of text related to your subject area
...
in group

Level

Total hours:

Time of class:

I

Topic/module
(What will students learn?)

Inclusive teaching and learning
methods
...


Resources

Assessment

·--

12

12

West Thames

(mlege lon~on
Form 2

Class Profile

Teacher(s)

Student
Initials

13

_

Motivation

Class

Barriers to Learning

_ Level

Adjustments
Required

_

Internal/external
support from
specialists {if
applicable)

13

Option a)

Observing Experienced teachers
The University of Westminster do not require you to observe teachers, but we
think it is an excellent way of helping you to define your own teaching style
and priorities
...
Please -

1
...

If you do not know anyone you could observe please ask an AET tutor
for a name
...


2
...
You could use form 3
(p17) as a guide or prompt
...
After the observation write up your notes on the form; aim to make
comments so you explain what you think is important
...


14

West Thames

(~lege lon~on
Dear tutor

Re: informal observation of your teaching

This student is on the AET (Award in Education and Training) course
...
We would be very grateful if you would
allow an informal observation to give the student a taste of classroom activity
...
If you
have a documents available (plan, SoW etc) that would be useful, but there is
no requirement for this
...


Thank you very much for taking time over this
...

• Demonstrate session planning skills for learning and teaching
...
Make sure that you have at
least one activity for learners
...


•

This will be followed by 5 minutes participating in verbal feedback with your
peers and tutor
...

•

Produce a lesson plan (form 1, page 10) using the pro-forma provided that
shows inclusive learning, teaching and assessment techniques
...


•

Write a rationale to justify your choice of learning, teaching and assessment
techniques including how assessment outcomes are recorded 250 words)
...

•

Use the self-evaluation form provided to reflect and evaluate the effectiveness
of your own microteach session
...


•

Ensure you take into account the verbal feedback given at the end of the
session
...


(300-350 words)

Give feedback to your peers on their microteach sessions
...


16

;£(Y)€5R_
Q
...

'1r
Form 3 AET Observation Report

(

s

Wertlhames

~legem

Name of candidate

Date:

Aim of session
(as on lesson plan)

Length of lesson
Length of observation

Preparation
Did the candidate
Prepare for the lesson
- have a lesson plan to show:
objectives, variety of activity,
assessment and resources
...


Form 4

1

Self evaluation: Micro-teaching

Session date

Delivered by

Title of session

Length of
session

What went well and why:

What didn't go well and why:

I

What would you do differently if you taught the same session again:

1

From watching your peers' microteach sessions, what would you want to experiment with?

Candidate signature:

19

Date:


...

Name:

20

Signature:


...


1
...
Stage 2 (Summative Profile) - evaluate your learning and identify actions
for the future
...


During this professional training you have an opportunity to develop as a
Reflective Practitioner
...

Give a feedback sandwich
Name 3 things a tutor needs to do in a first session
Identify 3 ways of finding out about your learners
Explain how you can negotiate ground-rules with a group
Describe key characteristics of learners with visual, auditory
and practical learning styles
List and describe 4 teaching methods you could use in your
own subject
Enable someone else to learn a skill by breaking it down into
small clear steps
Give a description of the teaching/training cycle
Write clear SMART learning objectives
Describe the stages of a well structured lesson/session
Name two ways in which you will ensure the health and
safety of your students
...
Use this information to provide evidence for your Summative Profile and Action Plan on
the next page
...
Revisit
session 6 on SMART objectives and use some of the verbs when writing your targets in the boxes below
...


zso;

Date:

Choose two issues that were important to you in today's session and explain why they
were important
...
Evaluation of session:
a)What do you think worked well and why?

b) What do you think didn't work well and why?

3
...


4
...


Are there any other comments you wish to make?

Tutor's formative feedback Learning Journal 1

Tutor sign:

25

Date:

AET: Course Content
Module Aims
• To help participants plan for the success of learners in the Lifelong Learning Sector by
designing, demonstrating and assessing an inclusive micro teaching session and
learning programmes, reflecting on own role in the sector
...


Learning Outcomes
Learning outcomes state what successful learners have achieved as the result of
learning
...
By the end of the course participants will be able to:
1
...


2
...


3
...

4
...


Specific Skills
On successful completion of the course, participants will be able to:
• analyse the needs and abilities of their learners and explore a variety of ways of
responding to these;
• improve their own communication and inter-personal skills in order to increase own
effectiveness as a teacher;

• manage micro-teaching classroom activities and learning; and
• further develop their own Language, Literacy, Numeracy and IT skills and be aware
of how to support those of their learners
...


27

AET: Assessment procedures and requirements

On this course, you will be expected to participate regularly and meaningfully in online
forums and complete tasks which will be monitored by your tutors
...


1
...

Make sure that you address the relevant requirements in your handbook and any
supplementary guidelines you may be given
...
Submit your work for assessment by the deadline, making sure that:
•

you have used the Harvard Referencing system

•

you have kept to the word count

If you need to delay submission of your work, please see your tutor and discuss this
before the deadline date; you must agree a deferred hand in date
...
You will usually receive feedback within 2 weeks, and you will receive a
pass or a referral:

•

you have completed tasks set, including all content required to meet the criteria

•

you have given evidence that you can apply underpinning values to section content
and criteria
...
You should be confident that you understand requirements;
discuss with a tutor, and draw up an action plan if necessary
...


Resubmission: when you resubmit an assessment please ensure that you:

• include earlier drafts
• earlier feedback sheets
• add 'version 2' to your footer
You can be referred on an assessment twice
...


