Ptlls Level 3 Unit 6

Topics: Educational psychology, Education, Learning Pages: 66 (19977 words) Published: May 6, 2013
Pollyanna Steiner

Unit 1: Learning Outcome 1
Roles, Responsibilities and Relationships in Lifelong Learning


-The whole unit must be completed to achieve the 3 credits available -Keep all relevant materials as evidence
-The following units can help inform on this Unit:- Unit 2- Understanding inclusive learning and teaching in lifelong learning -Unit 4 - Using inclusive learning and teaching approaches in lifelong learning -Research, background, and reading sources should all be listed. -Learner reflection required at end of unit

-Learning Outcome 1- Understand own role and responsibilities in lifelong learning.

AC 1.1

Key aspects of legislation, regulatory requirements and codes of practice

I will now summarise the key aspects of legislation, regulatory requirements and codes of practice relating to my own role and responsibilities as an aspiring teacher within the lifelong learning sector.

1) The first requirement to consider is Health and Safety.
Within the lifelong sector teaching role (as with all teaching roles) there will be many scenarios which will require vigilant adherence to health and safety procedures. The most common, and general procedure to be covered within any area of teaching is Fire Safety. This will be relevant to my own practice, whether I specialise in running workshops on environmental sustainability, tree planting, organic plot conversion and farming, low carbon cookery, assisting behavioural change in energy usage, or within an organic food production and soil science context. All the afore-mentioned areas are my current specialisms. I also intend to teach out of doors, via community regeneration projects, such as brownfields conversion growing schemes. A working example of this is Didsbury Dinners Charity, Barlow Moor Road Community Gardening project, which I currently volunteer at. The Fire Drill procedures could be included as part of the student induction, and delivered as a Ground Rule, in autocratic teaching style. This will facilitate the understanding and discussion of the importance of these set safety measures, and how and when to proceed in the event of a drill, or fire. I will ensure that there is also a Risk Assessment conducted for every room, and/or outdoor venue that I teach in. All potential hazards would be analysed. The reason to incorporate health and safety procedures into the student Ground Rules, and Induction Process, is to lay out these measures, from the beginning of the course. As a teacher, it is my responsibility, and duty of care, to inform all students of the potential hazards of a venue, and or equipment; as well as the correct use of/ and expected use of equipment being employed during the sessions. For example within organic food production, correct use of spades, shovel, rotivation machinery, are all paramount, to avoid accident or injury. If necessary a debriefing on use of all tools and equipment would be part of health and safety measures, in accordance with the context of the lesson/ specialism. In summary, my responsibility, as a teacher is to: * Conduct a full risk assessment of the venue I am teaching in, whether it be indoors or outdoors, and of the learners themselves (medical backgrounds/ any special requirements etc.). * This risk analysis would be covered with all learners at the induction. * Evacuation Procedure has been fully covered and understood by Learners (Fire Drill) * Trip hazards dealt with (such as computer and projector wires) * Electronic Equipment has all been PAT tested according to current regulation * Complete maintenance checks on students use of equipment- are they utilising equipment safely and effectively? If not, address this with the individual learner immediately. * Ensure that there is adequate space in the venue for the learners to move around effectively- i.e. the room is suitable for group size/not overcrowded. * Ensure that the working environment...
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