Theory Assignment - Roles, responsibilities and relationships in lifelong learning Question 1 – Show that you understand your own role and responsibilities in lifelong learning. There are many regulations that are in place to ensure a fair chance for learning and a safe environment to everyone. I believe that the main ones for me as a First Aid Trainer would include: Data Protection 2008. This was introduced to ensure that personal information held by an individual or company is kept in complete confidence. Equality Act 2010 This was introduced to incorporate a few of the Acts and Regulations, which formed the basis of anti-discrimination law in Great Britain.
PTLLS 6302: Unit 001/level 3 Roles, responsibilities and relationships in lifelong learning. The roles and responsibilities of the tutor in regards to legislation is a duty to act according to the law as defined in an act of parliament relevant to your teaching. This also relates to codes of practice, setting out rules to outline boundaries and expectations from organisations and staff to enable good teaching ethics. These are some generic legislation you need to be aware of: * Health and Safety at Work Act 1974: imposed on all staff within an organisation to carry out regular and well documented risk assessments to ensure a healthy and safe environment. * Equality Act 2010: brings disability, race, sex and other grounds of discrimination within one piece of legislation.
The humanism conceptual framework is evident in the principles of the New Zealand Curriculum Framework (NZCF), whereby the teacher has the flexibility to develop classroom programme in accordance of the learning needs and styles of the students, and the acknowledgement that individual students will develop their essential skills to different degrees and at individual rates (MOE, 1993, pgs. 7, 17). Doyle (1990) sees this teaching approach as one which the teacher is knowledgeable about the ways that people learn and grow and involves working on developing a personal teaching style by examining individual attitudes and
1. Understand what is required for competence in your own work role 2.1 Describe the duties and responsibilities of own work role 2.2 Explain expectations about own work role as expressed in relevant standards 1.1 The main objective of a learning support assistant is to assist in the support and inclusion of children with special education needs in the classroom and school activities. According to Bruce and Meggitt(2006), the following are qualities that I, as a professional working with children and young adults should have: * listening * comforting * empathy * sensitivity * patience * respect * interpersonal skills * Self-awareness * Coping with stress Also, according to Bruce and Meggitt (2006), the responsibilities that I, as a professional working with children and young adults are: * Confidentiality * Commitment to meeting children’s needs * Responsibility * Respect * Effective communication * Continual professional development Therefore I maintain confidentiality of students and students’ records, work co-operatively with school administrators, special support personnel, colleagues and parents. I must also facilitate home-school communication by such means as holding conferences, telephoning and sending written communications. I must also always ensure they are available to students and parents for conferences according to system policies.
UNIT 2: ROLES AND RESONSIBILITIES AND RELATIONSHIPS IN LIFELONG LEARNING UNIT NUMBER: M/503/1232 – OUTCOME 1.1 LEVEL 4 1.1 Summarise the key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities 1. The first aid trainer is governed by a number of legislative Acts designed to ensure the overall safety and welfare of the trainer and their students. Some of these Acts have lead to the creation of generic Codes of Practice. The parent company, in this case XXXX, is also obliged to conform to these Acts and Codes and, therefore, creates its own specific Codes of Practice. 2.
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit accreditation number: Principles of safeguarding and protection in health and social care HSC 024 2 3 26 A/601/8574 Unit purpose and aim This unit is aimed at those working in a wide range of settings. This unit introduces the important area of safeguarding individuals from abuse. It identifies different types of abuse and the signs and symptoms that might indicate abuse is occurring. It considers when individuals might be particularly vulnerable to abuse and what a learner must do if abuse is suspected or alleged. Learning Outcomes The learner will: 1 Know how to recognise signs of abuse Assessment Criteria The learner can: 1.1 Define the following types of abuse: Physical abuse Sexual abuse Emotional/psychological abuse Financial abuse Institutional abuse Self neglect Neglect by others 1.1 Identify the signs and/or symptoms associated with each type of abuse 1.2 Describe factors that may contribute to an individual being more vulnerable to abuse Exemplification An individual will usually mean the person supported by the learner but may include those for whom there is no formal duty of care Factors may include: a setting or situation the individual © OCR 2010 1 Learning Outcomes The learner will: 2 Know how to respond to suspected or alleged abuse Assessment Criteria The learner can: 2.1 Explain the actions to take if there are suspicions that an individual is being abused 2.2 Explain the actions to take if an individual alleges that they are being abused 2.3 Identify ways to ensure that evidence of abuse is preserved Exemplification The actions to take constitute the learner’s responsibilities in responding to allegations or suspicions of abuse.
I will also discuss Continuing Personal and Professional Development (CPPD) and why it is important for every teacher to ensure that their individual progress is regularly maintained. I will in addition expand upon areas where I feel there is room for improvement. By researching a variety of theorists, I hope to provide a good and balanced account of the subject. The next section will cover my own approach to reflective practice and the various methods I utilise in my lessons. Biggs states “A reflection in a mirror is an exact replica of what is in front of it.
Also I need to create effective and stimulating opportunities for learning through high quality teaching that enables the development and progression of all learners. My role as a teacher is to plan my sessions by doing lesson plans, preparing teaching materials, assessing my learners, evaluating myself and my delivery, completing attendance records, and maintaining records of learner progress e.g. interviews, tutorials, assessments, etc. As a teacher I also need to exercise a duty of care for my learners, ensuring they are inducted to the company and course, carrying out one to one tutorials and reviews with learners, following professional values and ethics, acting and speaking appropriately and standardising practice with others. I will also need to attend meetings, mark work, attend promotional events and exhibitions and refer learners to other people or agencies when necessary.
I will also look at behavioural patterns within classrooms, from this I will see how behaviour can be kept under control to make the classroom effective. I will collect information from many sources, this will help me to gain an understating from teachers own experiences. It will also give me information to explain how behaviour and other aspects in the classroom are dealt with effectively. In the primary classroom there are many areas which need to be taken into account. The planning for each piece of work needs to be carefully linked in conjunction with the national curriculum and it also needs to fit in with the desired learner.
Analyse different ways in which you would establish ground rules with your learner, which underpin behaviour and respect for others. Establishing ground rules allows a group to decide how they want to work together, ensures a congenial learning culture and allows learners to feel safe in expressing their opinions and know their limits (Gravells 2008). In nursing, due to employment contract, policy and professional codes of practice (NMC 2008, there are rules about conduct, attitude, behaviour and attendance. However, there is still a need to establish ground rules in a formal teaching environment so learners know their boundaries (Gravells 2008). There are several ways to establish ground rules.