I

Defer

I

You are unable to submit work by the deadline, but you have valid reasons for this
...
Your assessment work will be
moderated internally by the College and by the University of Westminster to ensure that
we are assessing at the correct standard
...
The process is supportive and developmental, designed to help you build
skills and a range of good practice
...
Feedback will also be given by your peers
...

There is an observation checklist which will serve as a useful reminder of the key
aspects your tutor and your peers will be looking for
...


There are two parts to this -

1
...

These lists should be arranged alphabetically by author, regardless of format
...


•

Papers or reports - Author, name of the paper or organisation, date of publication, place of
publication
...


•

Websites -You should include as much information as possible e
...
author, title, date of the
website publication, page numbers and the date you accessed the website
...


Armitage, A
...
(2003) Teaching & Training in Post Compulsory Education
...

(NB
...


Bartram, D, et al
...
TES Teacher
...


DfES (2002) Success for All; Reforming Further Education and Training
...


Funderstanding
...
com/right left brain
...


Lifelong Learning
...
lifelonglearning
...
uk (Accessed Online: 21//06/09)

n" March, p
...
Petty, G
...
3 ed
...


2
...


If you mention an author or theorist put the date and page number in brackets
...
as Petty (2001: p
...


30

If you are quoting from a book, paper or website, indent the quote (if it is more than one line)

give the date and the page number, or the website name
...
(Funderstanding: 1998)

The full details of the reference are given in the bibliography
...
Failure to reference or 'cite' your work may result in you being
accused of plagiarism
...
(2013) The Award in Education and training - FE and Skills Exeter: Learning
Matters Lltd
McMahon, A
...
(2014) Passing the Award in Education and Training London: NIACE
Petty, G
...

Wilson, L (2008) Practical Teaching, A guide to PTLLS & CTLLS Delmar

Website addresses

Advice - text books are generally more

www
...
com

'reliable' sources of evidence than

www
...
gov
...
excellencegateway
...
uk

can be accessed on line
...
qeoffpetty
...
lsneducation
...
uk

verified
...
mwls
...
uk

Often web sites have not been

www
...
org
...
Do not quote from

www
...
co
...
tes
...
uk

changed by anyone, so it is not a

www
...
com

reliable source
...
skills
...
uk
www
...
org

32

,
...
Take turns to go round the group
and discover something unique about every
individual
Prepare stickers with the names of
celebrities/famous artists/sports people on, and
attach one to each students back
...
The student must not be able to
see the name
...

Alternatively they can work in pairs an question
one another
...
When you call

the name of a fruit, people with that name stand
up and exchange places: when you call fruit
bowl, everyone exchanges places
...
They
must try and remember as much as they can
...
Students walk around all the chairs and
the teacher takes out one chair and instructs
everyone to sit in any seat
...

Students are asked to line up in one line, in order
of • Height Order
• Shoe Size
• Distance from College
• Alphabetical order of first names
• Hair Colour
Students sit in a circle, without tables
...

swum a mile, sang to an audience, worked in an
office - any questions that are relevant to your
group
...

Students walk around the room and the teacher
instructs categories eg -Sports ( who likes best
basketball, football, netball?), Hair Colour (black
red, blond,) Colour Socks etc Students move
about to join the appropriate group
...
Then on to the next category
...
mwls
...
uk/icebreakers/
http://www
...
com/-donclark/leader/icebreak
...
wilderdom
...
htm I

Kolb's Experiential Learning Cycle (1984)

"One theorist, David Kolb (1984), is used frequently to explain learning processes
...
In this way, he
explains how reflective practice builds upon things that happen (concrete experience)
and develop through understanding why into a 'have another go' scenario
...
" (Wilson, 2008, p
...
,

Quiz

1-(

): IS TH E PROCESS OF MOVING DATA FROM ONE SWITCH PORT TO

ANOTHER SWITCH

2- (

): A FORMULA USED BY ROUTE RS TO DETE RMINE TH E APPROPRIATE

PATH ONTO WHICH DATA SHOULD BE FORWARDED
...


4- (

) : RIP,RIP VERSION2, OSPF, OSPF VERSION 2,EIGRP, BGP

5- (
): IS A SET OF RULES, VIEWED IN TABLE FORMAT USED TO
DETERMINE WHERE DATA IS TRAVELLING OVER THE INTERNET PROTOCOL (IP)
...


6-(
) SPANS A LARGE GEOGRAPHIC AREA SUCH AS A STATE, PROVINCE OR
COUNTRY
...
THE MOST POPULAR (WAN) IS THE INTERNET
...


8-(
)THE PHYSICAL ARRANGEMENT OF A NETWORK, THE WAY IN WHICH
CABLES ARE ARRANGEDIN ORDER TO CONNECT A NETWORK

' • Plan and structure learning activities in a micro teaching session
...


ignment 3

• Promote inclusive sessions that motivate learners

Deliver a microteach session
•

Deliver your microteach session to yo

er group, demonstrating a sel

f-'teaching

and learning approaches to engage and mot~·1tali!"!'=llim
least o~vity for learner
•

The sess~ last for 25 mi nut~

•

Th~-Hl1:>e followed by 5 minutes participating in verbal feedba~k with yo
,peers and tutor
...


------

8-,,ovf :~

•
co

for our ee

Write ~o justify your choice of learning, teaching and assessment

J

techniques including how assessment outcomes are~~
Write an~ation of the sess~ taking peer and tutor feedback into account
...


•

Make sure that you consider how far your microteach(fuet the needs of t~e
individual learners in your session
...
) It is also important that you'19ke note of the written feedback you will_
receive from your peers ~on pro-formas given out on the day) and from your
tutor
...

•

Using the pro-forma provided on the day, give feedback to your peers on the
delivery of their microteach sessions
...
» ~ ~

~ ~~,
...



...
s

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