This qualification in Education and Training has been developed to conform to the requirements of the RQF, to meet the requirements of the sector and to respond to the
needs of the sector. This qualification provides an introduction to teaching. Therefore, it may be undertaken by individuals who are not in a teaching role.
The QAN number for this qualification is as follows:
ATHE Level 3 Award in Education and Training 601/8386/X
The ATHE Level 3 Award in Education and Training is a 12 credit qualification. To be awarded this qualification, a learner must achieve a minimum of 12 credits. Three credits from Group A, six credits from Group B, and three credits from Group C.
|Understanding roles, responsibilities and relationships in education and training||3||3||12|
|Understanding and using inclusive teaching and learning approaches in education and training||3||6||24|
|Facilitate Learning and Development in Individuals||3||6||25|
|Facilitate Learning and Development in Groups||3||6||25|
|Understanding Assessment in Education and Training||3||3||12|
|Understanding the Principles and Practices of Assessment||3||3||24|
On successful completion of a Level 3 qualification in Education and Teaching there are a number of progression opportunities.
Learners may progress to:
- a level 4 qualification
- employment at an appropriate level
- a degree programme
This qualification is designed for learners who are typically aged 19 and above. All trainee teachers joining this qualification programme should undertake an initial assessment of skills in English, Mathematics and ICT. They should record their development needs and, where applicable, agree an action plan to address them. If trainee teachers join the qualification programme having already undertaken an initial assessment of their English, Mathematics and ICT skills, their record of development needs and any previous actions taken to address them should be reviewed and updated as required.
Centres should review the prior qualifications and experience of each learner and consider whether they provide the necessary foundations to undertake the programme of study at level 3.
For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification.
For learners who have recently been in education or training the entry profile is likely to include one of following:
- a GCE Advanced level profile with achievement in 2 or more subjects supported by 5 or more GCSEs at grades C and above
- other related level 3 subjects
- an Access to Higher Education Certificate delivered by an approved further education institute and validated by an Access Validating Agency
- other equivalent international qualifications
Learners must also have an appropriate standard of English to enable them to access relevant resources and complete the unit assignments.
Learners may also have relevant work experience. Mature learners may present a more varied profile of achievement that is likely to include relevant work experience (paid and/or unpaid) with levels of responsibility, participation and/or achievement of relevant professional qualifications. This may be used for recognition of prior learning (RPL).
All Course Material, including online modules and written assignments.
- Personal tutor support with 1-2-1 Skype sessions
- Dedicated student support
- Access to an online Social Learning forum
- Assignment marking and feedback
- Free CV Writing help on completion of the course.
Recognition of Prior Learning (RPL) is a method of assessment that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.
We recognise learners’ previous achievements and experiences whether at work, home and at leisure, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.
RPL enables recognition of achievement from a range of activities using any valid assessment methodology. Provided that the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.
The term Guided Learning Hours (GLH) is an estimate of the amount of time, on average, that a tutor, trainer, workshop facilitator etc., will work with a learner, to enable the learner to complete the learning outcomes of a unit to the appropriate standard.
GLH are intended to provide guidance for centres on the amount of time required to deliver the programme and support learners. GLH are made up of activities completed by the learner under direct instruction or supervision of a tutor/teacher, lecturer, supervisor, trainer etc. whether through actual attendance or via electronic means, the activity must be in real time.
Some examples of activities that can contribute to Guided Learning Hours include:
- Supervised induction sessions
- Learner feedback with a teacher in real time
- Supervised independent learning
- Classroom-based learning supervised by a teacher
- Work-based learning supervised by a teacher
- Live webinar or telephone tutorial with a teacher in real time
- E-learning supervised by a teacher in real time
- All forms of assessment that take place under the immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training, including where the assessment is competence-based and may be turned into a learning opportunity
Total Qualification Time (TQT) is a guide to the amount of time a learner would take, on average, to complete the different activities to demonstrate achievement of the learning outcomes of a whole qualification.
TQT includes all the activities described under guided learning hours (GLH) plus all the additional learning.
Additional learning will take place away from the classroom and this will not be under direct supervision of a tutor/teacher, lecturer, supervisor, trainer etc. The activities will vary depending on the qualifications, their level and the nature of the learning.
Some examples of activities that can contribute to Total Qualification Time, include:
- Preparation for classes
- Independent and unsupervised research/learning
- Unsupervised work on assignments
- Unsupervised compilation of a portfolio of work experience
- Unsupervised e-learning
- Unsupervised e- assessment
- Unsupervised e-assessment
- Unsupervised coursework
- Watching a pre-recorded podcast or webinar
- Unsupervised work-based learning
- Any other form of learning, education or training, not under the direct supervision of a tutor/teacher, lecturer, supervisor, trainer.
Equality and fairness are central to the provision at the McQueen’s Education. Promoting equality and diversity involves treating everyone with equal dignity and worth, while also raising aspirations and supporting achievement for people with diverse requirements, entitlements and backgrounds. An inclusive environment for learning anticipates the varied requirements of students, and aims to ensure that all students have equal access to educational opportunities. Equality of opportunity involves enabling access for people who have differing individual requirements as well as eliminating arbitrary and unnecessary barriers to learning. In addition, students with and without disabilities are offered learning opportunities that are equally accessible to them, by means of inclusive qualification design.
Our equality policy requires all students to have equal opportunity to access our qualifications and assessments.
We are committed to making sure that:
- Students with a protected characteristic (as defined in legislation) are not, when they are undertaking one of our courses, disadvantaged in comparison to students who do not share that characteristic.
- All students achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.
Our policy regarding access to its qualifications is that:
- They should be available to everyone who is capable of reaching the required standards
- They should be free from any barriers that restrict access and progression
- There should be equal opportunities for all those wishing to access the qualifications.