Assignment A Analyse different ways in which you would establish ground rules with your learners which underpin behaviour and respect for others. There are three different ways in which I could establish ground rules these are; In house, Group agreement and Tutor in position, it is important to establish ground rules on the first session of the course this is to set the standard for the wh

City and Guilds 7303 Legislation Assignment 2 My current role as an IT Tutor requires me to have an understanding of all current legislation, polices and procedures, in the work place. We have these in place so we have a guideline; it also protects staff and learners, whilst in the teaching environment. Following are some key aspects of legislation and codes of practice relevant to my work

Assignment – Theory 4 – Ground Rules 1. Introduction This assignment will explain the ways in which ground rules could be established with learners which underpin behaviour and respect for others, within the context of the NHS. 2. Development This section looks at the reasons why ground rules are necessary and three different methods of establishing ground rules. Ground rules need t

City and Guilds 7303 Establishing Ground Rules Assignment 4 In my current role I work with Adult Learners delivering ITQ NVQ’s at both level 2 and 3, the learners have varying levels of knowledge and different expectations. I believe establishing and applying an organised set of ground rules is vital in order to achieve success from a group of learners however these rules should be mutually a

THEORY 4 LEARNING JOURNAL The main points I have learnt form this task Creating ground rules at the beginning of a learning session has been part of my practice since the beginning of my career and this task provided valuable space and time to go back to basics and revisit why I do this. I reflected on the fact that a collaborative approach to creating a set of ‘ground rules’ immediately

Name: Andrew Grainger Course: PTLLS Tuesday Night Tutor: Roberta Hall Theory Task 5 (Level 4) – Explain ways to embed elements of Functional Skills in your specialist area. Functional Skills are commonly referred to as the core skills in English, Maths and ICT. Developed to replace Key Skills, Functional Skills are seen as being vital in helping students gain useful, transferable skills

A vital part of the learning process is Assessment. The right assessment method must be chosen by the Teacher to ensure the Student receives a suitable level of learning based on their key skills, current knowledge and experience. We use the general term assessment to refer to all those activities undertaken by teachers -- and by their students in assessing themselves -- that provide information

Review a range of different assessment methods available and explain the ones you would use for your subject area. Evaluate the use of assessment methods in different contexts, including reference to initial assessment. Justify the types of assessment records you would complete and explain why. Word count 300 – 600 Assessment is an important and necessary process used to evaluate teaching and

Theory Assessment: Legislative Requirements and Codes of Practice 14th March 2011 At the ‘Unity in Diversity’ group where I teach English we follow the following legal requirements and codes of practice. We are based in a community centre in Wales. At this venue regular health and safety checks are made. When welcoming newcomers to my lessons I ensure that everybody knows where fire exits ar

Analyse different ways to establish ground rules with your learners', which underpin behaviour and respect for others. As a teacher you have to establish a safe and appropriate learning environment. Learners' differ in behaviour and respect for others', so the way you establish ground rules will have to reflect this difference. For learners' to get the most out of their learning experience th

THEORY ASSIGNMENT 1 Student: Dorelle Scott Theory Q1 Review what your role, responsibilities and boundaries, as a teacher would be in terms of the teaching/training cycle. Suggested word count: 500-700 words. My specialty subject is teaching Mathematics, math skills translate into lifelong analytical skills that encompass all walks of life. It will be necessary for me to impart the requir

Michelle Fahey Preparing to Teach in the Lifelong Learning Sector (PTLLS) Level 4 Theory Assignment 1; Review your role, responsibilities and boundaries in terms of the teaching cycle. The “teaching training cycle is an outline that helps identify various teaching methods that could be useful throughout a teaching program. The teaching training cycle provides a good structure within which rol

Describe what your role, responsibilities and boundaries would be as a teacher/trainer/tutor in terms of the teaching/learning cycle Like all the learners that would be under my tuition, I would have to familiarise myself with their individual learning needs so that I may guide them through the course. I would do this by gathering information so that I could tailor the course to suit them. F

City and Guilds 7303 Section 1 Theory Q1 Ground rules are the basic principles put in place to ensure and agreed standard of behaviour between the student body and the tutor. In an adult learning ground rules are ideally established with mutual agreement by the tutor setting a task for the students to create a list of rules that they feel are important to create a safe environment.

