What is the AET micro-teach?

The micro-teach is the practical teaching assessment inside the Level 3 Award in Education and Training (AET). Instead of being assessed teaching a full class over weeks, you deliver one short, self-contained session and are observed doing it. It is how the AET checks you can actually teach, not just write about teaching.

The City & Guilds handbook confirms two things that make the micro-teach accessible. First, the qualification is assessed by a combination of assignments and observation of teaching or training. Second, simulation of teaching (micro-teaching) is permitted for the teaching unit. That permission is what lets you be assessed teaching a small group of fellow candidates, which is why you can gain the AET before you are employed as a tutor. Our full guide to the Level 3 Award in Education and Training (AET) covers the wider qualification.

How long is the micro-teach?

The micro-teach length is set by your training centre, not fixed by the qualification, and is commonly in the 15 to 30 minute range. Because the exact timing varies between providers, confirm it with your centre before you plan the session. Plan to a specific target time and rehearse to it.

Timing is itself part of what is assessed. Running badly over or finishing far too early both suggest weak planning. Build your session to fill the slot with a little room to spare, and have a way to expand or trim the middle if you are ahead of or behind time.

What do assessors look for?

Assessors look at how well you teach a session, not how much you know about your subject. The single most common mistake is cramming in too much content. A good micro-teach does a few things well:

  • A clear structure: an introduction that sets out what the session covers, a middle that teaches it, and a close that checks it landed.
  • Learner engagement: you involve the group rather than lecturing at them, through questions, discussion or a short activity.
  • Checking understanding: you confirm learners have grasped the point, for example through questioning or a quick task, rather than assuming.
  • Inclusive practice: you make sure everyone can take part, which links to the AET's inclusive-teaching unit.
  • Clear communication: you explain things plainly and at the right pace.
  • Timing and management: you run the session to time and keep it on track.

Think of it as a demonstration of teaching skill using your subject as the vehicle, not a demonstration of your subject using teaching as the wrapper.

How to prepare for your micro-teach, step by step

Good preparation is what separates a confident micro-teach from a rushed one. Work through these steps before the day.

Step 1: Pick a narrow topic you know cold

Choose a single, small topic you can genuinely teach in the time, and that suits a group with no prior knowledge. The classic error is picking something too big. "How to make a safe electrical connection" or "how to read a tape measure accurately" beats "an introduction to electrics." A narrow topic lets you teach properly instead of racing through an overview.

Step 2: Write a lesson plan

Produce a lesson plan with clear aims and learning outcomes, timings for each stage, the resources you need, and how you will check understanding. Most centres require you to submit this, and it is assessed alongside the delivery. State what learners will be able to do by the end, not just what you will cover.

Step 3: Build in an activity and a check

Plan at least one point where the learners do something, and at least one point where you check they have understood. These are what lift a micro-teach above a talk. An activity can be as simple as a paired task, a worksheet, or having a learner try the skill. The check can be targeted questions or a short recap task.

Step 4: Prepare your resources

Get your materials ready and tested: handouts, slides if you use them, any equipment or props, and enough for everyone. For a practical trade topic, bringing a real tool or material to demonstrate with is far stronger than talking about it. Make sure anything technical works before you start.

Step 5: Rehearse to time

Practise the whole session out loud, to the clock, ideally in front of someone. Rehearsal is where you find that your 20-minute plan is really 35 minutes, or that an explanation does not make sense out loud. Adjust until it fits comfortably in the slot.

Step 6: Plan your opening and close

Prepare your first minute and last minute word for word. A clear opening ("by the end of this session you'll be able to…") settles your nerves and signals structure. A clear close that recaps the outcome and checks understanding shows the assessor you planned a complete session, not just a middle.

Micro-teach topic ideas

The best topic is one from your own trade or expertise that is small enough to teach in the time. Good micro-teach topics are specific, practical and need no prior knowledge:

  • how to read a tape measure to the nearest millimetre
  • how to tie a specific useful knot
  • how to check a spirit level is accurate
  • how to set up a specific tool safely
  • how to carry out one safety check before starting a task
  • how to complete one specific form or record correctly

Avoid broad topics ("an introduction to plumbing"), anything that needs equipment you cannot bring, and anything so complex the group cannot follow it cold.

Common micro-teach mistakes to avoid

  • Too much content. The biggest and most common error. Teach one small thing well.
  • Talking the whole time. With no activity or interaction, you cannot show the engagement the assessors want.
  • No check of understanding. If you never confirm learners got it, you have not shown a key teaching skill.
  • Overrunning or finishing far too early. Both point to weak planning. Rehearse to time.
  • Reading from slides. Slides support you; they are not the lesson. Teach the group, not the screen.
  • A vague opening. Not stating what the session will achieve leaves the assessor unsure of your structure.

Frequently asked questions

Do I need real learners for the AET micro-teach?

No. The City & Guilds handbook permits simulation of teaching for the teaching unit, so you can teach a small group of fellow candidates. This is what makes the AET achievable before you have a teaching job, unlike the higher Level 4 and Level 5 qualifications.

How many people do I teach in a micro-teach?

You teach a small group, typically your fellow course candidates. The exact number depends on your centre and cohort size. Check with your provider, as it affects how you plan group activities.

What happens if I run out of time?

Running over or finishing far too early counts against you, because timing reflects planning. Rehearse to the clock beforehand, and build in a part of the middle you can extend or shorten on the day to stay on time.

Can I use slides in my micro-teach?

Yes, but use them to support teaching, not replace it. Reading slides to the group is a common weakness. For a practical trade topic, a real demonstration usually beats slides.

Is the micro-teach the only assessment in the AET?

No. The AET is assessed by a combination of written assignments and the observed teaching session. The micro-teach is the practical part; the assignments cover the knowledge units. See our AET guide for the full structure.

How Nexis Academy can help

Nexis Academy is a City & Guilds Approved Centre (T91185) in Manchester. Teaching qualifications are in development as part of our growing portfolio, so contact our team to register your interest.

Thinking about teaching your trade? See how to become a trade tutor and can tradespeople teach without a degree. We are also recruiting tutors: see careers at Nexis Academy.

Sources