Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (Ptlls - City & Guilds 6302)

Topics: Educational psychology, Learning, Learning styles Pages: 41 (4910 words) Published: July 25, 2013
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Level 4 Award in Preparing to Teach
in the Lifelong Learning Sector
(PTLLS - City & Guilds 6302)

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5th – 7th September 2012
10th ,12th and 13th December 2012
18th – 20th March 2013

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Assignment 1: Unit 008 (level 4)

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Roles, responsibilities and relationships in lifelong learning Brief for Assignment 1: unit 008 (level 4): Roles, responsibilities and relationships in lifelong learning Use the poster template to write an overview of your roles and responsibilities as a teacher within your subject area and context. Word count: 1200 words

1) Summarise key points from the following legislation, regulatory requirements and codes of practice that are relevant to your subject area.

• a)The Equality Act 2010

i. What are the ‘protected characteristics’?

ii. What duties do you have, as a teacher, in relation to disabled people?

• b)Health and Safety

i. What are your responsibilities in terms of health and safety?

ii. What should you fill in if there is an accident in your class?

• c)Safeguarding

i. Who are ‘vulnerable adults’?

ii. What are your responsibilities in terms of safeguarding and who should you report to?

• d)Professional Codes of Practice (as a teacher and as a practitioner in your subject area)

i. Give two examples of what this means in terms of your professional practice?

• e)Organisational policies

i. What are your responsibilities regarding the above?

2) Explain your working relationships which include:

• Working as part of a team

• Liaising with internal and external support services

• Limits/boundaries of your role as a teacher

3) List and justify strategies for creating a safe and supportive learning environment, including:

• Negotiating ground rules

• Meeting the needs of learners (Maslow)

• Developing group dynamics (Tuckman and active learning)

• Promoting Equality and Diversity

• Supporting differentiation and functional skills

4) Summarise how you design, plan and deliver learning, including:

• Identifying needs

• Setting SMART learning objectives (Bloom)

• Using active learning methods

• Preparing accessible resources

• Checking learning and recording achievement of learning outcomes (RARPA

Tutor’s formative feedback on assignment 1: Unit 008
Content:
Legislation, regulatory requirements and codes of practice:

Safe and Supportive learning environment:

Working relationships:

Designing, planning and delivering learning:

English, Presentation and Referencing:

Action points:

Tutor sign: Date:

Assignment 2: Unit 009 (level 4)

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Understanding inclusive learning and teaching in lifelong learning

Brief for Assignment 2: unit 009 (for level 4): Understanding inclusive learning and teaching in lifelong learning

Part 1:
The essential criteria below are from a generic job description for a teaching post in an adult learning college. Write a personal statement explaining and justifying how you meet each of the criteria. Make the personal statement relevant to your subject specialism.

Within your personal statement, include how you would support the diversity among the following specific learner groups:

1. Learners with special learning difficulties and disabilities

2. Learners who may have been out of education for a long period of time

3. Learners who may have newly arrived to the UK and for whom English is not the first language

|4. |Essential Selection criteria...

References: Books
Brookfield, S D (1986) Understanding and Facilitating Adult Learning Buckingham: Open University Press
Policy documents
Lifelong Learning UK (2005) Equipping our teachers London: HMSO
Articles
Eccleston, K and McGivney, V (2005) ‘Are we overly preoccupied with developing self-esteem?’ Adults Learning Vol 16 no 5 January 2005
Handouts and PowerPoints
City Lit (2012) Strategies for Differentiation City Lit PTLLS handout
Websites
Ofsted (2010) Common Inspection Framework Available at: www.ofsted.gov.uk (accessed on 30/01/2012)
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