4th, Unit 1

Unit 1
Understanding roles, responsibilities and

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Education and
Training (RQF)
Trainee Trainer Workbook
Learner name: Answer Paper No: Centre No:

Centre name: Logix Training Ltd
AKE6781 907677
QA-QS-AET-V5 July 2021 Copyright © 2021 QUALSAFe AWARDS. All rights reserved
QA Level 3 Award in Education and Training
(RQF)
TrAINEE TrAINER Workbook 1
Unit 1: Understanding roles, responsibilities and relationships in education and training
Assessment methods: Written assignment
Glossary of Terms
Trainer A suitably qualified and Qualsafe Awards (QA) approved Trainer who meets
the (also known as teacher, required criteria to deliver and assess the QA Level 3 Award in
Education and tutor, instructor, etc.) Training (RQF), and who is employed by the QA approved
Centre
Trainee Trainer You, the Learner working towards this qualification
Teaching/Training These are interchangeable, so to avoid confusion, in this workbook we use Training
Learner The Learners who are being trained, and assessed by, the Trainee Trainer
Internal Quality A suitably qualified and QA approved IQA who meets the required criteria to quality
Assurer (IQA) assure the QA Level 3 Award in Education and Training (RQF), on behalf of
(and approved through) the QA approved Centre
Declaration
This Trainee Trainer Workbook gives you the opportunity to contextualise your on course learning and
further study to successfully pass the qualification assessment criteria. When completing the Trainee
Trainer Workbook, all answers must be your own work. Any quotes should be appropriately referenced.
I confirm the work contained in this workbook and all evidence associated with the achievement of this qualification is my own work.
Trainee Trainee
Trainer 4th Trainer Date:
name: signature:
Course details QSWW-0HOkpBPGI7_h7IHDA3Qvf6zQaHkWaAP8S8pHouYOoXkB-cmGjXybeaNcbrD3FgmHl6-EnGA!#!mZmULmrKpbaqVLg0lVZb!#!
Centre name
Logix Training Ltd
Trainer name
Internal Quality Assurer name
Course start date
Course end date
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reserved
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Assessment information
All work submitted for assessment must be completed in ink (written or printed), not pencil. A word count
is provided as a guide to the volume of writing you should be including in your assessments. Detailed and
specific feedback will be provided to highlight areas of your assessments that have been particularly well
answered or that require further development. If any evidence submitted is not to the required standard,
your Trainer will provide feedback and an action plan outlining what needs to be done to meet the required
standard, and give you a completion date for resubmitting the evidence for reassessment.
You have a maximum of 3 opportunities to submit for assessment.
The Trainer uses the Achievement box to show you have passed or been referred and if needed, uses the
Feedback/Action plan box to direct you to the Trainer feedback and action plan at the back of the workbook. If
you do not pass on the third attempt, you are referred for the question/this unit and the Trainer ticks the Refer
box for the workbook.
When all elements for this unit have been assessed, the Trainer signs the Trainer use box on the last page
to show a pass or referral outcome. If you have been referred for this unit you cannot achieve the
qualification, however you can achieve the other units. If you don’t achieve the qualification you can re-
register for the qualification using prior learning for units passed.
Your workbook must be kept intact for internal and/or external quality assurance. For printed (word processed)
assignments, please make sure these are integrated into this workbook submission.
Topic 1: Scenario
Your manager has asked you to prepare some information about your job role as a Trainer and your
key responsibilities for a presentation to new staff.
You need to include:
1. an explanation of the role and responsibilities of a Trainer (you may add a copy of the job description
in support)
2. a summary of the key aspects of legislation, regulatory requirements and codes of practice relevant to
the role and responsibilities of a Trainer
3. an explanation of how the role involves working with other professionals and the boundaries that
QSWW-0HOkpBPGI7_h7IHDA3Qvf6zQaHkWaAP8S8pHouYOoXkB-cmGjXybeaNcbrD3FgmHl6-EnGA!#!mZmULmrKpbaqVLg0lVZb!#!
exist between the teaching/training role and these other professionals
4. a description of the points of referral and ways to refer Learners to make sure their individual needs will
be met, which may include internal and external specialists/organisations
5. an explanation of how a Trainer identifies individual Learner needs what these needs may be and
why identifying this is important
6. a definition of equality and diversity, and an explanation of the ways a Trainer should promote them
