VETC IVQ in Teaching & Training provides clear up-to-date and valued performance standards. In today's world of flexible and lifelong learning, teaching can take place in many different ways. However the skills, knowledge and understanding involved in teaching are generic and transferable. The training enables candidates to work in contexts which are most relevant to them, while addressing these generic performance standards. Thus this qualification is accessible to teacher/trainers in all areas and all levels of education and training.
This program is intended for teacher/trainers in educational establishments, training organisations and companies. They can be full-time or part-time. Their teaching role may be their only responsibility or one of a number of responsibilities they have within their institution. The content has been designed to be flexible, so that candidates from a variety of teaching environments have equal opportunity to demonstrate their skills, knowledge and understanding. These environments can range across teaching subject (from general to technical and vocational programmes), phase (from primary to higher education, or from basic to advanced training) and age of learners (from children to adults).
Planning and preparing the learning program
The teacher/trainer needs first to identify the objectives of the learning programme and the needs of the learners involved. The learning objectives may be drawn from existing guidelines (eg from an international or national curriculum) and/or may be developed by the teacher/trainer (eg responding to particular local circumstances and initiatives). The teacher/trainer should always take care to identify the needs, aspirations and existing achievements of the learners as individuals and as a group.
With this information the teacher/trainer can construct a plan for the learning programme, making decisions about content, method(s), timings and resources. Such plans are often referred to as 'schemes of work'. They enable teacher/trainers and learners to navigate a successful and rewarding route through the demands of the learning programme.
Facilitating active learning
Practice' is a complex, not a mechanical or routine process. Each learning session is to some extent a unique experience. The teacher/trainer uses a variety of methods to facilitate learning, eg providing information, instructing, demonstrating, supervising exercises and activities. Among the many challenges facing the teacher/trainer is knowing and deciding which approach or combination of approaches to use at any particular moment to enable learning to be as active and effective as possible. He or she has to have a wide range of technical, personal and inter-personal skills including being able to adapt planned activities as necessary.
Assessing learners' progress
The teacher/trainer needs to be clear about essential questions when considering assessment - why we assess, what we assess, how we assess it, and how and to whom we report the outcomes of assessment.
The teacher/trainer can carry out formative assessment - assessment for learning - in various ways to help ensure that learning requirements and objectives are being met on a continuous basis and to inform further teaching and learning. He or she needs to be able to collect, interpret and summarise such information correctly and effectively. The information may be used by a variety of users, where appropriate, such as colleagues, senior management, parents, and sponsors. The information also is an important part of the teacher/trainer's own records of progress by the group and the individuals within the group.
Evaluating and improving learning programmes
The teacher/trainer gathers, analyses and makes use of feedback from a variety of sources on a continuous basis in order to evaluate learning programmes and make any necessary improvements to design, practice, learning methods, curriculum content or resource provision. Evaluation occurs before, during and after teaching and informs future teaching.
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