Ptlls; Unit 001

Topics: Lifelong learning, Educational psychology, Education Pages: 10 (2807 words) Published: June 25, 2013

1. Understand own role and responsibilities in the lifelong learning sector

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

It would be my responsibility as a teacher to keep within the boundaries of the law and comply with the rules and codes of professional practice of the particular organisation in which I was employed.

In regard to the Health and Safety at Work Act (1974), although safety within the classroom would be the responsibility of all, I, as the teacher, would be legally responsible and should lead by example. I would need to know where the policies were stored, the names of key staff and their whereabouts, and make risk assessments to ensure a safe learning environment.

As a teacher within the creative arts sector I would have to have a strong knowledge of the Copyright , Design and Patents Act (1998) and subsequent amendments of 2003, and be accountable in terms of reproduction of material and the accessing of video footage from the internet, whilst acknowledging original sources using a reference system such as Harvard.

In regard to the Equality Act (2010), it would be a regulatory requirement to practice within its boundaries and create a learning environment where all can participate and fulfil their potential, being aware of different forms of discrimination, direct, indirect, by association or perception against people with ‘protected characteristics’ such as race, gender, gender and sexual orientation, disability, religion or belief, pregnancy and maternity, marriage/civil partnership and age.

I would also have to knowledge of the Data Protection Act (1998) (where information on students can only be forwarded to people directly involved with students or the organisation), and be knowledgeable of the requirements of the regulatory body Ofsted, and the terms and conditions of my employment and not be in breach of my 'duty of care'.

1.2 Analyse own responsibilities for promoting equality and valuing diversity
There will be equality and diversity practices in place, which outline what the particular organisation does to implement these regulatory codes of practice – e.g. recognising under representation or under achievement in specific groups and creating strategies to address the imbalance. However, within the classroom it would be my responsibility to actively promote equality, diversity and challenge bigotry, whilst also monitoring learners' progress and achievements closely by disability, gender, age and racial group.

Regulatory bodies such as Ofsted are looking for the Equality Act not just to be acknowledged but actively celebrated and the website equalityanddiversity.co.uk recommend that:

'Equality and diversity in teaching and learning should be delivered by main streaming these issues into the curriculum. (equalityanddiversity.co.uk date accessed 21/05/13)

As equality in education is not about treating everyone the same; it is about giving everyone an equal opportunity to access the learning experience. In terms of valuing everyone I would have to consider how I communicate with learners (making sure they can understand –  using appropriate vocabulary and terminology, and ensuring my comments will not be taken as discriminatory or offensive). I would also have to consider a range of differentiation strategies - adapted or specific resources, peer support; varied presentation; content selection; and reducing or increasing time for certain activities.

It would be important for the inclusion of all learners to include materials to reflect diversity to increase the likelihood of people in the group finding something to identify with - using icebreakers and peer learning for realising similarities and differences, case studies from different cultures to raise awareness, and finding examples of achievement that are less well known, and encouraging students to...

References: Gravells, A (2011 &2012) Preparing to Teach in the Lifelong Learning Sector Exeter: Learning Matters
http://www.equalityanddiversity.co.uk/samples/sample-embedding-equality-and diversity-into-everyday-practice.pdf Date assessed 31/05/13
Wilson, L. (2008) Practical Teaching: A guide to PTLLS and CTLLS, Andover: Cengage.
Gravells, A (2011 &2012) Preparing to Teach in the Lifelong Learning Sector Exeter: Learning Matters
ptllsresource.co.uk/resources/ptlls-assignments Date acsessed4/06/2013
McColl, H. (2010) ‘why aren’t they learning? Some common barriers’
www.hilarymccoll.co.uk/resources/wtcommon%20barriers.pdf Accessed …….
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