Ptlls T1
Name: Caroline Randall Date: 06-03-13
PTLLS
Describe what your role, responsibilities and relationships would be as a teacher in terms of the teaching/training cycle
T1 unit 1 1.1 1.2 1.3 1.4
Unit 2 2.1 2.2 2.3
Unit 3 3.1 3.2
I am working as a tutor, within a catering department, at a specialist Autistic school for learners from age 5- 22.
I am currently teaching entry 3 to level 1 City and Guilds NVQ in Hospitality and Catering and level 2 City and Guilds professional Cookery.
My role is to teach the students within the classroom environment this involves all aspects of teaching, including all cross curricular subjects, planning, schemes of work, assessing, making resources, preparing sessions, food ordering. We work as a close team, involving the whole catering department. I work closely alongside the students helping them to understand and practise safe cooking methods and procedures within their qualification.
The vocational area of catering also has a range of other subjects mapped into the scheme of learning, I include this within the scheme of learning as well as supporting, advising guiding, reading, comprehension, mathematical work, ESD, PLTS, Reflection,
I have to model appropriate behaviour and conduct within our working environments, allowing the students to be nurtured and grow within their roles. This includes using appropriate language, body language, eye contact, team work, appropriate discussions with colleagues, listening to others, respect for others, giving clear defined instructions, limiting language- as per each individuals needs, exceptional behaviour points-these are set where age appropriate at the beginning of each session. We use a 3 point behaviour system where students receive 1 point for attending the session, 1 point for meeting their exceptional behaviour point (this could be listen to staff, stay on task) and 1 point for staying on task and completing their work, following the “golden expectations at
PTLLS
Describe what your role, responsibilities and relationships would be as a teacher in terms of the teaching/training cycle
T1 unit 1 1.1 1.2 1.3 1.4
Unit 2 2.1 2.2 2.3
Unit 3 3.1 3.2
I am working as a tutor, within a catering department, at a specialist Autistic school for learners from age 5- 22.
I am currently teaching entry 3 to level 1 City and Guilds NVQ in Hospitality and Catering and level 2 City and Guilds professional Cookery.
My role is to teach the students within the classroom environment this involves all aspects of teaching, including all cross curricular subjects, planning, schemes of work, assessing, making resources, preparing sessions, food ordering. We work as a close team, involving the whole catering department. I work closely alongside the students helping them to understand and practise safe cooking methods and procedures within their qualification.
The vocational area of catering also has a range of other subjects mapped into the scheme of learning, I include this within the scheme of learning as well as supporting, advising guiding, reading, comprehension, mathematical work, ESD, PLTS, Reflection,
I have to model appropriate behaviour and conduct within our working environments, allowing the students to be nurtured and grow within their roles. This includes using appropriate language, body language, eye contact, team work, appropriate discussions with colleagues, listening to others, respect for others, giving clear defined instructions, limiting language- as per each individuals needs, exceptional behaviour points-these are set where age appropriate at the beginning of each session. We use a 3 point behaviour system where students receive 1 point for attending the session, 1 point for meeting their exceptional behaviour point (this could be listen to staff, stay on task) and 1 point for staying on task and completing their work, following the “golden expectations at
References: Department for Education www.education.gov.uk www.ace-ed.org.uk http://www.ifl.ac.uk/membership/professional-standards/code-of-professional-practice http://www.safenetwork.org.uk/getting_started/Pages/Why_does_safeguarding_matter.aspx