Preparing to Teach in the Lifelong Learning Sector Level 3/4 Unit 008 Roles, Responsibilities and Relationships in Lifelong Learning

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Preparing to Teach in the Lifelong Learning Sector Level 3/4 Unit 008 Roles, Responsibilities and Relationships in Lifelong Learning

Roles, Responsibilities and Relationships in Lifelong Learning In this assignment I will be talking about key aspects of legislation, regulatory requirements and codes of practice relating to my own role. I will reflect on the Teacher/Training cycle and make reference to where my role is relevant and any boundaries. I will also be talking about ground rules and how to promote appropriate behavior and respect.

Legislation is needed for a civilised society to function properly.Legislation a legal requirement .Code of Practice is a set of rules outlining how a person in a particular situation is expected to behave. Schools are obliged to comply with current laws and codes of practice, and meet the requirements of them. Legislation ensures that students are all given the same opportunities and level of care. For example:

The Special Education (SEN) Code of Practice 2001 Gives guidance to settings and sets out the processes and procedures that organisations should follow to meet the needs of learner. A child has special educational needs (SEN) if he or she has learning difficulties or disabilities that make it harder for him or her to learn and require extra support. SEN could include a learning need or emotional and behavioral needs. This act ensures children have the right to a mainstream education, schools must be able to manage the range of needs and integrate students into mainstream school. This Act ensures students with special education needs are included (inclusion) and have the same opportunities as everyone else. In my setting work must be differentiated to meet the learners’ individual needs, and ensure learners can achieve to the best of their ability. My role is follow are settings SEN policy, to ensure learners receive an adequate amount of additional support on a regular basis.

The Data Protection Act 1998This legislation means all information must be processed and stored as stated our schools policy. Only people authorised should have access to the information. All information should be kept confidential unless parental permission is given, unless there is suspicion of harm. All personal records should be updated on site and stored safely so as no person can freely obtain them. The information should only be passed on to the relevant person. Information I am given must be dealt with sensitively and not disclosed outside of the workplace. I must make sure that I do not leave any information laying around and not disclose any of my passwords. I also ensure in my role I keep all student files containing confidential information locked and secure. Other Acts that are relevant to my role include:The Equality Act 2010,Education Act 2002, Human Rights act, Children Act and Childcare Act 2006, Health and Safety At Work Act 1974

Teaching / Training Cycle
Teaching training cycle helps identify teaching methods and provides a structure for the delivery of lessons. Following the cycle can ensure good results. The cycle can be started at any point but must be followed through all other points. This cycle structures our teaching and learning to ensure that we have achieved what we have set out to do.

The first stage isidentifying the learner’s needs. This could include finding out about the level of skill or ability. This could be done for example through questionnaires or pre- course assessments. This can ensure the learner is learning at the right level. In my role I carry out Diagnostic tests, this can identify any special needs, for example a student presenting signs of dyslexia could then be referred for additional supportas this may be outside of my teacher boundaries. I would refer the learner to the Special Education Needs Co-ordinator for strategies and 1-1 support. Pre- course assessments and diagnostic testing can also allow us to recognise...
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