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You are required to complete a 60-minute microteach. At least 15 minutes of this microteach should be delivery and the remaining 45 minutes can be spent observing and critiquing peers’ microteaching sessions.

2:3.1 Devise an inclusive teaching and learning plan.

2:3.2 Justify own selection of teaching and learning approaches, resources and assessment methods in relation to meeting individual learner needs.

2:4.1 Use teaching and learning approaches, resources and assessment methods to meet individual learner needs.

2:4.2 Communicate with learners in ways that meet their individual needs.

2:4.3 Provide constructive feedback to learners to meet their individual needs.

2:5.1 Review the effectiveness of own delivery of inclusive teaching and learning.

2:5.2 Identify areas for improvement in own delivery of inclusive

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Care Learning (2025). Explain why it is important to select teaching and learning approaches, resources and assessment methods to meet individual leaner needs. Available at: https://carelearning.org.uk/qualifications/level-3-aet/unit-02-inclusive/2-2-explain-why-it-is-important-to-select-teaching-and-learning-approaches-resources-and-assessment-methods-to-meet-individual-learner-needs/ (Accessed on: 5.10.25)

CIPD. (2023). Apprenticeship Equality, Diversity, Inclusion, Safeguarding and Prevent Policy. Available at: cipd-edi-policy.pdf (Accessed on: 29/09/2025)

Department of Education. (2021a). Teacher's Standards Overview. Available at: Teachers' standards: overview (Accessed on: 10.9.25)

Department of Education (2025). Promoting and supporting mental health and wellbeing in schools and colleges. Available at: Promoting and supporting mental health and wellbeing in schools and colleges - GOV.UK (Accessed on: 10.9.25)

Falasi, M. (2024). 'Innovative pedagogies: a comparative analysis of traditional and modern teaching methods' Academy of Educational Leadership Journal. 28(S1), 1-2

Gravells, A (2015). Establishing ground rules with your learners. Available at: FE News | Establishing ground rules with your learners (Accessed on: 29.9.25)

Imperial (n.d) What is inclusive learning and teaching and why is it important? Available at: What is inclusive learning and teaching and why is it important? | Staff | Imperial

College London (Accessed on: 29.9.25)

Reynolds, M. (2022) Constructive feedback used in the Level 3 Award in Education and Training (AET). Accessed at: Constructive feedback used in the Level 3 Award in Education and Training (AET) - Education & Training Academy (Accessed on: 5.10.25)

The Institute of Apprenticeships and Technical education (n.d). Equity, diversity and inclusion toolkit. Available at: Equity, diversity and inclusion toolkit (Accessed on: 29.9.25)

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My name is Claire Neill-Webb.

I have worked for BePro just over 2.5 years, this was my first experience of education from an apprenticeship and delivery perspective. However, I have led a learning and development department previously.

I am a Business Coach at Bepro, coaching professional learners through their HR apprenticeships.

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Question 1: Roles, Responsibilities & Boundaries - Unit 1: 1.1, 3.1, 3.2

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Question 1: Roles, Responsibilities & Boundaries - Unit 1: 1.1, 3.1, 3.2

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1:1.1 Explain the teaching role and responsibilities in education and training

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1:1.1 Explain the teaching role and responsibilities in education and training

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Claire Neill-Webb Microteach Lesson Plan

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1:3.1 Explain how the teaching role involves working with other professionals

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1:3.1 Explain how the teaching role involves working with other professionals

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1:3.2 Explain the boundaries between the teaching role and other professional roles

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1:3.2 Explain the boundaries between the teaching role and other professional roles

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Question 2: Legislation, Regulatory Requirements and Codes of Practice – Unit 1: 1.2

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Question 2: Legislation, Regulatory Requirements and Codes of Practice – Unit 1: 1.2

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legislation regulations and code of practice

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1:1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities.

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1:1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities.

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Question 3: Equality and Diversity, Inclusivity, and Meeting Individual Learner Needs - Unit 1: 1.3, 1.4, 3.3, Unit 2: 1.1, 2.1

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Question 3: Equality and Diversity, Inclusivity, and Meeting Individual Learner Needs - Unit 1: 1.3, 1.4, 3.3, Unit 2: 1.1, 2.1

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equality and diversity inclusion in an apprenticeship environment

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Claire Neill-Webb AET Question 3 September 2025

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Question 4: Establishing ground rules, and maintaining a safe and supportive learning environment - Unit 1: 2.1, 2.2, Unit 2: 2.3, 2.4

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Question 4: Establishing ground rules, and maintaining a safe and supportive learning environment - Unit 1: 2.1, 2.2, Unit 2: 2.3, 2.4

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safe and supportive learning environments in apprenticeships

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Question 5: Opportunities to develop learners’ skills – Unit 2: 1.3

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Question 5: Opportunities to develop learners’ skills – Unit 2: 1.3

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opportunities to develop learners skills

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Question 6: Teaching and learning approaches – Unit 2: 1.2, 2.2

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Question 6: Teaching and learning approaches – Unit 2: 1.2, 2.2

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someone having their end point assessment in apprenticeships

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5:1.1 Explain the purpose of types of assessment used in education and training including initial, formative and summative

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5:1.1 Explain the purpose of types of assessment used in education and training including initial, formative and summative

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5:1.2 Describe characteristics of different methods of assessment in education and training. (At least 3 different assessment methods)

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5:1.2 Describe characteristics of different methods of assessment in education and training. (At least 3 different assessment methods)

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5:1.2 Describe characteristics of different methods of assessment in education and training. 

