Gravells (2008,p9)states that “ your main role as a teacher should be to teach your subject in a way that actively involves and engages your student during every session”. This in itself places the learner at the centre point of all teaching. To understand this further, I intend to look at person centred approaches in my teaching in an attempt to demonstrate how I can achieve this in the construction of my methods. I will also be establishing an overview of current legislation that guides and informs my teaching practice. This gives the teacher direction in terms of statutory obligations as well as moral (code of practice) requirements. I will be looking at boundaries and how to establish them with the learners paying particular attention to ground rules and barriers that adult learners encounter and how the assessment process can then result in identifying the points of referral. Sign posting in an attempt to take down the learning barriers to facilitate learning.
Legislation and codes of practice
In any context of learning there is usually an outcome, e.g. a qualification, the carrying out of a skilled task, be it working with an individual or using a form of machinery. It is important for the teacher and learner to have awareness of statutory legislative requirements as well as health and safety responsibility. This comes in the form of legislation, policy, care planning and risk management.
Legislation that governs teaching will include Ofsted (in England), Ofsted is a body appointed by the government to ensure that accredited standards are met that meet legislative requirements. This is in particular to statutory services provided by government-funded organisations, such as colleges and universities. Bodies such as The Central Council for Education in Social Work ( CCETSW) and other awarding organisations will also quality assure their particular award to ensure that the statory requirements are consistently being met and achieved. This also reflects upon the teaching, standard off. For example, the assessment process must demonstrate learning achieved. So the relationship between the teacher and learner becomes one of facilitator, of the syllabus and ultimately required legislation like equal opportunity.
Agency such as care homes within the public sector will have their own interpretation of current legislation, again which is governed and inspected by the relevant authorities, eg CQC, Quality Care Commission. They will be looking to ensure that the qualification and teaching is sourced by a qualified provision, backed and supported by the relevant statutory requirements and bodies.
Generic legislation that governs teachers is as follows:
Children Act 2004
Code of professional practice 2008
Copyright Design and Patents Act 1988
Data Protection Act 2003
Education and Skills Act 2008
Equality Act 2010
Freedom of information Act 2000
Health and Safety at Work Act 1974
Human Rights Act 1998
Protection of Children Act 1999
Safeguarding Vulnerable Groups Act 2006
The Further Education Teachers’ Qualifications (England) regulations 2007. (Page 20,21,ch1.)
In the context of teaching in residential care homes it is important to understand the obligations with regards health and safety, especially if the learner is a resident of the establishment. This would come under Code of Professional Practice 2008 and the Health and Social Care Act 2008. For example in the safeguarding of a vulnerable adult. This is important in the context of duties that apply when working with vulnerable adults. An example could be in a teaching environment where a care worker assaults a learner.
(QCF Unit 4 – 1.1 define the term ‘duty of care’,) Health and Social care organisations have what is called a duty of care towards the people they look after. This means they must do everything they can to keep the people in their care safe from harm. It is not only the care establishment priorities the...