Topics Covered

  • Teaching roles
  • Teaching responsibilities
  • The teaching, learning and assessment cycle
  • Boundaries of teaching
  • Wider professional practice
  • Working with other professionals
  • Examples of working with others
  • Legislation
  • Legislation – example
  • Regulatory requirements
  • Regulatory requirements – examples
  • Codes of practice
  • Code of practice - examples
  • Policies and procedures
  • Policies and procedures – examples
  • What is communication?
  • Ways to communicate with learners and others
  • Speaking, listening, reading, writing
  • Verbal communication
  • Non-verbal communication
  • Written communication
  • Barriers to communication
  • Meeting individual learner needs
  • Berne’s Transactional Analysis theory
  • Interpersonal and intrapersonal skills
  • Emotional intelligence
  • Teaching and learning approaches
  • Facilitating learning
  • Assessment
  • Assessment approaches
  • Making decisions
  • Providing constructive feedback to learners
  • How does learning occur?
  • Learning preferences
  • Fleming’s VARK
  • Honey & Mumford’s learning styles
  • Pedagogy and andragogy: Knowles
  • Retention of learning: Pike
  • Domains of learning: Bloom
  • Conditions of learning: Gagne
  • Sensory theory: Laird
  • Experiential theory: Kolb
  • Humanistic: Rogers
  • Behaviourism: Skinner
  • Cognitivism: Piaget
  • Constructivism: Vygotsky
  • Pragmatism: Dewey
  • The curriculum
  • What is a scheme of work?
  • What influences the content?
  • Aims and objectives
  • Devising a rationale for a scheme of work
  • Creating a scheme of work
  • Using a scheme of work
  • Group profile
  • Designing a session plan
  • Types of plans
  • Aspects to consider when planning a session
  • Aims and objectives
  • Teaching and learning activities
  • Assessment activities
  • Resources
  • Timings
  • Adapting plans
  • Learner feedback
  • The induction process
  • Creating an induction checklist
  • Using icebreakers
  • Types of icebreaker
  • Energisers
  • Establishing ground rules
  • Maintaining ground rules
  • Planning to meet the needs of learners
  • Initial and diagnostic assessment
  • Examples of initial and diagnostic assessment activities
  • Individual learning plans (ILPs)
  • Agreeing individual learning plans
  • Identifying learner needs
  • Information, advice and guidance (IAG)
  • How to identify learner needs
  • Examples of learner needs
  • Meeting learner needs
  • Points of referral
  • Maintaining a safe and supportive learning environment
  • Different teaching and learning environments
  • Room layouts
  • Physical, social and learning aspects
  • Health, safety and learner welfare
  • Motivation
  • Maslow’s Hierarchy of Needs
  • What is appropriate behaviour of the teacher?
  • What is appropriate behaviour of learners?
  • Ways to improve appropriate behaviour
  • Respect
  • Ways to improve respect
  • What are resources?
  • Examples of resources
  • Electronic and online resources
  • People as a resource
  • Meeting the individual needs of learners when using resources
  • Using resources
  • Adapting resources
  • The role of technology in teaching and learning
  • Examples of using technology
  • Flipped learning
  • Meeting individual needs
  • BYOD – bring your own device
  • Synchronous and asynchronous learning
  • Social networking and social media
  • Why provide opportunities for learners to practice these skills?
  • Terminology
  • How to provide opportunities for learners to practice their skills in: English, Maths, ICT and Wider skills
  • British values
  • What is equality?
  • The Equality Act (2010)
  • Protected Characteristics
  • Types of discrimination
  • What is diversity?
  • Valuing equality and advancing diversity
  • Ways to promote equality and value diversity
  • What is a micro-teach session?
  • Questions to ask in advance
  • Planning your session
  • Preparing your session
  • Delivering your session (the beginning, middle and ending)
  • What makes a good session?
  • Evaluating your session
  • Observed practice
  • Mentor and peer support
  • Teaching practice
  • Preparing for the observation
  • During the observation
  • After the observation
  • What is the minimum core?
  • Demonstrating the minimum core
  • Evidencing the minimum core
  • Examples for: planning; delivering; assessing and using resources
  • Improving your personal skills
  • What is self-evaluation?
  • Obtaining feedback
  • What is reflective practice?
  • What is evaluation?
  • Kolb’s experiential learning cycle
  • Continuing professional development (CPD)
  • Maintaining CPD
  • Professional associations
  • Summary quiz
  • Reading list
  • Website list

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Course Description

This bundle contains 20 online modules which all include video, downloadable resources and a record of achievement on completion of each module.


How long will this course take?

1 - 2 hours depending on the learner

Who is this course for?

This module is aimed at people already in/or wanting a teacher/training role, or for individuals working towards a relevant qualification.

Why Choose KMF Training?

We strive to offer a great range of affordable and accessible high-quality courses

We're a family run business and customer service is important to us

We provide accredited courses to further your career and help you to keep moving forward