PTLLS CHAPTER ONETeaching and Learning Adult Learning They are aged 16 and above and do the courses for many reasons such as: further education‚ work-based‚ adult and community learning centre‚ etc in order to learn for their own benefits or to enhance their job role. Here is some important aspects of adult learning you should consider: Adults are more confident to ask questions and challenge theories. If you cannot answer their questions‚ say you will find out and make sure you do. So be
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H GENERAL CERTIFICATE OF SECONDARY EDUCATION B721/02 GATEWAY SCIENCE ADDITIONAL SCIENCE B Unit B721: Additional Science modules B3‚ C3‚ P3 (Higher Tier) Candidates answer on the question paper A calculator may be used for this paper. OCR Supplied Materials: None Duration: 1 hour 15 minutes Other Materials Required: Pencil Ruler (cm/mm) Candidate Forename Candidate Surname Centre Number Candidate Number INSTRUCTIONS TO CANDIDATES Write
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Identifying the learner’s need: We can identify the learner’s need from the application process‚ from interview or when they commence the programme. This process is really important as it will be helpful to design the plan and resources to fulfill the learner’s need. Once we have identified the needs of the learners‚ if any student require special support we should discuss the requirements of the qualification with our student‚ along with the range of services and agencies that are available to
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Describe what your role‚ responsibilities and boundaries would be as a teacher in terms of teaching and training. Role‚ responsibilities and boundaries as a teacher would be to be prepared for the learners. This would include making sure that the work stations are correct‚ such as computers‚ chairs and desks. The room temperature should be at a suitable temperature. Lighting must also be suitable. I would also have handouts ready to give the learners once they have arrived and my knowledge of
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Assessment Question 1 * Evaluate what you believe are your main roles and responsibilities as a teacher/trainer in relation to the teaching and learning cycle and in particular when meeting the needs of learners. How far do your responsibilities as a teacher/trainer go and how do these work in relation to other professionals you may encounter‚ both internally and externally? What boundaries are there with your role and between that of other professionals? * Outcomes assessed: U5: 1.3‚ 2
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Question 1: Summarise key aspects of legislation‚ regulatory requirements and codes of practice that directly impact on your teaching and on your learning environment. In order to summarise key aspects of legislation‚ regulatory requirements and codes of practice‚ we need to firstly understand what these terms mean. Legislation‚ regulatory requirements are a duty to act according to the law as defined in an Act of Parliament and usually enforceable through the courts. Codes of Practice are rules
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What methods can teachers / trainers use to establish ground rules with their learners? I currently teach in a “Category C‚ Male Populated Prison” and I am employed in education to deliver a broad spectrum of hospitality qualifications to class of 10 learners. In turn I have an obligation to mentor to a minimum of 25 guided learning hours per week‚ to include numeracy‚ literacy‚ and ICT. Therefore it is essential for me that establishing ground rules are fundamental for ensuring classroom management
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http://ptllsresource.co.uk/blog Starting Ptlls This is a post for people at the beginning of their Ptlls journey – next week will be a long article for people who have finished and are looking at where to go next. So‚ on to my little guide if you are getting started with your Ptlls course. There are all the Ptlls essays with notes but this is more an overview of how I would tackle things at the beginning of the course if I were doing over. If anyone has any pointers please leave a comment
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PTLLS Research Report 012a. In this report I will describe what types of assessments there are and how they are used in my job role. I will also talk about peer and self-assessment and reflect on how they may be used in the assessment process. I will then talk about how I would involve my learners in the assessment process. Initial – everyone should undergo an initial assessment at the start of any learning. These will help to define at what stage their needs are and if any additional help
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GCSE OCR Music Notes Baroque (1600 – 1750) 1. Approx. date: 17th and 18th Centuries (1600 and 1750) 2. Instruments: Violin‚ Viola‚ Cello‚ Harpsichord‚ Organ‚ Recorder‚ Flute‚ Oboe 3. Typical forms/structures: Opera‚ Oratorio‚ Fugue‚ Suite‚ Sonata‚ Concerto 4. Composers and their works/pieces: Purcell – Dido and Aeneas Vivaldi – The four seasons J. S Bach – Mass in B Minor Monteverdi – L’Orfeo Handel – Messiah Domenico Scarlatti – Keyboard Sonatas J. S Bach – The well – tempered
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