7. an explanation of how a Trainer should promote appropriate behaviour and respect for others and why this
is important
8. an explanation of the ways a Trainer should maintain a safe and supportive learning environment
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You may present your information as a PowerPoint presentation, in a booklet, handout or leaflet format using
appropriate graphics/technology. Whichever method you select you need to support your material with
detailed written explanations (either in your presentation, booklet, handout, leaflet, etc. or in this workbook),
which should:
• meet all assessment criteria for this unit, as listed above
• relate to your specific area/subject specialism
• be a minimum of 1000 words in total
• be completed in ink (written or printed), not
pencil In addition you should include:
• a reflective journal (Appendix 1) outlining what you learn as you complete this assignment and those
areas for further development or research and
• a bibliography using Harvard-style referencing or other similar referencing style (Appendix 2) referencing
all books, journals, internet sites and any other sources you used in your research for this assignment
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Topic 1: Scenario
1. Explain the role and responsibilities of a trainer (you may add a copy of the job description in support)
The Trainers demonstrate skills to learn and prepare them for a specific goal, including a career, activity, or to
improve upon already-established skills. Trainer meets the learners to assess their level, define the desired
goals and outcomes, and create a reasonable plan that also challenges them to accomplish their goals. The
trainer provides learners with relevant materials, including schedules, routines, exercises, to help them as
they work on their goals, and follow up with them as needed to check in with them and give encouragement
where needed and provide them all learning materials such as handouts, PowerPoint slides, flipped
classroom, project based learning, class discussion and practice testing is a major source of seeking
knowledge.. The role of learner or trainer is key in articulating the skills, primary focus on the trainees’
development and education at all training levels, through their involvement in teaching, training, evaluation and
supervision. This is instructors responsibility to make understudies vigilant of wellbeing and security technique
so that if there should arise an occurrence of a crisis they would understand what move needs to be made
first. The trainer plays a pivotal role from start to end of the training that includes the following
• Timing of different training sessions
• Choosing the relevant training methods
• Preparing the training materials and aids
• Conducting training sessions
• Evaluating the post training session
Word Count:
223
(1.1)
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2. Summarise the key aspects of legislation, regulatory requirements and codes of practice which are
relevant to the role and responsibilities of a trainer
There are a number of legislative requirements and variations of practice that as a Trainer must be
applied and adhered to in our environment. A The most important legislation ( relates to laws passed by
parliament ) are:
Equality Act ( 2010 ): all the employee need to be equal by age, gender, race, religion and belief,
maternity and pregnancy;Data Protection ( 1998 ): regulation to protect the information about the
individual;Health and Safety Work Act ( 1974 ): the risk assessment must be undertaken to enable the
activity to take place, so as to ensure the safety of those taking part;
Safeguarding Vulnerable Groups Act ( 2006 ): protect from discrimination vulnerable groups and
included Criminal Records (CRB ).
The most important regulatory requirement ( usually specific to certain industries ) are:
Control of Substance Hazardous of Health ( COSHH ) ( 2002 ) are applied if the organization works with
hazardous material;Food and Hygiene Regulation ( 2006 ) applicable for farming, manufacturing,
distribution, retail;Manual Handling Operation ( 1992 ) relates of manual hazard of manual handling of risk
injury.Every organization should have a code of practice that included: behaviour, dress, time keeping
and disciplinary. Code of Practice for Teachers (2008)
Developed by IfL and outlines the behaviors expected of members – for the benefit of learners,
employers, the profession and the wider community. Practice makes reference to Integrity,
Respect, Care, Practice, Disclosure and Responsibility. For example,Work in a manner that recognizes
diversity and does not discriminate on race, gender, disability etc. As a Trainer all individuals should be
treated equally and with respect. Comply with all reasonable assessment and quality procedures and
obligations. This would involve providing a transparent approach to my work and follow
guidelines/procedures to ensure standards are maintained within the environment.
Word Count: (1.2)

