Passing Assessments for the Award in Education and Training (Further Education and Skills)

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Contents

  1. Bestselling Series
  2. The UK's No.1 Workplace Training Provider
  3. Gateway Qualifications Level 3 Award in Education and Training - Gateway Qualifications
  4. Professional Education, Training and Development
  5. You are here

The course will consist of 3. There are various start dates throughout the year. There is also a micro teaching session of 30 minutes minimum per candidate.

The micro teaching sessions take place at the end of the course, generally two full day sessions depending on class size , which you must attend to gain the qualification. To gain the maximum benefit, you should read recommended books and websites, and review the topics covered during the class each week.

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You should research unit topics, and work on sections of your assignments after each class session. Computer access is available at Study Support sessions at Macbeth centre. Candidates will be expected to undertake additional study in their own time and complete assignments, including weekly Learning Journals. Also, see above for micro teaching information. Portfolio, Feedback and Marked assignments including ongoing self-assessment Learning Journal. The qualification will be assessed by a combination of written assignments and microteaching.

Learners will also gain the skills and knowledge required to progress to the Level 4 Certificate in Education and Training, as well as to the Level 5 Diploma in Education and Training, the Learning and Development qualifications or the Assessment and Quality Assurance qualifications. Learners may also take complementary qualifications such as a Coaching or Mentoring qualification. There will be tutorials for each student per term. Relevant books and periodicals are available from the Library Service.

You may wish to get additional help and guidance offered through the free Study Support Sessions at the Macbeth Centre. You will need to book a place on these sessions — ask your tutor how. Help with literacy or numeracy is available through the basic education programme and the ESOL programme offers help for speakers of other languages. If you have a disability and feel you need support to get the best from your course you can contact Sean Buckley sean. Parental income will not be taken into consideration but the income of any spouse or partner will.

Providers should consider making similar arrangements for candidates who cannot provide original certificates as evidence. DfE does not provide a list of qualifications that can be considered equivalent to the GCSE examinations in English, mathematics and science. When ITT partnerships look for evidence that a qualification is of a standard equivalent to GCSE grade 4, they should look at the content not only in terms of its level, but also in terms of its breadth.

Qualifications in key and functional skills at level 2 are not equivalent to GCSEs in terms of content. Providers should look for further evidence of a breadth of achievement in English where applicants have achieved a GCSE grade 4 or above in English literature only. The aim of this criterion is to ensure the graduate status of teaching. All entrants must have attained a qualification that demonstrates the level of knowledge, understanding and transferable intellectual skills associated with graduate status.

Legislation requires all entrants to teaching in England to have a UK first degree or equivalent qualification. Any equivalent qualification must be one single qualification, not an aggregation of a number of separate qualifications. Those on undergraduate ITT programmes will, if successful, graduate and meet the standards for the award of QTS at the same time.

Those entering graduate ITT programmes need to have attained a degree before they commence the programme. However, they should exercise discretion for recent graduates where there is a delay in receiving the original certificate. In these cases, providers should obtain written confirmation from the relevant degree-awarding institution that the applicant has achieved graduate status. Providers should view the original certificate as soon as it is available. In cases where an original certificate is no longer available, providers must gain assurance of graduate status and must keep an audit trail of the evidence obtained.

Legislation does not specify that teachers must have a degree in a particular subject or discipline.

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All trainee teachers must meet these by the time they complete their training. Partnerships that do not include degree-awarding bodies may wish to seek advice from those that are. The Framework for Higher Education Qualifications in England, Wales and Northern Ireland describes the higher education qualifications awarded by UK higher education institutions HEIs at 5 levels, formerly identified as certificate, intermediate, honours, masters and doctoral.

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Providers must ensure that, before anyone is admitted to an ITT programme, they have been deemed suitable to train to teach. This will help to protect children and young people from trainee teachers who might put them at risk of harm because their previous conduct shows they are unsuitable for teaching. Prior experience in a school is not required. However, where candidates have been able to gain experience in schools, providers might find reports from those schools helpful. Lack of school experience should not be a reason for rejecting an otherwise suitable applicant.

The interview process might include discussions of professional portfolios and discussions of prior achievement. To comply with equality legislation, providers must ensure that interview procedures promote equality of opportunity and avoid discrimination. The Equality Act and Special Educational Needs and Disability Act require providers to ensure they are not discriminating against applicants with disabilities or special educational needs SEN.