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5:1.2 Describe characteristics of different methods of assessment in education and training. 

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Example template report used as an assessment

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5:1.3, 1.4 Compare the strengths and limitations of different assessment methods and Explain how these can be adapted in relation to meeting individual learner needs. (At least 3 different assessment methods)

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5:1.3, 1.4 Compare the strengths and limitations of different assessment methods and Explain how these can be adapted in relation to meeting individual learner needs. (At least 3 different assessment methods)

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5:1.3, 1.4 Compare the strengths and limitations of different assessment methods and Explain how these can be adapted in relation to meeting individual learner needs. (At least 3 different assessment methods) RESUBMISSION

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5:1.3, 1.4 Compare the strengths and limitations of different assessment methods and Explain how these can be adapted in relation to meeting individual learner needs. (At least 3 different assessment methods) RESUBMISSION

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Claire NeillWebb AET question 7 compare resubmission

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5:2.1 Explain why it is important to involve learners and others in the assessment process

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5:2.1 Explain why it is important to involve learners and others in the assessment process

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5:2.2 Explain the role and use of peer and self-assessment in the assessment process.

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5:2.2 Explain the role and use of peer and self-assessment in the assessment process.

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5:3.1 Describe the key features of constructive feedback.

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5:3.1 Describe the key features of constructive feedback.

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5:3.2 Explain how constructive feedback contributes to the assessment process.

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5:3.2 Explain how constructive feedback contributes to the assessment process.

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5:3.3 Explain how ways to give constructive feedback to learners

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5:3.3 Explain how ways to give constructive feedback to learners

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Question 9: Record Keeping – Unit 5: 4.1, 4.2

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Question 9: Record Keeping – Unit 5: 4.1, 4.2

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5:4.1 Explain the need for keeping records of assessment of learning

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5:4.1 Explain the need for keeping records of assessment of learning

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5:4.2 Summarise the requirements for keeping records of assessment in an organisation.

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5:4.2 Summarise the requirements for keeping records of assessment in an organisation.

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Barron, J. (2023) Purposes and types of assessment used in education and training. Available at: Purposes and types of assessment used in education and training - Start Teaching (Accessed on: 5.10.25)

Care Learning (2025). Explain why it is important to select teaching and learning approaches, resources and assessment methods to meet individual leaner needs. Available at: https://carelearning.org.uk/qualifications/level-3-aet/unit-02-inclusive/2-2-explain-why-it-is-important-to-select-teaching-and-learning-approaches-resources-and-assessment-methods-to-meet-individual-learner-needs/ (Accessed on: 5.10.25)

CIPD. (2023). Apprenticeship Equality, Diversity, Inclusion, Safeguarding and Prevent Policy. Available at: cipd-edi-policy.pdf (Accessed on: 29/09/2025)

Department of Education. (2021a). Teacher's Standards Overview. Available at: Teachers' standards: overview (Accessed on: 10.9.25)

Department of Education. (2021b) Teachers’ Standards Guidance for school leaders, school staff and governing bodies. Available at: Teachers’ Standards guidance (Accessed on: 10.9.25)

Department of Education (2025). Promoting and supporting mental health and wellbeing in schools and colleges. Available at: Promoting and supporting mental health and wellbeing in schools and colleges - GOV.UK (Accessed on: 10.9.25)

Falasi, M. (2024). 'Innovative pedagogies: a comparative analysis of traditional and modern teaching methods' Academy of Educational Leadership Journal. 28(S1), 1-2

Gov.uk. (2025) Record keeping and retention information for academies and academy trusts. Accessed at: Record keeping and retention information for academies and academy trusts - GOV.UK (Accessed on: 5.10.25)

Gravells, A (2015). Establishing ground rules with your learners. Available at: FE News | Establishing ground rules with your learners (Accessed on: 29.9.25)

Imperial (n.d) What is inclusive learning and teaching and why is it important? Available at: What is inclusive learning and teaching and why is it important? | Staff | Imperial College London (Accessed on: 29.9.25)

Relly, SJ & Laczik, A (2022) 'Apprenticeship, employer engagement and vocational formation: a process of collaboration', Journal of Education and Work, 35:1, 1-15, DOI: 10.1080/13639080.2021.1983524 (Accessed via: Apprenticeship, employer engagement and vocational formation: a process of collaboration Accessed on 10.9.25)

Reynolds, M. (2022) Constructive feedback used in the Level 3 Award in Education and Training (AET). Accessed at: Constructive feedback used in the Level 3 Award in Education and Training (AET) - Education & Training Academy (Accessed on: 5.10.25)

The Institute of Apprenticeships and Technical education (n.d). Equity, diversity and inclusion toolkit. Available at: Equity, diversity and inclusion toolkit (Accessed on: 29.9.25)

Univ-English (2023). Types of Assessment in Education: What Works Best for You? Accessed at: Types of Assessment in Education: What Works Best for You? (Accessed on: 5.10.25)

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Microteach Assessor Feedback - Claire Neill-Webb

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5:2.3 Identify sources of information that should be made available to learners and others involved in the assessment process.

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5:2.3 Identify sources of information that should be made available to learners and others involved in the assessment process.

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5:2.3 Identify sources of information that should be made available to learners and others involved in the assessment process. RESUBMISSION

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5:2.3 Identify sources of information that should be made available to learners and others involved in the assessment process. RESUBMISSION