International Award in Training
This Qualification Specification is designed to outline all you need to know in order to offer this qualification in your Centre.Qualification Details
The HABC Level 3 International Award in Delivering Training is an Award written and accredited by HABC. This qualification sits outside of the QCF, however it could be used as prior knowledge to enroll onto a QCF qualification in the future.Qualification Overview
The HABC Level 3 International Award in Delivering Training (ADT) is designed for learners who train others. The main focus of this qualification is on excellence in delivery and the effective use of interactive visual aids to inspire and motivate learners to implement what they have been taught. Trainers will be provided with professional and effective skills to use in the classroom.
This qualification is suitable for both experienced and new trainers who wish to improve their performance and obtain a training qualification which will enable them to deliver HABC qualifications.
Centres are responsible for ensuring that learners can meet the necessary standards of English, Mathematics and Information Communication Technology skills required to undertake this qualification and that this is captured as required from the initial assessment. This can be captured via application form and/or telephone interview.
This course is assessed through successful completion of a Learner Assessment Record which comprises 5 key tasks:Key task 1:
Learners must complete a background knowledge assessment. This assessment may be completed either in the classroom or as pre course/distance learning. The tutor should assess the suitability of answers provided and feedback should be provided on the learner assessment record (please see below for specific Key Task Criteria).
The learner must provide evidence to demonstrate an initial base knowledge of the following:
- • Introduction: Teaching cycle, Initial assessment, Icebreakers/energisers and their purpose, ground rules,
- • Roles and responsibilities of a trainer and how people learn: individual and group learning needs, learning styles & types of learners,
- • Planning & designing training: aims, SMART learning outcomes scheme of work, session plans
- • Developing & using training resources
- • Preparing for the delivery, practical considerations: legislative requirements, timing, protocols, records
- • Delivery: equality, communication, questioning
- • Evaluating training: Assessment types and methods
NB: This evidence may be produced in a variety of ways. The approved Highfield training pack includes an entertaining and interactive training pack and PowerPoint, which can be used by candidates to provide evidence of understanding.Key task 2:
Learners must develop/review/adapt a session plan to meet learner needs. This must include ensuring content achieves learning outcomes, learner ability, cultural and time considerations. Once completed the tutor should provide feedback to the learner and the session plan should be retained and feedback recorded in the learner assessment record.Key task 3:
Learners must demonstrate an understanding of the importance of planning and preparation by developing a training audit /checklist, the suitability of this must be assessed by the tutor. The checklist will take into consideration, location, health & safety and equipment requirements as well as trainer performance. The tutor should assess the suitability of the checklist and feedback should be provided in the learner assessment record.Key task 4:
Learners must deliver an inclusive micro teach session which motivates learners. They must deliver a 20 – 30 minute training session using a variety of training methods and training aids to meet different learning styles. The session must demonstrate the learners, ability to communicate effectively and should include suitable assessment strategies and take into consideration a variety of learner needs. The tutor will complete the assessment record to provide feedback on the session in the learner assessment record.Key task 5:
Learners must reflect on their teaching session and identify areas where they performed well and areas for further development. They must also provide suitable motivational feedback to their peers. The tutor will provide feedback on this reflection and feedback in the learner assessment record. Centres must retain the background knowledge assessment document, session plan, checklist, self-evaluation and peer evaluation for each learner for a period of no less than 12 months and may be required to produce these documents for HABC moderation and verification purposes