Applicants with disabilities are under no obligation to disclose their disabilities. Providers must ensure that their provision does not place applicants with declared disabilities at a disadvantage. Providers must also consider making anticipatory adjustments to promote positively equality of access for disabled applicants, including access to benefits, facilities and services. They should provide as many opportunities as possible for applicants to identify any special arrangements they may require, for example when inviting them for interview or making arrangements for any entrance tests.

Providers must assure that trainees demonstrate competence in the following areas. Teachers should use standard English grammar, clear pronunciation and vocabulary relevant to the situation to convey instructions, questions, information, concepts and ideas with clarity. Teachers should read fluently and with good understanding.

They should write clearly, accurately, legibly and coherently using correct spelling and punctuation. Teachers should use data and graphs to interpret information, identify patterns and trends and draw appropriate conclusions. They need to interpret pupil data and understand statistics and graphs in the news, academic reports and relevant papers.

Teachers should be able to complete mathematical calculations fluently with whole numbers, fractions, decimals and percentages.

They should be able to solve mathematical problems using a variety of methods and approaches including: estimating and rounding, sense checking answers, breaking down problems into simpler steps and explaining and justifying answers using appropriate language. Any work to address shortfalls in English and mathematics must be undertaken by the trainee teacher in addition to other aspects of their training. Fundamental English and mathematics may be implemented, supported and assured in different ways by different providers.

Providers have a responsibility to ensure that trainees have the health and physical capacity to teach and will not put children and young people at risk of harm. The activities that a teacher must be able to perform are set out in the Education Health Standards England Regulations Providers are responsible for ensuring that only trainees who have the capacity to teach remain on the programme. People with disabilities or chronic illnesses may have the capacity to teach, just as those without disabilities or medical conditions may be unsuitable to teach. Successful applicants may be asked to complete a fitness questionnaire prior to commencing the programme.

ITT providers should not ask all-encompassing health questions but should ensure they only ask targeted and relevant health-related questions which are necessary to ensure that a person is able to teach.

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Providers should have regard to the Keeping Children Safe in Education statutory guidance when carrying out their duties to safeguard and promote the welfare of children. They should ensure all trainees have been subject to appropriate pre-selection checks. Providers are not required to provide any information to schools in addition to this confirmation. Schools may wish to record this confirmation in their single central record, but they are not required to do so. Where a school or college allows an individual to start work in regulated activity before the DBS certificate is available, they should ensure the individual is appropriately supervised and that all other checks, including a separate barred list check, have been completed.

Professional Education, Training and Development

In the case of salaried routes, the responsibility lies with the employer to ensure that checks have been carried out. The employing school should inform the provider that a satisfactory check has been obtained. Providers should establish clear safeguarding procedures and protocols that are agreed by all partners in the partnership. This should include a common understanding across the partnership of convictions, offences, cautions and warnings that would not pose a barrier to joining an ITT programme.

Schools should ensure that all trainee teachers, at the start of their training in each school, are provided with the following:. Providers may wish to recommend to applicants that are checked early in the recruitment cycle that they register with the DBS update service.

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If a provider removes a trainee from a programme because the trainee has harmed or poses a risk of harm to children, or if the provider would have removed the trainee had they not left, the provider should seek guidance from the DBS. Candidates who are unsuited to working with children may not have any previous convictions, and providers should be vigilant during the selection process.

Providers or employing schools have a duty to ensure that trainees are properly managed and supervised and that, if they have concerns, information is referred to the police and the DBS. Candidates who have lived or worked outside the UK must undergo the same checks as all other staff in schools and colleges. In addition, further checks should be carried out so that events that occurred outside the UK can be considered.

The Home Office has published guidance on criminal record checks for overseas applicants. The lists of prohibited teachers is on the Teacher Services System. ITT providers should have regard to the Disqualification under the Childcare Act statutory guidance and related obligations under the Childcare Act when carrying out their duties to safeguard and promote the welfare of children.

Where trainees are salaried, it is the responsibility of the school to ensure they comply with the legislation.

If a salaried trainee is, or becomes, disqualified from a childcare role, schools should inform the training provider of this. Where trainees are fee-funded, it is the responsibility of the training provider to ensure that the trainee is not disqualified from childcare or that the trainee has obtained a childcare disqualification waiver from Ofsted.

Further advice on the childcare disqualification arrangements can be obtained from the Department for Education at mailbox. The professional skills tests are set in the context of the wider professional role of a teacher.