Stacey Shaw M/503/1232 Roles and Responsibilities and relationships in lifelong learning Level 4 The following paper aims to review to key roles and responsibilities and relationships in lifelong learning. The review will look in detail at the following areas: 1. I will aim to examine my own roles and responsibilities in lifelong learning 2. Understand the relationship between teachers and other professionals in lifelong learning 3. Identify my own responsibilities for maintaining a safe and learning
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the teaching cycle and once identified describing their roles‚ responsibilities and boundaries. The cycle can be followed by teacher and learner alike and must be followed for learning to be truly effective as described in the following quote: Ann Gravells (2008: 27) “It’s called as cycle as you can start at any point‚ but you must follow through all the other points for teaching and learning to be effective.” We will join the teaching cycle at the “Identify needs”. This is the most important stage
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1976 amended 2000‚ Sex Discrimination Act 1975‚ Human Rights Act 1998‚ Equal Opportunities Act 2004‚ Equality Act 2010. These acts are about acknowledging and respecting the individual needs of the learner‚ helping and supporting where appropriate (Gravells‚ 2007) which I do‚ by not discriminating‚ offering my full support‚ providing fair and valid assessments of candidates work
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Bibliography: Reference List Armitage‚ Andy et al (1999)‚ Teaching and Training in Post Compulsory Education‚ Open University Press. Gravells‚ Ann (2008)‚ Preparing to Teach in the Lifelong Learning Sector‚ Learning Matters Ltd. Minton‚ David (1991)‚ Teaching Skills in Further and Adult Education‚ Macmillan Press Ltd. Newcastle College (2008)‚ Blackboard‚ Date accessed 10/11/08 Fenton‚ Judy
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References: http://www.qcda.gov.uk/qualifications/ Functional Skills. The Qualifications and Curriculum Development Agency‚ (Assessed Dec.14th 2010) Gravells Ann (2008 reprinted 2010 p70) Functional Skills. Preparing to Teach in Lifelong Learning Sector. Learning Matters Ltd. Exeter. (Assessed Dec 14th 2010) http://www.nrdc.org.uk/uploads/documents/doc_3188.pdf/ Embedding Functional Skills. The National
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put in place. I also believe that rules and expectations form the foundations for effective learners. It is vital to everyone’s progression that they feel safe and able to express themselves. It is also my responsibility to assess the students Ann Gravells states that “Assessment is a way of finding out if learning has taken place”. When taking a class of students through a course or qualification there are different types of assessments that will take place. In fitness students are assessed throughout
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the teaching cycle and once identified describing their roles‚ responsibilities and boundaries. The cycle can be followed by teacher and learner alike and must be followed for learning to be truly effective as described in the following quote: Ann Gravells (2008: 27) “It’s called as cycle as you can start at any point‚ but you must follow through all the other points for teaching and learning to be effective.” We will join the teaching cycle at the “Identify needs” Identifying Needs and Planning
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PTTLS Theory assignment Task 5‚ 6 and 7 Level 4: Evaluate a range of ways to embed elements of Functional Skills in your specialist area. Functional skills are essential and practical skills to use in every day life. They have been introduced to address government and employer’s concern over raising standards in basic literacy and numeracy‚ for learners of all ages. According to Qualification and Curriculum Development Agency (Reference 1): “Functional skills are those core elements of
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1. Summarise key aspects of legislation‚ regulatory requirements and codes of practice relating to own role and responsibilities The key legal and regulatory requirements relating to my role as a teacher are:- • Children Act (2004) – Every child matters • Copyright‚ Designs & Patents Act (1988) • Data Protection Act (1998 amended 2003) • Equality Act (2010) • Freedom of Information Act (2000) • Health & Safety at Work Act (1974) • Human Rights Act (1998)
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gender‚ age‚ culture‚ religion and disability. In addition‚ my responsibilities include ensuring the safeguarding and wellbeing of all individuals that I teach. My ‘role as a teacher will usually follow the training cycle and involve the following;’ (Gravells 2008:28) Following the organisation’s policies and procedures Following relevant legislation and codes of practice Creating a scheme of work and session plans Keeping a record of attendance Maintaining records of progress Maintaining own
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