Responsibilities and Relationships in Lifelong Learning

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City and Guilds 6302
Preparing to Teach in Lifelong Learning

Unit 008

Responsibilities and Relationships in Lifelong Learning

Unit 008 – Roles, responsibilities and relationships in lifelong learning

1Understand your own role and responsibilities in lifelong learning 1.1 Summary of key aspects of legislation, regulatory requirements and codes of practice that relate to the role of a ‘trainer/teacher’ at a secondary school and responsibilities to ‘learners’ and employer

The author’s role is to ‘teach’ ICT to teachers, who will be referred to as learners from this point forward to avoid any confusion. Having no teaching experience to start with this was a very daunting prospect and in addition to this, the learners will themselves be qualified teachers. The PTTLS course seemed the obvious place to start training.

In this proposed new job, the teacher’s role would be to communicate ‘areas’ of ICT training at a suitable level so that all the participating learners will have full understanding of the subject matter. The teacher should be knowledgeable of the subject and facilitate the session in a way to engage the learners, motivating them to learn. The teacher should use clear language and show enthusiasm for the subject and an interest in the learners.

It will be the teacher’s and the school’s responsibility to ensure this learning takes place within a safe and supportive learning environment. A teacher must be aware of the Health and Safety Act 1974 (HASAWA) and also of any policies or guidelines relating to this that the school /organisation also has in place. This could include : * Being aware of fire procedures and acquainting yourself with fire exits and meeting points * Checking the classroom for potential hazards and knowing the procedure for reporting these, for example trailing wires or faulty ICT equipment. Make sure you and the learners can move around the room freely * Be aware of what to do in the event of an Accident, familiarise yourself with where the First Aid supplies are or how to contact the nominated First Aider if required. The teacher may be aware of any medical conditions or disabilities such as Epilepsy or Diabetes within the group and therefore by mindful of what to do in the event of a learner taking ill. * A simple thing but very important, you may wish to move a desk or furniture. This should not be done alone, it is important to request the caretaker to rearrange a room on your behalf before and after sessions they will be trained in manual lifting, or ask someone for help! The teacher must think/plan in advance to make the environment safe for both learners and the teacher too, this will be assessed throughout the session in the event of an accident or incident occurring.

The teacher should be especially mindful when teaching ICT to learners of the Data Protection Act (2003) as there will be times when ‘live’ data will be used to demonstrate to the learners how the database works or how to manipulate data. This data may contain student academic data as well as student personal data, for example if they are a Looked After Child; when using academic data as a training tool the teacher should ensure the students’ names are replaced with numbers and demonstrate with this amended data only, for example, student1, student2 etc. Keeping records on your learners should be qualitative and used for the purpose of : a record of attendance, for assessment of learning and tracking progress, showing feedback to the learners and the organisation (proof of the sessions success) and are to be held for no longer than necessary. The teacher should check with the organisation the policy for record keeping and archiving and should adhere to these.

When using resources from the internet or from booklets or exam papers the teacher should be aware of the Copyright Designs and Patents Act (1988) and the schools license to photocopy certain amounts of...
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