Theory assignment 2 T2 - Summarise the key aspects of current legislative requirements and codes of practice relevant to your subject and type of organisation within which you work. Task Notes To be able to complete this task you need to know which legislative requirements and codes of practice are relevant to your teaching. Some of these will be generic — they will be relevant for all teachers, regardless of their subject or type of teaching organisation — and some will be subject or organisation specific. Legislation and Codes of Practice:
Teaching Training Cycle Stage 2: Plan and Design Role: Planner, designer, reviewer, scheduler, organiser, researcher etc.
It is the responsibility of the teacher to plan and design a course, which meets the needs of the learners and requirements of the course. There are some courses, however, which are prescriptive and have to be delivered in a set way; for these teachers, there may be limited opportunities at this stage of the cycle.
It is the responsibility of the teacher to write the syllabus for the course while ensuring that the learning outcomes, aims and objectives for the course are covered in an appropriate way e.
In their course planning and designing, tutors have to be aware of the requirements of the awarding body, their own organisation and legal obligations such as health and safety.
Courses have to be planned so all the learning outcomes are met in the time allowed. You now need to consider the following through research and further reading: Definitions of learning outcomes, syllabus, aims and objectives.
Writing schemes of work and session plans. Teaching Training Cycle Stage 3: Teacher, tutor, facilitator, coach, instructor, lecturer, presenter, mentor, trainer, assessor, demonstrator, guide, listener, communicator etc. The activities should be appropriate and varied to appeal to learners with different learning styles.
The resources should be well prepared, sufficient for the number of learners and used to support the learning activities. Teachers should differentiate their activities and strategies to ensure all learners can access learning.
Learners should be told at the start of each session what the lesson objectives are and how these relate to the overall course outcomes.
Sessions or tasks should have an introduction, a main content and a conclusion, which will promote learning and consolidate new skills or knowledge. During their sessions, teachers should support their learners and assess their skills and knowledge through a range of formative assessment tasks.
Teachers have a responsibility to keep their learners safe both physically and emotionally. They need to assess the safety of classroom activities and ensure that none of their learners are being harassed or discriminated against by themselves, the organisation or other learners. Teachers have a responsibility to ensure that they have sufficient current knowledge or skill to deliver the course content and answer any learner questions.
Teachers have a responsibility to ensure all necessary records and paperwork are up to date and filed securely. Teachers must act in a professional manner throughout their teaching sessions.The first of the assignments is Theory 1 (T1).
You will likely get set this on your first session and it will be due back quickly, probably at the next session. Check out the full list of Ptlls assignments if you need a different one.
Level 3 – Describe your role, responsibilities and boundaries as a teacher/trainer/tutor in terms of the teaching/training cycle. Crystal Palace Football Club was founded in and has a proud history of over years that has seen the club compete across the English leagues, and currently enjoying our longest reign in the top-flight following promotion in The Delivering Training qualifications are based around the training cycle.
They introduce the learners to the principles of teaching and learning and the importance of the teaching and learning cycle when planning training sessions.
Preparing to Teach in the Lifelong Learning Sector (PTLLS) at Level 4 Total credit value (at Level 4) 12 Total GLH 4 x units (each @ 12 GLHs) = 48 Units being run and assessed: Group Unit title Level Credit value GLH A Roles and responsibilities and relationships in lifelong learning 4 3 12 Learning outcomes: The learner will Assessment Criteria: The learner can 1.
Browse professional PTLLS courses and improve your career prospects with leslutinsduphoenix.com, the UK’s #1 job site. All the Ptlls assignments are listed with a link to a more detailed discussion of each.
The theory part is your essays. All the essay questions for both levels are covered in much greater detail on their own page, just click on the link.
The practical section is your scheme of work, session plan, microteach, reflective journal and all that jazz.