Name: TAQA L3 Unit 1 outcome 1 evidence doc Subject: Write an account to demonstrate your knowledge of your understanding of the assessment process, covering key concepts of assessment, roles of the assessor, and what regulations an assessor has to adhere to. When a learner is being recruited into a programme it is important that the TA ensures all relevant documentation is completed which should include eligibility checks and initial assessments. As TA It is my opportunity to speak with the learner to discuss in depth the units chosen, to identify learning for skills and knowledge, to explain what is required from them what development plans are needed and how I will support, coach, guide and assess the learner. It is important to discuss with the learner what needs they have and what support as TA I can give them. I would at this stage have their folder and go through all their mandatory and relevant units with them.
We use a quickscan, and VAK test which helps to determine the learner style, (Visual, Auditory and Kinaesthetic). From the results we can evaluate the correct level and course for the learner to be on and also if additional support is needed throughout the course. Support must be in place before during and after initial assessment. For me I have a LSA in the workshop with me to assist with the learners who may require it. Within the teaching role of my subject it is important I provide a safe learning environment for all students, ensuring that they all engage and participate actively in practical and theory lessons alike.
Summative assessments are also necessary to give feedback to the student if the feedback offered is adequate this can be also classed as formative assessment. Oral and written assessments will assess whether the learner can apply the knowledge taught within the lesson. The methods of assessment are observation, testing and questioning all assessment methods should maintain within the SMART targets. This means that they should be specific, measurable, achievable, and measurable and time bound. The summative assessment methods are generally used for credited learners which are defined by awarding bodies such as WJEC for example.
The teacher assistant and teacher should plan together so that you are clear from the outset what you will be doing and are given the opportunity to put forward your own ideas. In the case of teaching assistants who support individual pupils, this can be particularly beneficial since they will be able to identify any difficulties with planned activities at the earliest stages and will also know in advance if they will need to find particular resources b) Delivery: How a learning support practitioner would contribute on the delivery of a learning objective,
Unit 001: Essay on the Roles, responsibilities and relationships in lifelong learning. This is an analysis of roles, responsibilities and relationships in Lifelong Learning; by defining them in the context of teaching, and explaining the importance of promoting appropriate behaviour in the classroom. I will explore teachers responsibilities for identifying and meeting the needs of learners by encouraging and enabling all learners to reach their full potential; roles and responsibilities in promoting equality and diversity; relationships between teachers and other professionals, identifying boundaries and reviewing points of referral to appropriate support persons/agencies to meet the needs of learners; responsibilities for establishing and maintaining a safe and supportive learning environment; and compliance with key aspects of legislation and codes of practice relating to the role of teachers. There are numerous roles and responsibilities are numerous that teachers will undertake daily. According to Wilson (2009), roles describe functions of teachers.
Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS) Level 4 Theory Assessment: No 1 Review what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle. I will begin with a brief overview of the nature of the tuition/instruction that I currently provide and how this is underpinned by government guidelines (BILD). From the guidelines, clear and defined responsibilities and boundaries are established as well as a definition of my role teaching within this sphere of expertise. However, I will look at each element of the teacher/training cycle in respect to my role as a teacher and how, always falling within guidelines, I am able to bring contemporary aspects of teaching to the fore within my training sessions. I work as a PROACT-SCIPr-UK® instructor in an Autistic school with a residential setting.
All your research and written work should be stored in your Learner Pack alongside the task. All Learning Outcomes Knowledge and understanding assessment involving one or a mixture of: * Written questions and answers * Projects * Assignments. Successful completion of this task contributes to your achievement of the following unit(s) and learning outcomes: Unit 1 Communication and professional relationships with children, young people and adults (F/601/3327) * Understand legislation, policies and procedures for confidentiality and sharing information, including data protection Unit 2 Schools as organisations (A/601/3326) * Know about the legislation affecting schools * Understand the purpose of school policies and procedures The Task a Legislation – You are required to: * Identify the laws and codes of practice affecting your work in schools and summarise their impact. * Explain the roles of regulatory bodies relevant to the education sector which exist to monitor and enforce the legislative framework, including: * general bodies such as the Health and Safety Executive * School specific regulatory bodies such as Ofsted. b Familiarise yourself with the Data Protection Act 1998 and summarise: * the eight principles that every school must comply with * the kinds of situation
In IT class, the most used resources are the computer, overhead projector, handouts, whiteboard/flipchart and voice. To select the resources to be used depends on the session task and objectives. In order to include all learners, the learning styles of the group is considered when planning the session and choosing appropriate resources is essential. These have to be tested, be readable, computerised resources, also knowing the strengths and limitations of specific resources. In planning my lesson, I will envisage learners that did not disclose their additional needs and what extra support they required, in order for the session to be inclusive; some steps will be taken to ensure that learners will still be able to participate.
As a tutor working in the adult education sector it is beneficial for me to have knowledge of legislations applicable to teaching, such as The Data Protection Act (1998), which governs the protection of personal data of my learners. 2. Promoting equality and valuing diversity by understanding of creating a differentiation of all students, each individual are / students are different and have to be treated equally. 3. Evaluate own role and responsibilities in lifelong learning , follow the Teacher Training Method of Teaching ,Identify the needs by plan training, and deliver training.
One option is to divide learners into pairs and ask them to discuss how they would like the course to run, they will then feedback their suggestions and these will be recorded on a flipchart and the rest of the group invited to comment. It is impotant that all students feel able to contribute, so inviting them to add new groundrules to the flipchart throughout the course can help this process. A second option is to have a set of basic groundrules already written up on the flipchart and then invite learners to comment on or add to the list. This would be my preffered method as it suits the type and length of courses that I currently deliver. Examples of ground rules might be: • Starting and finishing on time • Respect each others opinions • Challenge the statement not the person • Mobile phones off or on silent • Listen to others, no interuptions • No offensive.