Level 3 Award in Education and Training. 2 self-study online courses and a 5-day classroom event

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1 Level 3 Award in Education and Training 2 self-study online courses and a 5-day classroom event

2 Overview This programme meets the needs of individuals who wish to become a trainer, those new or inexperienced in training and those who wish to achieve a Level 3 qualification in training. It provides trainers with the knowledge and skills required to deliver interactive and participative training, underpinned by a sound understanding of a wide range of relevant learning theories. Delegates will first need to understand how individuals learn, and then to learn the skills to engage with learners and deliver in ways that encourage retention and application. The taught module provides a foundation for trainers to develop effective training skills, assessed against measurable, objective criteria. Focusing on skills transfer techniques rather than presentation skills, the module offers a structured approach to planning and delivering training sessions which will assist trainers throughout their training career. The online modules provide a foundation for those involved in, or planning to be involved in, helping others learn, either through delivering or designing formal training programmes or by supporting informal, work-based learning. ABC Qualification No A TTF Register of Learning Providers Level 3 Credit Value 12 Age Range Any learners 19+ Guided Learning Hours Learning Methods Learning Outcomes Assessment Part A Online: 5 hour Part B Classroom: > 35 and < 45 Part C Online: 5 hours Total: 45 to 55 hours Parts A and C are both delivered as self-study online modules. Part B is delivered through a combination of interactive workshop sessions, group work, tutorial support and work-based experiential learning during a 5-day classroom course. On completion of this module learners will be able to: 1. Understand and discuss the key ideas and concepts relating to training delivery 2. Plan and deliver a training session which meets the Training Style, Activity and Structure Profiles 3. Reflect upon own attitudes and behaviours and identify any adjustments to current practices which would improve learner motivation and behaviour 4. Use techniques of analysis, discussion and debate as is appropriate to training delivery and learner engagement 5. Identify and use study skill referencing conventions and techniques commensurate with Level 3 study Learners plan and deliver a 20 minute training session which meets the criteria of the TAP Structure, Style and Activity Profiles Learners complete online assessments and write a reflective paper 3 S016/V1/0613

3 Unit A: 5 hours online (3 credits) Understanding roles, responsibilities and relationships in education and training The purpose of this unit is to enable the learner to understand the roles and responsibilities of a teacher / trainer in education / training and the relationship between different professionals in those fields. 1. Understand the teaching role and responsibilities in education and training 1.1 Explain the teaching role and responsibilities in education and training The teaching role refers to the key things that a teacher is expected to do eg. the sort of activities listed in a job description; responsibilities relate to the roles of the teacher and the various expectations placed on them by legislation, regulations and codes as described in 1.2 below. These could include: concept of lifelong learning, the whole learner, facilitation of the intellectual and social development of the learner distinction between teaching and training (similarities and differences) managing aspirations and stakeholders teachers as a role model and inspirational leader teachers as managers of learning teachers as resource managers 1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities Legislation refers to major Acts of Parliament detailing the law in a particular area. Regulatory requirements flow from legislation and define what is required, in practice, to conform with the law. Codes of practice outline good or best practice as defined by an employing institution or professional body. The latest legislation, regulation and policy developments will be covered, for example: Codes of Conduct Codes of Ethics Health and Safety and Safeguarding The Equality Act Explain ways to promote equality and value diversity Learning resources available to support initiatives Issues relating to language, presentation and preferences Concept of positive discrimination Setting examples and use of role models Reviews of policies and practices Citizenship 1.4 Explain why it is important to identify and meet individual learner needs Reflect an understanding of the broader individual needs that may impact on learning including, but not limited to. Diagnostic tools to identify learners needs Special needs and role of Special Educational Needs Support Individual Learning Plans (ILPs) Use of relevant tests eg. numeracy and literacy, ICT 4 S016/V1/0613

4 2. Understand ways to maintain a safe and supportive learning environment 2.1 Explain ways to maintain a safe and supportive learning environment Safe and supportive refers to both physical and psychological aspects and explores: Definition and learners needs Physical and environmental requirements including welcoming aspect, access, health and safety, security Use of technology and equipment Safeguarding ie. fostering emotional and psychological safety, trust and respect 2.2 Explain why it is important to promote appropriate behaviour and respect for others To include: Behaviour, punctuality, language, respect for others, active participation in Expected standards of behaviour Reputation of the provider institution Effects of bullying, harassment, abuse and violence learning 3. Understand the relationships between teachers and other professionals in education and training 3.1 Explain how the teaching role involves working with other professionals Scope and roles of other professionals eg. teaching specialists, administrative, learning support staff, mentors/coaches, social workers etc Explore links with other professionals 3.2 Explain the boundaries between the teaching role and other professional roles What distinguishes the roles of these other professionals from that of teachers Requirements and boundaries of other professionals and their codes of practice Possible causes of friction and/or conflicts of interest 3.3 Describe points of referral to meet the individual needs of learners Why and where learners might be referred The range of help available Referral processes Liabilities and ownership 5 S016/V1/0613