295
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3. Explain how the role involves working with other professionals and the boundaries that exist
between the teaching role and these other professionals
The responsibility of a tutor to keep up to date with subject knowledge and identify the learners needs
also prepare all lessons and resources according to their need. I will do diagnostic testing of my leaners
that will help me to identifying their needs preferences. I will try to plan and prepare my sessions that
may involve another facilitator, programme manager and all awarding bodies as well as stakeholders
such as proprietors. I will definitely involve the subject specialist to deliver my course. I will involve
speech and language therapists as they are health professionals who work with children who have
difficulties with speech, language and communication. I must take assessment methods that may
involve internal and external quality assurers, representatives, invigilators. For example a trainer has the
right to contact the learners regarding the course, but calling them 10 times would be inappropriate. A
trainer can be friendly with the learner but getting overfriendly, too personal or too emotionally involved
in some situations can be deemed inappropriate. In fact a professional behaviour for a trainer is
essential; a trainer needs to be impartial, fair and ethical with all learners. A trainer should also consider
using caution with self-disclosure: a discrete behaviour is required when they disclose personal
information. A trainer should also worry about which barriers the learners can face; these barriers could
be for example disabilities or attendance. A trainer has the responsibility to help the learners overcome
or minimise these barriers and have the best possible result in terms of learning .
Word count:255
4. Describe the points of referral (internal and external) and ways to refer Learners to make sure their
individual needs will be met
Identifying a particular need may happen at any time, the most common time is during the learner
induction process, however, their circumstances can change or they may have been hiding a particular
need, as a result trainers and staff must always be looking to identify an individual’s needs.
 Identifying learners’ needs
 observing the learners’ behaviour
 assessing the learners, formally or informally, to determine their current knowledge, skills, and
attitudes, and then noting the needs revealed by the assessment information
 discussing issues with the learners and asking them questionLearners have a variety of needs,
for example social, emotional, academic and health-related as a tutor it’s my duty to identify the
needs of leaners with a professional attitude and adopted a reasonable resource according to
their need. If learners were to share a problem with me I would assess the situation, if the
problem were out of my remit I would pass the learner member onto the relevant internal or
external service. A referral provides information about learners condition so that: the person you
are being referred to does not have to ask so many questions. they are aware of relevant
background information. they know exactly what they are being asked to do. Identifying and
meeting individual learner needs boosts their morale and encourages them. In some cases, the
learner does not gain much from mass instruction. As such, when the trainer provides individually
prescribed instruction (IPI) it significantly helps many learners to understand and grasp
educational concepts.
Words count : 246

(RQF)
5.Explain how a trainer will identify individual Learner needs, what these needs may be and why
According to Simpson and Ure (1994), all learners share a need for certain categories of structures in the
classroom. They all need a curriculum, cognition of said curriculum, management of learning, motivation to
learn, and an understanding that personal factors will affect the learning environment on occasion. Within
these categories, each learner has a different level of need and aptitude. Moving toward a more
personalized learning environment allows these differences to be less of a detriment, and more of a help.
In short, shifting to a more personalized learning paradigm leads to more actively engaged learners, and
allows for each learner’s individual talents to develop. The classroom becomes a place of effective study, and
less of a bore to some learners, less stress for others. The struggling learner can get more help, and the
advanced learner can be more engaged and challenged at the same time as the average learner is enabled to
advance further in their understanding of the material. All of these learners will also have the necessary skills
to move on in their education, or to adapt to the constant changes of any career later on.
how a trainer will identify individual Learner needs through this :
 environments and spaces where the learning will happen