Theory Question 5 • State the different assessment methods available and explain the ones you would use for your subject area, including reference to initial assessment. • State the types of assessment records you would complete and explain why. ‘Assessment is a way of finding out if learning has taken place. It enables you, the assessor, to ascertain if your learner has gained the required

PTLLS Question 5 Level 4 Evaluate a range of ways to embed elements of Functional Skills in you specialist area. According to the Qualification and Curriculum Development Agency, ‘functional skills are practical skills in English, information and communication technology (ICT) and mathematics that allow individuals to work confidently, effectively and independently in life’. (www.qcda.go

Unit 1: Preparing to Teach in the Lifelong Learning Sector. Level 4 theory assessment, task 3. ‘Discuss issues of equality and diversity and ways to promote inclusion with your learners. Review other points of referral available to meet the potential needs of learners.’ Equality and diversity are terms that are often used interchangeably. However, they are not the same. Equality means provi

Theory task 3 – inclusion, equality, diversity and referral points. Equality is about making sure people are treated fairly and given fair chances. Equality is not about treating everyone in the same way, but it recognises that their needs are met in different ways. Equality focuses on those areas covered by the law, namely the key areas of race, gender, disability, religion or belief, sexual ori

T6 HEALTH AND SAFETY RECORDS Our health and safety records such as register of delegates, health and safety at work poster, disclaimers of disabilities are all need to ensure we are adhering to current legislation in our provision of training for ourselves and our delegates and any visitors. As a trainer we have a duty of care to all our visitors and delegates to ensure that they are kept sa

Unit 012, Ptlls. Assignment 3. There are three types of assessment which can be used in many different styles, the first being initial assessment. We gather information regarding the student, this can be evidence of previous learning, an initial test to determine the present level, or by interview questioning or contact with the student. This helps us build an assessment picture to begi

UNIT 1, Question 3 Explain how you could promote inclusion, equality and diversity with your current/future learners. Identify other points of referral to meet the potential needs of learners. It is important that learning is available to everyone; inclusion means that learning includes those of all abilities, whatever difficulties or disabilities he/she may have. Equality which is the right

City and Guilds 7303 Unit 1 Q4 Introduction We all need ground rules, whether it be in the home between parents and children, in the working environment between colleagues or simply sat in a café bar watching the world go by, we should know how to behave in an appropriate manner. In a learning environment between pupils and teacher it is of upmost importance that ground rules are

Unit 401 Level 4 Theory assignment No1 Kerri Anderson 30/09/13 Introduction This assignment is written in the context of a teacher working in the nail and beauty industry. There are usually around 10-15 students, mainly female. Age range is 16+. Classes are usually about 3 hours long and are run once a week over approx 10 weeks. Me

PREPARING TO TEACH IN LIFELONG LEARNING (7307 PTLLS) DATE: 28/04/2008 ASSIGNMENT 7: Revue a range of different assessment methods and explain the ones you would use for your subject area. Evaluate the use of assessment methods in different contexts, including reference to initial assessment. ‘a) Examination (derived from examinare = to weigh accurately) b) Assessment (derived from

Teaching and Learning Approaches I as a trainer don’t use the pragmatist style as the courses provided online are pre set; hence the entire learning is done based on different topics and also related to learners’ strengths and weaknesses. There are lots of practical tips and techniques within the courses and hence that can be pragmatist learning style. Activist learners or trainers are the o

Menu Aperitifs Mixed Olives Vegetable Crudités with Humous and Taramasalata Mixed Nuts Select Crisps Melon Wrapped in Parma Ham Home-made Guacamole with Tortillas Canapé Mains Chicken Satay Skewers with Ginger Syrup Salmon and Cream Cheese on Crisped Rye Bread Baked Garlic Mushrooms with Stilton Rosemary Polenta Slices with Pork Liver Pate Roast Vegetable Skewers with Sweet Ch

Preparing to teach in the Lifelong Learning Sector Level 3 Theory assessment 1. Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. As a teacher/trainer there are many responsibilities towards the learners to ensure the learning cycle is complete. The first stage in the cycle is to identify the learners needs, noting any g

Review your role, responsibilities and boundaries as a teacher in terms of the teaching/training cycle Has a performance management review (PDR) process carried out by the individual’s line manager. During this review, current performance and capabilities are identified for each manager and a skills/development gap ascertained. Once the gap is identified, and in conjunction with their line mana

PTLLS Task 3. Discuss issues of equality and diversity and ways to promote inclusion, equality and diversity with your current/future learners. Review other points of referral available to meet the potential needs of your learners. ‘Diversity is defined by ‘otherness’ or those human qualities that are different from our own and outside groups to which we belong, yet are present in other or indiv

4. Analyse different ways in which you would establish ground rules with your learners, which underpin behaviour and respect for others. (Recommended word count 250 – 350 words.) Setting ground rules at the beginning gives learners a sense of structure, rules may vary depending upon the nature and maturity of the group. It is important that the teacher has an idea of the rules and boundaries tha