5 Unit B: 5-day classroom (6 credits) Facilitate learning and development in groups Preparing for a learning event Preparing the environment for the delivery of a learning event Preparing appropriate trainer and delegate resources Structuring the learning event Structuring the intervention Stating clear objectives and agreeing expectations Setting a 'route-map' for the session Capturing and assessing the learners' prior knowledge, skills and attitude Building links to aid delegate learning Delivering appropriate content in a learning-efficient sequence Assessing that knowledge and/or skills transfer has taken place Reinforcing the key points from the intervention Monitoring and controlling progress of the group and individuals Adapting the methods and/or content to the progress identified Assessing and recognising the achievement of the learning objectives Facilitating a learning event Generating a positive learning climate Addressing the different learning styles present in the group Identifying and coaching delegates who are struggling with the pace and/or content Dealing effectively with groups of mixed ability Reacting appropriately to delegates' concerns Managing demonstrations, group and individual activities that are in context for the delegates Managing the learning event efficiently Employing questioning skills Using a variety of questioning types and techniques Handling delegate questions effectively Using reflective questioning to get the delegate to take more responsibility for learning Using active listening techniques Establishing and maintaining credibility Demonstrating the required level of knowledge Projecting a professional, knowledgeable and confident image Ensuring anti-discriminatory best-practice Using methods and media Selecting appropriate training aids to promote understanding Using training aids to best practice Incorporating technology appropriately Employing a balanced approach Clearly and verbally praising learners when appropriate during their learning Clearly signposting the structure and progression of the training intervention at the beginning and at appropriate points throughout Balancing requests for action and trainer advice/opinion with learner input Judging the level of demonstration of complex or involved tasks required for effective learning 6 S016/V1/0613

6 Unit C: 5 hours online (3 credits) Understanding the principles and practices of assessment Engaging with learners more effectively Applying the principles of andragogy and understanding their impact on learning (Knowles) Understanding the differences between classical and operant conditioning and identifying ways to apply them in virtual and physical contexts (Behaviourism, Pavlov and Skinner) Understanding how learners accommodate and assimilating new information and identifying ways to create a learning environment that supports development (Constructivism, Piaget) Understanding and identifying ways to create environments and interventions that satisfy all stages of the learning process (Experiential learning model, Kolb) Understanding the impact that satisfying the affective, as well as cognitive, domain has on learners development and identifying methods of satisfying both (Learner-centred training, Carl Rogers) Understanding how the brain operates in a learning context and identifying ways to create an environment in which cognitive styles are satisfied (Brain lateralisation theory, Dunn and Dunn) Understanding the significance of conditions of learning and being able to describe the similarities and relative challenges in the virtual and physical contexts (Conditions of learning, Gagne) Being able to create instructional objectives that are valid at the appropriate level of Bloom s Taxonomy (Instructional design, Mager) Understanding the TAP Learning Design Methodology, identifying effective and efficient methods and media for learning interventions in terms of skills and preferences of the target group Designing learning activities and resources to optimise learning effectiveness Understanding the attributes of certain learning approaches and creating ways for learners to acquire and process information (Learning Styles, Honey and Mumford) Understanding the senses and using external stimuli to impact on learners ability to acquire and process information (Sensory Systems, Grinder and Bandler) Describing different types of learners intelligences and how this informs their capabilities and behaviours (Multiple Intelligences, Howard Gardner) Understanding how brain hemispheres specialise in different tasks and learning how to engage the whole brain in learning (Split Brain, Roger Sperry) Designing strategies to engage learners Understanding the human brain s difficulty in accepting new and contradictory information and identifying ways for learners to assimilate learning with their existing knowledge (Proactive Inhibition, Brown-Peterson) Understanding a learner s inner drive to seek harmony and consistency and creating ways to reduce their discomfort when faced with conflicting attitudes, beliefs or behaviours (Cognitive dissonance, Festinger) Understanding the interaction between psychological processes and the nervous and immune systems and identifying ways to create a positive emotional experience for learners (Psychoneuroimmunology, Ader&Cohen) Identifying informal learning and social media opportunities Providing flexible ways of supporting learning through the use of informal learning and social media Understanding generational characteristics and identifying ways to appeal to differences, preferences, expectations and beliefs to impact learning (Generations X and Y, Draves & Coates) Understanding that knowledge is distributed across a network of connections - know-where, and using this to supplement know-what and know-how in L&D (Connectivism, Siemens) Applying the theoretical basis of learning to a role in L&D Analysing reflective practice 7 S016/V1/0613

7 TAP Qualifications Due to their unique range and scope, TAP Qualifications provide individuals and organisations with a means to develop a career pathway based on achieving Certification of Learning and Development skills. This Certificate delivers a competence set aligned to the National Occupational Standards developed by the Lifelong Learning UK Sector Skills Council. All TAP Certificates and Diplomas are awarded by The British Institute of Learning and Development, which also externally verifies the programme. The robustness and rigour of the TAP assessment models led the University of Chester to accredit this Certificate at HE Level 4. View the outlines for all TAP Qualifications here Read case studies here to see how TAP has contributed to learning effectiveness in your sector Read 1,000+ testimonials from trainers recently achieving this TAP Certificate here For further information contact the TAP Support Team Foundation House, Millburn Hill Road University of Warwick Science Park Coventry, CV4 7HS Tel: +44 (0) info@trainingfoundation.com Website: 8 S016/V1/0613

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