relating to own role and responsibilities 1.2 Analyse own responsibilities for promoting equality and diversity 1.3 Evaluate own role and responsibilities in lifelong learning 1.4 Review own role and responsibilities in identifying and meeting the needs of learners PTLLS: 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities PTLLS: 1.2 Analyse own responsibilities for promoting equality and diversity Summarise, in 1.1, suggests
identify and meet the individual needs of learners * Describe points of referral to meet the needs of learners * Summarise key aspects of legislation, requirements and codes of practice relating to own role and responsibilities. Part 2 Within the report explain: * Analyse your own role and responsibilities in education and training * How does your own planning meets the individual needs of learners * Ways in which teaching and learning plans can be adapted to meet the individual
1974: stipulates that it is the responsibility of the employer/organisation to protect people against dangers to health and safety in relation to their day to day activities at work. I will have to make the environment suitable for myself and the learners and make necessary adjustments depending on the agenda of the day. The Disability Discrimination Act 1995: I will make sure that disabled students are given access to the same facilities available to other student and in some cases make necessary
key aspects of current legislative requirements and codes of practice relevant to Counselling training in Adult Education. I am going to discuss issues of equality and diversity and outline ways to promote inclusion. I am going to review referral options and describe the types of records I keep and why. Legislative Requirements and Codes of Practice Both Legislative Requirements and Codes of Practice can be grouped into 2 types. Generic, which means relating to teaching and Specific, relating to
in which you establish ground rules with your learners. 2 Describe how ground rules underpin appropriate behaviour and respect for others. 3 Explain and describe the types of resources that you have available to meet the potential needs of your learners. 4 Identify any other organisations which may be used as a referral point to meet the potential needs of the learners. 1. It is incredibly important for both the tutor and the learners to be able to work together in a safe environment
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;
assistance with class work. Teachers should also be respectful of their institution and colleagues. It is also important to set appropriate personal and professional boundaries straight away so that students can clearly see these, and to use points of referral where it is necessary and appropriate. Students can then model this behaviour. The ground rules that are set for the class will also be an important part of promoting appropriate behaviour and respect in the
1.1 Explain the importance of multi-agency working and integrated agency working. Multi-Agency or Integrated working are terms used to describe how different services work together to meet the needs of children, Multi-Agency involves different agencies, services or teams of professionals working together to provide services that can meet the needs of the children. Integrated working involves different services working together in the same building to offer more effective care for children
Human Rights. I need to provide and maintain a safe and supportive environment as discussed by Abraham Maslow (1908-1970 where he mentions the idea of intrinsic and extrinsic motivation. He argues that it is: ‘The role of the teacher is to create an environment where learners feel part of a group and all contributions have worth.’ There are boundaries within my role as a tutor where I need to understand the organisational structure of the company I work for, The needs of the candidates and
Work Experience Unit Trainer Manual Trainer _________________ Date Delivered ___________ (Print out this sheet and hand to learners for quiz) CRI – What we do CRI works with individuals, families and communities across England and Wales that are affected by drugs, alcohol, crime, homelessness, domestic abuse, and antisocial behaviour. Our projects, delivered in communities and prisons, encourage and empower people to take control of their lives and motivate them to find
the following: Organising, planning and delivery of all mandatory training and the identification and implementation of all personal development within the workforce. Accurate record keeping is an integral part of the position as the organisation needs to prove to the Care Quality Commission that all staff has completed mandatory training each year. The position also involves the delivery of mandatory training to other Nursing and Residential Homes. Working closely with all staff with regards to
two-way flow of information to provide continuity in each child''s learning experiences and development. We advise that all parents/carers read the policies and procedures to ensure an understanding of the nurseries underpinning practice. 3.3 Describe circumstances where partnerships with carers may be difficult to develop and sustain. They are all different reasons why partnerships with parent and carers are difficult to sustain in the nursery. Is not easy to dealing in situations, which is
City and Guilds 6302 Award in Preparing to Teach in the Lifelong Learning Sector Unit 001 Roles, Responsibilities and Relationships in Lifelong Learning Assessment Task 1 By Lee John Mitchell Date 11th July 2013 Unit 001 Roles, Responsibilities and Relationships in Lifelong Learning Introduction In this assignment I am going to be discussing the roles, responsibilities and relationships teachers have within the lifelong learning sector. I will be looking at boundaries teachers
Introduction In this assignment I am going to cover the role of the teacher, the responsibilities that they have in the education and training environment. I will also discuss how to maintain a safe and supportive learning environment for your learners. To end the essay I will discuss the relationship teachers have with other professionals who work in the education and training arena. The teaching role and responsibilities in education and training 1.1 Explain the teaching role and responsibilities
the Lifelong Learning Sector (600/3758/1) Candidate Workbook Name – Andrew Stocks How to use this workbook This workbook has been designed to meet three out of the four units required to achieve Pathway A of the HABC Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS). Successful completion of the workbook meets the requirements of the following Units: M/503/1229 Roles, responsibilities and relationships in lifelong learning T/503/1233 Understanding inclusive learning
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
advocacy support .......................................................................... 97 A/502/3148 Maintaining the independent advocacy relationship........................................................ 100 F/502/3149 Responding to the advocacy needs of different groups of people .................................. 103 M/601/0648 Recognise indications of substance misuse and refer individuals to specialists ............ 105 A/601/0670 Support individuals who are substance users ................
existing 9248 qualification. Those centres already offering the 9247 qualification will be able to apply for fast track approval to offer this qualification. Existing City & Guilds Centres not currently offering qualifications in this area will need to obtain qualification approval Support materials Centre handbook Registration and certification Consult the Walled Garden/Online Catalogue for last dates Title and level City & Guilds number Accreditation number Level
of the Edexcel Level 2 Certificate for the Children and Young People’s Workforce (QCF) What is the purpose of this qualification? Who is this qualification for? What are the benefits of this qualification to the learner and employer? What progression opportunities are available to learners who achieve this qualification? 1 3 3 3 3 What are the potential job roles for those working towards this qualification? 4 4 What is the qualification structure for the Edexcel Level 2 Certificate 5 for
employers worldwide for providing qualifications that offer proof of the skills they need to get the job done. City & Guilds Group The City & Guilds Group includes City & Guilds, ILM (the Institute of Leadership & Management, which provides management qualifications, learning materials and membership services), City & Guilds NPTC