Your first microteach: a step by step survival guide

Almost everyone doing the AET, whatever their background, tells us the same thing: the microteach is the part they dread most. Standing up in front of a small group of peers, being timed and observed against a checklist, feels a world away from delivering your actual subject expertise. The good news is that once you understand exactly what's being assessed, it becomes a lot less frightening, and often turns out to be the part of the course people enjoy the most.

What a microteach actually is

A microteach is a short, practice teaching session, typically between 15 and 20 minutes, delivered to a small group (often your fellow learners on the course) and observed by your tutor or assessor. It's designed to give you a low-stakes opportunity to demonstrate the core skills covered in the AET: planning, inclusive delivery, use of resources, and basic assessment of learning, all within a tightly compressed timeframe.

Because it's so short, everything has to be deliberate. There's no room for a slow warm-up or a rambling introduction; you need a clear structure that gets your audience learning something specific within the first couple of minutes.

What assessors are actually looking for

Different awarding bodies phrase their criteria slightly differently, but broadly your observer will be checking for:

• A clear aim and objectives - what will the audience be able to do by the end of the session that they couldn't do at the start?
• Structure - a recognisable beginning, middle and end, with a starter, main activity and some form of summary or plenary.
• Inclusive practice - evidence that you've thought about different learning preferences, accessibility, and how you'll check understanding across the whole group, not just the confident participants.
• Use of resources - a handout, slide, prop or activity that supports the learning rather than existing for its own sake.
• Communication skills - pace, tone, eye contact, and how you handle questions or unexpected responses.
• Timing - staying within the allotted slot without rushing the ending or overrunning.
• Some form of assessment - even something as simple as a quick verbal Q&A or a show of hands to check learning has taken place.

Choosing your topic

Pick something you already know well and can explain simply. This is not the moment to teach something you're still learning yourself. Good microteach topics tend to be:

• Narrow enough to cover properly in 15 minutes (how to tie a specific knot, rather than "sailing").
• Practical or visual where possible, since demonstrations tend to land better than pure explanation in such a short slot.
• Something with an obvious way to check understanding at the end.

Avoid overly abstract or emotionally sensitive topics unless you're confident you can manage the group's reactions within your time limit.

Planning your session

A simple, workable structure for a 15-minute microteach looks like this:

1. 0-2 minutes: Introduction, state your aim and objectives clearly, set any ground rules relevant to the activity.
2. 2-4 minutes: A quick hook or starter activity to engage attention and check existing knowledge.
3. 4-11 minutes: Main teaching content, ideally involving some form of participation rather than pure lecture-style delivery.
4. 11-13 minutes: A short practical or interactive activity where the group applies what they've just learned.
5. 13-15 minutes: Summary, quick assessment of learning, and a clear close.

Write this down as an actual session plan, even if the format feels basic. Assessors are used to seeing simple plans and will mark you against having one, not against how polished it looks.

Setting ground rules

Even in a 15-minute session, it's worth briefly establishing expectations, particularly around participation, since your "learners" are actually your peers and might behave a little differently than a real class would. A quick line such as "feel free to ask questions as we go, and I'll bring you all in for the activity halfway through" does the job without eating into your time.

Differentiation in a short session

You won't be able to run three different versions of an activity in 15 minutes, but you can still show awareness of differentiation by, for example, providing a visual aid alongside verbal explanation, offering an easier and a slightly harder version of a task, or simply checking in with quieter members of the group by name. Assessors are looking for evidence of thinking about inclusion, not a fully differentiated curriculum.

On the day

• Arrive early enough to test any equipment, especially if you're using slides or a video clip.
• Bring a printed copy of your plan even if you also have it digitally, in case of technical issues.
• Time yourself with a visible clock or phone timer rather than guessing.
• Accept that a small stumble won't fail you. Assessors are looking for competence, not perfection, and recovering smoothly from a minor hiccup is itself a demonstrated skill.

After the microteach

You'll usually get verbal feedback immediately, followed by written feedback against the assessment criteria. Take notes even if the feedback is largely positive, since this reflective practice is often required as evidence for your written units. If you're continuing on to a Level 4 or 5 qualification later, you'll be doing many more observed sessions, so treat this first one as useful practice for a skill you'll keep using throughout your teaching career, not a one-off hurdle.

Once you're through it, it's worth thinking ahead to how the AET fits into your broader career plans; our piece on whether the Level 3 Award in Education and Training is worth it covers progression routes and typical costs.

A final word on nerves

Nearly everyone is nervous before their first microteach, including people who go on to become confident, experienced trainers. Preparation is what actually reduces the nerves, not confidence alone, so put your energy into a clear plan and a well-timed structure rather than trying to talk yourself into feeling calm. Have a look at our qualifications and CPD courses for further training that builds directly on these classroom delivery skills once you're through this first milestone.