 demographics age group, local connections, and affiliations
 learning-related data.
 medical or health conditions.
 knowledge of learner preferences, abilities, and interests
 culture, language, and identity.
In identifying each learner’s individual learning needs, that learner becomes a kind of partner in their
training. They can feel a sense of personal, active engagement with the material, rather than a
passive, just show up kind of class. This active engagement leads to a more adaptive learning
mentality that can better prepare learners for future learning and careers. It also shifts the focus from
just the test material, broadening the scope of classroom material.
July 2021
Copyright © 2021 QUALSAFe AWARDS. All rights reserved 8
Word Count: 307
Word count:364
(RQF)
6.Define equality and diversity and explain the ways in which a trainer should promote them.
Promoting equity and diversity in your classroom begins with self awareness. Educators must recognize how
the intersections of race, ethnicity, gender, sexual orientation, religion, socio-economic status, and being able-
bodied impact us individually. We must understand how our identification within a particular group gives us
privilege in certain spaces and we must be open to actively listen to marginalized groups who experience life
differently because of their social groupings and must acknowledge our personal biases and seek to
understand people with different experiences. Be explicit about the way learners in your class will be
respectful to each other; and share ideas, opinions and values. Teach learners how to disagree respectfully.
Use Restorative Practices and promote self-awareness, self-management, relationship skills, and responsible
decision-making. Challenge negative stereotypes immediately and openly. Use the Kickboard’s Equity & Anti-
Racism Professional Development which aims to support districts, schools and tutors towards becoming anti-
racist. Given that the vast majority of our institutes are composed predominantly of learners of color, the
culture and climate work we do with institutes inevitably intersects with issues of race and disproportionality in
discipline. Promoting equity is a priority for Kickboard and we are intentional about situating the work we do at
the intersection of positive behavioral supports, cultural relevance, restorative practices, and racial equity.
Word Count:
211
(1
7.Explain how a trainer should promote appropriate behavior and respect for others and why this is
important
The most important task for tutor is to educate the learner.To do so the better learning environment has to
be created in the classroom. Positive behaviour or good behaviour of learners motivates the trainer to do a
better delivery or better teaching for his learners. Because of this action learners also get motivated and
have a better learning.Negative behaviour or unacceptable behaviour prevents effective teaching and
learning from taking place. This kind of behaviour damages the education of the learner or all learners
involved in inappropriate behaviour. The bad behaviour not only damages the education of the person
involved but also it damages the education of other children in the group too.An effective curriculum
appropriately differentiated to stimulate and engage the learner is the key factor in maintaining and orderly
learning environment.I have high expectations of all the learners in terms of both achievement and
behaviour. I make sure my students understand my expectation about their achievement through their
behaviour. Learners are likely to behave and learn better when they feel responsible for their learning and
capable of Success. I encourage the learners under my guidance to set and organised learning goals for
themselves and reflect on their own progress and work co-operatively with their fellow learners.I exhibit
appropriate levels of dominance and corporation towards the learners. Having a discussion with learners I
have set out the rules and procedures for General classroom behaviour, group work, seatwork, transitions
and interruptions, use of materials and equipment, and beginning and ending the period or the day.
Word Count:
254
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(2.1)
8. Explain the ways in which a trainer should maintain a safe and supportive learning environment
It is important to create a learning environment in which learners feel safe, relaxed, and willing to take risks, especially
for learners who may have had negative experiences in traditional classroom environments. Learners often describe
supportive learning environments as enhancing their self-esteem, which, when combined with increased literacy skills,
help students take more chances in pursuing their goals.
Ways to create a supportive learning environment for learners:
Build a strong classroom community:The classroom can play an important role in helping learners build stronger and
larger networks. Classrooms provide learners and staff with friendship, skills, and contacts beyond their immediate
communities. Intentionally building networks in the classroom can create meaningful, supportive relationships among
learners and teachers.
Use pair work, as well as small-group and whole-class activities, beginning the first day of class to help learners get
acquainted, and provide ongoing opportunities for learners to form connections with learners they don’t interact with
as frequently in the classroom. Provide learners with opportunities to share about their backgrounds and cultures.
Build self-esteem and self-efficacy
Learners’ determination and belief that they can achieve their goals are important factors in their ongoing learning.
Word Count: 188
Use this Achievement box to record the outcome of this assignment. Learners have a maximum of 3 attempts
to pass this element of the workbook.
Achievement Box
Attempt Date Pass/Refer Feedback/Action Plan
1 Pass Refer Yes No
2 Pass Refer Yes No
3 Pass Refer Yes No
Word Count
Task 1 223
Task 2 295
Task 3 255
Task 4 246
Task 5 307
Task 6 211
Task 7 254
Task 8 188
Total
(Minimum 1000) 1979
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Appendix 1 - Learning reflections

Use this sheet to record your reflections from Unit 1:
What did I learn (heard, said or observed) that was ‘new’?

