Analyse roles, responsibilities and boundaries of the teacher in the LLS and relate this to your current or future roles In September 2001, the national standards of teaching in the LLS changed to dictate that all teachers and tutors within further education settings (colleges and providers) in the Life Long Learning Centre, should have or being working towards achieving a nationally recognised qualification (National Foundation for Educational Research, 2011, online). SVUK (Standards and Verification UK) was responsible for endorsing national standards for teachers within the Life Long Learning Sector from January 2005 to March 2011 and they brought out a set of revised national standards called QTLS (Qualified Teacher Learning and Skills). This has been instrumental in defining the structure of the role of the teacher within the LLS. According to Roffey – Barentsen and Malthouse (reflective practice in the lifelong learning sector p1) it is also a requirement for all teachers in the LLS to register with the Institute for Learning (IFL) and record the number of hours they have spent each year working towards their continuing professional development (CPD). This would encourage teachers to seek available support and resources to improve teaching practice and base their teaching on best theoretical and practical knowledge.In addition to this, by being a member of the IFL, Gravells (Preparing to teach in the lifelong learning sector, 2009) advises that the IFL dictate a code of professional practice that was implemented in 2008 that all teachers should adhere to.
3) Identify potential barriers and describe strategies to gain cooperation from individuals who will be implementing the change. 4) Record all communication in the CLC Forum. Topic 7: Collaborative Learning Community: EBP Development Guidelines and Implementation Plan 1. Complete the protocol and write the plan to pilot the change in practice. 2.
Brendon Abrahams unit 001 question 1 Date 25/07/2013 Summarise the key aspects of legislation, regulatory requirements and codes of practise relating to your role and responsibilities as a teacher. The regulatory requirement and codes of practice that are used in my field are: The Data protection act 1998 states: An act to make new provision of the regulation of the processing of information relating to individuals including, obtaining, holding, use or disclosure of such information. [Online] www.legislation.gov.uk One part of the act is Sensitive Personal data act * The racial or ethnic origin of the data subject * Political opinions * Religious believe or other believes * Persons mental or physical conditions The Equality act 2010. In the equality act is the protected characteristics these are * Age * Disabilities: A person has a physical or mental impairment which has sustainable long term effect on the persons abilities to carry out every day activities * Marriage and civil partnership * Race * Gender reassignments * Religion or believe: religion means any religion or reference to religion or lack of religion. Believe means any believe or philosophical believe or lack of believe * Sex * Sexual orientation IPAF code of conduct states as a member of IPAF that you not misrepresent fact or mislead customers or suppliers and the same will the product and services that are provided by IPAF.
Level 3/4 Award in Preparing to Teach in the Lifelong Learning Sector (7303) Qualification handbook Qualified Teacher Learning and Skills (QTLS) framework Further to feedback received from centres and EVs, the following revisions have been made to this handbook. Page number references are provided to help clarify where amendments have been applied. Page number 9 19 24 Revisions QCF guidance and information updated Mentor statement revised: ‘this will be in addition to the 30 minutes observed’, it had previously read, ‘3 hours’. Statement added to clarify depth of theory required at each level : ‘When planning delivery of the programme, centres must address all the points of the section aims and content. At level 3, there is no need to cover
Paul Popenoe, a eugenicist, opened the first marriage-counseling center in the United States. The American Institute of Family Relations opened in 1930. Popenoe’s ideas on eugenics were not as staunch as in previous years. He still believed in sterilization for those classified as “unfit,” mentally incapacitated, or even those living in poor conditions. But his marriage center focused on the needs of bringing together people of strong physical and mental backgrounds to help them build strong, healthy families.
She began her college career intending to study chemistry, but later switched to art, European history and architectural history.” Although some like to remember Stewart because of the convictions in 2004 of Insider Trading, Martha shows that can she take responsibility for her own actions and she is willing to use it as a Learning experience. 2. Lavine (2013) wrote an article about “The Martha Rules consists of ten rules and a roadmap for entrepreneurs to create their own successful businesses. The book started as a project to help fellow inmates during her incarceration in a federal prison in
For example, you may wish to write a paragraph which details the skills acquired whilst planning and hosting a charity event for disabled youngsters. You could also refer to the skills you possess which help you to manage your own work/life balance, and those needed to research a subject for a project. Your letter should include details of the highest qualification you will have at the end of this academic year, and relate this to the levels on the National Qualifications Framework. You should include a copy of this framework with your
The conferences were progressive ideas on how to deal with the everyday pressures of modern society. By the first several meetings, traditionally minded bishops agreed to boycott the conferences. The more progressive members which were 2/3 thirds of the group retained the Amish Mennonite name. The traditionally minded groups became known as the Old Older Amish. Every Amish Community differs from one to the other.
Diploma in Therapeutic Counselling Unit Title: K/601/7632 Counselling Theory Unit Summary: Learners will analyse one major therapeutic model to influence, inform and empower their practice as a counsellor. They will also compare other therapeutic models with the major model. Learner name: Claire Bracegirdle Tutor name: Margaret Shacklady Learning outcome 1 – understand a major therapeutic model of counselling Assessment Criteria 1.1 Analyse the philosophy of one major therapeutic model in relation to . Its origins . Historical development to the present day .
Person centred approach and delivery of care for Theatre HCA’s WORKBOOK This work book has been devised to provide evidence for QCF Level 3 Diploma in Perioperative Support. It is to be used as a Formative tool for UNIT 6 and 15 Using this Workbook • Who is this workbook designed for? Theatre Health Care Assistants undertaking the QCF standards outlined in the Level 3 Diploma in Perioperative Support. • What do I need to do to meet the standards? QCF standards require you to demonstrate how you apply what you have learnt to your own work practice i.e.