SI James Barr
Level 3 award in Education and Training
Learning Outcomes and Assessment Criteria
1. Understand the teaching role and responsibilities in education and training. 1.1. Explain the teaching role and responsibilities in education and training. The main role of the teacher is to be able to engage all of their students in such a way as to inspire them to want to learn. Being able to teach effectively is not about knowing the subject matter, but by being able to deliver that subject matter in such a way that students will learn and retain what is being taught. The delivery of the information needs to be pitched at the correct level for the student audience that is being taught. To be able to evaluate how well this is being achieved, accurate records need to be kept from the when your students commence to when they complete by assessing their progress and ensuring that you give relevant feedback throughout the learning process. Inspiring students to learn, comes from your enthusiasm, passion for the subject, and disciplined approach to each and every teaching session. You need to be the example that your students will be inspired to emulate. Being punctual, prepared, well presented and organised, shows your students that you really care about what you are doing and how you do it. Lead by example. The teaching and learning cycle has been developed to ensure that all stages of the learning cycle are addressed so that both teaching and learning are effective. This teaching and learning cycle can start at any stage and is a cycle so that it continues throughout the teaching and learning process as outlined in Figure 1.1 below
Figure 1.1 The teaching learning cycle
The role of an instructor within the ACF will normally follow this cycle to a great extent * identifying needs – finding out what your organisation’s, your own, and potential students’ needs are, carrying out initial assessments, agreeing individual learning plans. (Within the ACF this will mainly be governed by the APC Syllabus) * planning learning – preparing a scheme of work, session plans and teaching and learning materials to ensure you cover the requirements of the syllabus, liaising with others. * facilitating learning – teaching and facilitating learning using a variety of approaches * assessing learning – checking your students have gained the necessary skills and knowledge * quality assurance and evaluation – obtaining feedback from others, evaluating yourself and the programme in order to make improvements for the future. Evaluation should also be an ongoing process throughout all stages of the cycle.
Gravells, Ann (2011-12-29). Preparing to Teach in the Lifelong Learning Sector: The New Award (Lifelong Learning Sector Series) (Kindle Locations 292-298). SAGE Publications. Kindle Edition.
1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities.
As with all forms of employment, it is now vitally important to keep up to date with all relevant legislation and codes of practice so as to ensure that you are current and competent and that you also are delivering the correct information to your students. It is important to understand what the difference is between a legislative requirement and a code of practice as there are legal implications in their adoption and use: *
Legislative requirement: A duty to act according to the law as defined in an Act of Parliament and usually enforceable through the courts. *
Code of Practice: A set of rules outlining how a person in a particular profession or situation is expected to behave. *
Statutory code of practice: A Code of Practice approved by Parliament and admissible as evidence in any legal action. Generic Legislation and Codes of Practice could include some of the following which as the name suggests are generic and cover a wide range of professions and activities: * Health and...
References: Preparing to Teach in the Lifelong Learning Sector 5th Edition – Ann Gravells
Equality and Diversity in the Lifelong Learning Sector 2nd Edition – Ann Gravells-Susan Simpson
Pamphlet No. 5C Infantry Training Volume II Skill at Arms (Cadet Weapons)
Pamphlet No. 21-C Regulations for Cadets Training with Cadet and Infantry Weapon Systems and Pyrotechnics
JSP 535 Cadet Training and Safety Precautions
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