Roles and responsibilities of a teacher or trainer
The teaching cycle, safe learning, professional relationships, boundaries, referral and reflective practice.
AET assignment examples and essays
Before using an example: your centre may use different wording or an awarding organisation with a different unit structure. Use these pages to understand and develop your own answer rather than copying them into assessed work.
Unit 301 — Roles, responsibilities and relationships
Unit 301 deals with the professional role surrounding teaching: responsibilities, legal and organisational requirements, equality, learner needs, relationships and boundaries.
Legislation, regulatory requirements and codes of practice
Current legal and organisational responsibilities, explained through their practical effect on teaching.
Equality, diversity, inclusion and learner needs
Inclusive practice, reasonable adjustments, cultural difference, assessment and referral.
Ground rules, behaviour and respect
Establishing expectations, respectful participation and responding proportionately when behaviour affects learning.
Unit 302 — Inclusive teaching and learning
Unit 302 is the practical teaching section: choosing approaches, planning, delivery, resources, engagement, feedback and reflective evaluation.
Inclusive teaching and learning approaches
Explanation, questioning, discussion, cases, activities, resources and assessment compared against learner needs.
English, mathematics, ICT and wider skills
Current treatment of the topic using genuine Operations Management examples.
15-minute AET session-plan example
A current micro-teach plan based on Employee Training, with SMART outcomes, activities and assessment.
Micro-teach evaluation example
A reflective evaluation grounded in a genuine observed teaching session.
Unit 305 — Assessment in education and training
Unit 305 covers the assessment process from choosing appropriate methods through learner involvement and feedback to reliable record keeping.
Assessment methods in education and training
Initial, formative and summative assessment; questioning, observation, case studies and adapting methods to learner needs.
Learner involvement and constructive feedback
Self-assessment, peer assessment, feedback and how learners can take an active role in assessment.
Assessment records and record keeping
Why assessment records matter, what should be recorded and how accuracy, confidentiality and retention affect practice.
Where these examples came from
This site originally contained genuine Level 4 PTLLS assignments. The current AET pages preserve useful first-hand training examples but have been substantially rewritten to reflect current terminology, legislation and AET requirements. Read about the editorial approach or see how the former PTLLS topics map to AET.