Ptlls level 3 Gregg Keattch Assignment 1 Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. I first need to identify the needs of my learner (s) and using the theory of the teacher/training cycle (ref - Anne Gravells, ‘Preparing to teach in the lifelong learning sector’ - 2011) Identifying needs and planning. As a tutor my first responsibility is to liaise with the set course co-ordinator and discuss who has been enrolled
MS1 L3 PTLLS ASSIGNMENT 1 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2 1.3 I am employed as a Watch Manager with the Defence Fire Risk Management Organisation, operating within the Defence Fire and Rescue Service based at Royal Air Force Leeming. To fulfil my Job Description and Role-map as an operational Watch Manager, I am required to carry out a wide range of duties in accordance with National Occupational Standards, Units WM1 - WM7 and WM 9 - WM11:- WM 1 Lead the work of teams
PTLLS Level 3 Assignment 1 1.1. Explain own role, responsibilities and boundaries of own role as a teacher. “Tell me and I forget, teach me and I may remember, involve me and I learn.” ― Benjamin Franklin The main role of a teacher is to teach your subject in a way that actively promotes learning and engages your students during every session. If teachers actively pursue creating a good first impression, offers support, is approachable and well versed in their chosen subject Students
PTTLS 7303: level3 award in preparing to teach in the lifelong learning sector. Q.7 State the different assessment methods available and explain the ones you world use for your subject area, including reference to initial assessment records you would complete and explain why. The assessment methods available for teaching are as follows: initial assessment, formative assessment and summative assessment. Summative assessment is assessing whether the student can apply knowledge taught within the
Home » Meeting the requirements of 12 credit PTLLS learning outcome 2 Meeting the requirements of 12 credit PTLLS learning outcome 2 If you’ve got a PTLLS assignment to write for the new 12 credit PTLLS learning outcome 2, Understanding Inclusive Learning and Teaching in Lifelong Learning, then there are a few topics that you need to cover. You will need to consider the assessments that are available to help identify the learning styles of learners. Then you need to research the teaching and
PTLLS Mandatory Units – Portfolio Guidance The new (2012) DTLLS Diploma in Teaching in the Lifelong Learning Sector Thematic Module: Preparing to teach in the Lifelong Learning Sector (PTLLS) PORTFOLIO GUIDANCE PTLLS Mandatory Units – Portfolio Guidance Thematic Module Overview There are four mandatory units in this Module, totalling 12 credits. Units RRRLL UILTLL UILTALL PALL Roles, responsibilities and relationships in lifelong learning Understanding inclusive learning and teaching
initial centre approval, qualification approval and the centre’s own internal procedures for monitoring quality. Centres are responsible for internal quality assurance, and City & Guilds is responsible for external quality assurance. Staffing for the PTLLS Award Members of staff delivering and assessing the 7303 Award in Preparing to Teach in the Lifelong Learning Sector qualification, including teaching practice observers, must hold a minimum of a level 4 teaching/training qualification. For example
City and Guilds 6303 PTLLS Assignment one. 1. Give a definition of ground rules: Ground rules are a set of agreed rules between a group of students. Rules that will encourages respect and good behavior within the group. They will give learners a firm boundary to work within, help them understand their roles and responsibilities both as a group and themselves. They are a set of rules that can be referred to should any bad feelings or disagreements arise. They are a medium in which to encourage
Assignment 1 Task 1 Matthew Way Review what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle. The Teaching cycle “Teaching and learning should be a structured process. Teaching and learning will follow a cycle and the teacher makes use of this to ensure achievement.” (Wilson L 2008:15) The teacher/training cycle is a continuous cycle ever adapting to teacher/learner needs. The cycle comprises of five processes Identifying needs, planning
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
Unit 5 Continuing personal and professional practice. In this assignment I will explore and consolidate the theories and practices of reflective practice by providing a critical analysis of my approach to reflective practice within my own personal and professional development. I will then use my own learning journal to provide an analysis of my personal and professional development. Reflective practice is a key element of all teacher training programmes; in fact it is now a requirement of all
Asset Skills | Assignment T1 | Roles, responsibilities and relationships in lifelong learning | Anne Sallis 7/1/2013 | PTLLS L4 Assignment Sheet Assignment Number | T1 | Name of Learner | Anne Sallis | Date Submitted | 01/08/13 | Name of Mentor | Elsie Williams | UNIT (M/503/1229) – Roles, responsibilities and relationships in lifelong learning LO 1- (1.1, 1.2, 1.3, 1.4), LO 2 (2.1, 2.2, 2.3), LO 3 – (3.1, 3.2) Assignment Review your roles, responsibilities and
CU3812: Understanding own role and responsibilities in lifelong learning 1. Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities My role is to understand my responsibilities within legislation, regulatory and codes of practise. The key regulatory bodies are the health & safety at work act 1974, equal opportunities and discrimination. My role as a tutor is to promote and adhere to these rules and to ensure that the people
Dave Cardiff, 21st June 2014 PREPARING TO TEACH IN THE LIFELONG LEARNING SECTOR (PTLLS) Level 4 Assignment 1: Unit Evidence 008 – Roles, Responsibilities and Relationships in Lifelong Learning… Context: Addiction Dependency Solutions (ADS) is a regional charity established in 1973. We work to promote a better and more sympathetic understanding of alcohol and drug related problems, to study their causes and effects and to undertake and co-operate with all relevant agencies in the prevention
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 the Children and Young People’s Workforce (QCF)? Summary of the qualification
websites.) Authorised by Martin Stretton Prepared by Catherine Dear Publications Code N029652 All the material in this publication is copyright © Pearson Education Limited 2011 Contents Qualification titles covered by this specification 1 Key features of the Edexcel Level 3 Diploma in Health and Social Care (Adults) for England (QCF) and the Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and Northern Ireland (QCF) 3 What is the purpose of these qualifications