I have been clearly understood the definition of equality and diversity, and an explanation of the ways a trainer
should promote them. An explanation of how a Trainer should promote appropriate behavior and respect for
others and why this is important..
What did I learn (heard, said or observed) that was a ‘refresh’ of what I already knew or have
experienced?
Roles and responsibilities of a trainer I have been observed in my Level 1 training learning session so it was just
a recap of my experience..
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What areas of knowledge and understanding do I need to learn more about?

By understanding the learners’ needs I can use a variety of different teaching styles (e.g. language, body
language, visual aids, and multi-media to identify the learners need.
What was/were the particular ‘highlights’ from Unit 1?

It highlights the. a description of the points of referral and ways to refer Learners to make sure their
individual needs will be met, which may include internal and external specialists/ organizations and explain of
how a Trainer identifies individual Learner needs
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Appendix 2 - Bibliography
Hawkey, Kate. "Roles, responsibilities, and relationships in mentoring: A literature

review and agenda for research." Journal of Teacher Education 48, no. 5 (1997): 325-
335.
Kupila, Paivi, Tuulikki Ukkonen-Mikkola, and Kyllikki Rantala. "Interpretations of
mentoring during early childhood education mentor training." Australian Journal of
Teacher Education (Online) 42, no. 10 (2017): 36-49.
Majumdar, Shyamal. "Emerging trends in ICT for education & training." Gen. Asia
Pacific Reg. IVETA (2015).
Schwartzkopf-Genswein, Karen S., Derek B. Haley, Susan Church, Jennifer Woods, and
Tim O'BYRNE. "An education and training programme for livestock transporters in
Canada." Vet Ital 44, no. 1 (2008): 273-283.
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Trainer feedback and action plan: Trainer use

Trainer feedback:
.
Answers provided by the learner are sufficient and meeting the required criterion.
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Action plan: Target date Completion date
I took my time to read through the assignment checking against

the criteria to determine what is met in her explanation. The
majority of the criteria were meeting but I had some queries over
her understanding and ability of how to apply this to her practice,
as described within the assignment guideline and would need to
gather further supporting evidence to secure my final decision.
Trainer use P/R

All answers must be correct to pass. Result Unit 1: P = Pass R = Referral
Centre name Logix Training Ltd Date / / QA-QS-AET-V5

July 2021
Trainer name Momina Ali Trainer signature
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Unit 1

Understanding roles, responsibilities and

QA Level 3 AwARd in QSWW-0HOkpBPGI7_h7IHDA3Qvf6zQaHkWaAP8S8pHouYOoXkB-cmGjXybeaNcbrD3FgmHl6-EnGA!#!mZmULmrKpbaqVLg0lVZb!#!

Trainee Trainer Workbook

Learner name: Answer Paper No: Centre No:

Unit 1: Understanding roles, responsibilities and relationships in education and training

Assessment methods: Written assignment

Trainee Trainer You, the Learner working towards this qualification

Course details QSWW-0HOkpBPGI7_h7IHDA3Qvf6zQaHkWaAP8S8pHouYOoXkB-cmGjXybeaNcbrD3FgmHl6-EnGA!#!mZmULmrKpbaqVLg0lVZb!#!

Internal Quality Assurer name

Course start date

Course end date

You have a maximum of 3 opportunities to submit for assessment.

You need to include:

• meet all assessment criteria for this unit, as listed above

• relate to your specific area/subject specialism

• be a minimum of 1000 words in total

• be completed in ink (written or printed), not

pencil In addition you should include:

Word Count: (1.2)

Words count : 246

how a trainer will identify individual Learner needs through this :

 environments and spaces where the learning will happen

Word Count: 307

Appendix 1 - Learning reflections

What did I learn (heard, said or observed) that was ‘new’?

What areas of knowledge and understanding do I need to learn more about?

What was/were the particular ‘highlights’ from Unit 1?

Hawkey, Kate. &quot;Roles, responsibilities, and relationships in mentoring: A literature

Trainer feedback and action plan: Trainer use

I took my time to read through the assignment checking against

Trainer use P/R

Centre name Logix Training Ltd Date / / QA-QS-AET-V5

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Hawkey, Kate. "Roles, responsibilities, and relationships in mentoring: A literature