Topics: Data Protection Act 1998, Educational psychology, Education Pages: 6 (1780 words) Published: February 19, 2013
Assessment 008 - Roles, responsibilities and relationships in lifelong learning research report.

It is my role and responsibility as a health and social care diploma tutor, to guide the learner to achieve their qualification within the target date with a professional and respectable approach.

When I am tutoring the learners I actively involve them by asking them questions, getting them to join in discussions, asking them their views or thoughts, this is so they engage in the activity to their full potential. Throughout the appointment I give the learners feedback while working in line with the main legislations to maintain a safe and confidential manner.

The legislations that I work in line with are:
Health and Safety at Work Act 1974 - to ensure the safety of the employee, employer, clients and visitors. Ensure the learners know where all the exits are, the toilets, the kitchen for refreshments and all wire are covered or moved out of the way so no one drips over them. The Teaching and Higher Education Act 1998 – this was established to improve the teaching standards throughout England, Wales and Northern Ireland. The act also made provision for the new system of student loans that were introduced, and introduces paid leave from work for training towards a qualification. (Student Loans Act 1998), Data Protection Act 1984, later updated in 1998 then 2003 – this is to protect all personal information being passed on to anybody who isn’t authorised to receive such information. I also work in line with the Code of Practice - assurance of academic quality and standards in higher education (the Code of practice) provides guidance on maintaining quality and standards for universities and colleges subscribing to QAA. It is made up of 10 sections and was originally prepared by QAA between 1998 and 2001. Revisions of individual sections began in 2004, the Equality Act 2010 – this act is to make sure everyone are being treated fairly and equality. It stops employers discriminating against a person because of their age, race, sex, colour, religious beliefs and also individual who are classed as disabled. The Disability Discrimination Act 1995 is now in tow with the Equality Act 2010.

At the beginning of the learner’s qualification, in the induction, I ask the learners to complete a maths and English initial assessment, this is to establish if the leaner needs any additional support or have any learning barriers. Some learners may need extra support with Math and English so I will refer the learner to the functional skills assessor, English may not be the learners first language (ESOL) so you may need to have a translator in the classroom, a foreign dictionary or other language devices such as electrical aids i.e. Foreign language writing aid which is a computer programme that assists a non-native language user.

In the induction I set professional barriers, I make myself approachable for the learners but also make them aware that I am still their teacher. I will treat everyone as individuals and equality, with respect and in return I expect my learner to show me the same treatment.

I discuss with the learners the companies’ policies on discrimination, bullying and how to make a complaint, if they feel I am treating them unfairly.

I take all correct criteria with me and paperwork for the learners. Each learner completes an ILP (Individual Learner Plan) which is locked away in the learner folder in head office (I make all the learners aware of this). I give them a hand-out on the Data Protection Act 1998.

‘Feedback - learners need information on what they do well, and how to improve, and then they need to act on this. Teachers can give feedback, but students can too, with self- assessment and peer assessment. The best feedback (or formative assessment) uses student's work to diagnose strengths and weaknesses, and to set individual targets for improvement.’ (Petty, ‘Evidenced based teaching’ p.22)

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