ptlls assignment

Topics: Assessment, Educational psychology, Education Pages: 27 (7955 words) Published: May 21, 2014

Level – 4 (Prepare to teach in the lifelong learning sector) - PTLLS

The following are headings for broad areas students will have to research to show evidence of competence in PTLLS.

GROUP A:
Roles and responsibilities and relationships in lifelong learning

GROUP B 1:
Understanding inclusive learning and teaching in lifelong learning

GROUP B 2:
Using inclusive learning and teaching approaches in lifelong learning

GROUP D:
Principle of assessment in lifelong learning

Each group (Group A, Group B1, Group B2 and Group D) is made up of sub-headings and questions or “statements of competence”. Group: Group A, Group B1, Group B2 and Group D
Sub-headings: (Example) (1.Understand own role and responsibilities in lifelong learning)

Questions or “Statements of competence”: (Example) (1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities).

Writing Essays and Referencing:
Students must provide responses in essay form to each of these questions or “statements of competence (always starting with 1.1). The recommended word count for each essay is 200 words. Students do not need to worry if they exceed this word count or if they go under it by a few words on a few questions. It is important that a student does not “fixate” on word counts, but, rather that he or she focuses on the quality of their responses. Realistically, essays should not fall under the recommended word count too often or by too much when students conduct thorough research and provide satisfactory evidence of competence. Research of topics must be demonstrated with both in-text references (short form) within individual essays (1.1, 1.3, 2.2, etc.) and bibliographies (long form) at the end of each group. In-text references can be placed at the beginning, middle or end of essays. The bibliography provides a more comprehensive list of all book or internet references that the student used to research the questions or “statements of competence”. Ultimately, the student has to decide how much research he or she thinks is sufficient to gain a better understanding of teaching and learning concepts. Realistically, some form of in-text referencing would probably be required in, at least, one out of two essays on average to show sufficient evidence of research. GROUP - A:

Roles and responsibilities and relationships in lifelong learning

1. Understand own role and responsibilities in lifelong learning

1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities

My role as a Lifelong learning professional is to ensure legislative requirements are met. Some of these legislations are generic and affect all who teach, whereas some are subject (or environment) specific. (Gravells 2012:19-22) These legislations include but not limited to the following: Awarding organisation guidelines for delivering and assessing my subject Criminal Records Bureau(CRB) Clearance

Data Protection Act 2003
Equality Act 2010
Health and Safety 1974
Institute for Learning(IfL) Code of professional practice 2008 Organisational guidelines such as dress code and punctuality My key responsibility is to ensure my workplace have a current copy of my CRB as this clearly gives me the right to come in contact with children, young and vulnerable adults. It’s beneficial to become a registered member of the IfL and abide by its codes and conduct as well as my or company’s organisational procedures. This Code was developed by the profession for the profession and it outlines the behaviours expected of members for the benefit of learners, employers, the profession and the wider community. The Equality Act (2010), which harmonises some 20 previous pieces of Equalities legislation, is important within the lifelong learning sector and helps ensure accessibility to learning with a view to equality and diversity.

Under the...

References: Gravells, A., 2012. Preparing to Teach in the Lifelong Learning Sector. 5th ed. London: Learning Matters.
Gravells, A., 2012. Passing PTLLS Assessments 2nd ed. London: Learning Matters.
Tummons, J (2011) Assessing Learning in Lifelong Learning Sector 3rd ed Exeter: Learning Matters
Cowley,S 2010 Teaching Skills for Dummies Kindle Edition UK Edition
Websites:
www.cyberessays.com [last accessed 03/12/13 @ 12:50]
www.studymode.com [last accessed 03/12/13 @ 12:50]
Data Protection Act (2003) http://regulatorylaw.co.uk/Data_Protection_Act_2003.html
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