Ptlls_6

Daniel Butcher City and Guilds Level 4 Theory Assignment 6 “Justify the need for keeping records and describe the type of records you would maintain.” At ATM it is important within my role as a teacher, to keep certain details on record as part of a well planned, assessed and evaluated teaching program. There are also certain records that, by law, we at ATM must keep to match the governments set standards of education. Here is a listing of the type of records I keep, the reason for these records and ways in which they could be kept. * Registers of Attendance: This is a legal requirement which was recorded on paper and now is compiled using online registers * Student progress and tracking: Assists teachers in keeping track of students assessment progress helps plan more effective sessions. Kept on ATM’s Moodle site. * Initial assessment: Assists me in creating a student profile to form appropriate lessons catered to each students individual needs. * Formative assessment: Used to keep track of the learning progress of students. This can come in the form of lesson feedback forms and worksheets. * Summative assessment: used for the purpose of over viewing learners progress over all * Student reports: Used to give feedback of student progress throughout the year. Kept on Excel documents and logged on ATM Moodle * Video evidencing: Used to assess students unit criteria and for tutor feedback. Kept on ATM’s server of Video evidence * Schemes of work: Teachers own records of terms content, students learning needs, classroom resources and teaching aids. This ensures that the years content is laid out clearly, assessed and planned effectively and is followed accordingly. Kept personally by tutors and uploaded on ATM Moodle. * Lesson plans: Similar purpose of the above but related to each individual session. Kept personally by tutors and uploaded on ATM Moodle. * Student and Tutor Contacts: Used to keep track of students status and for the purpose of keeping contact with students, updates on their work and progress. Tutor contacts are used for inter tutor communication, timetabling and any other ATM related issues. These are kept on the ATM centre database Certain records are subject to the Data Protection Act (DPA) 1998 and ATM has a policy of agreed use and terms as set by the DPA. The need for keeping records As I have stated above some examples of records I may keep, I would like to elaborate on the need for keeping any such records within several of these areas Assessment Assessment comes in many forms and it is important that I, as a tutor, appropriately evaluate student’s work and progress via several methods. Initial Assessment: During my first class I would make an initial assessment of a student’s abilities as to further cater my lessons to ensure they get the most out of their time at ATM. I would keep a record of this and use this information as an initial guide before adapting the terms lessons suitably. Formative Assessment: Throughout the year I would constantly review my students progress via formative assessment. I would keep a record of this continual progress via work sheets, video/audio evidencing and tutor/student feedback. This would ensure lessons are constantly updated and adapted to meet student’s individual needs Summative Assessment: This would be a record of the student’s final grade and progress at the end of the year. This may come in the form of a report noting the students progress over the entire course and will assist them with further development after leaving ATM. Certain summative assessment reports would be used as evidence for grading units at the end of the year. Self and Peer Assessment: It is always important as a tutor for the purposes of continual professional development to assess and keep a record of your own work. Being assessed by your peers will also help improve the quality of lessons and delivery. Differentiation As a tutor it is important I am aware of each students specific needs, whether it be special educational needs (SEN) or other. A record of each student’s SEN will be kept with the centre’s appointed SEN tutor. The importance of every tutor having access to this information ensures that all lessons are constructed in such a way that every student has an equal opportunity to learn in spite of any differences they might have. Bibliography Petty, G (2004) Teaching Today: A Practical Guide. 4th ed. Nelson Thornes Ltd Maxim, D & Lee Five, C. (1997) Classroom Practices That Monitor and Inform Learning. [Internet] The Florida Center for Instructional Technology (FCIT) Available from: http://fcit.usf.edu/assessment/classroom/ST0032November97.pdf [Accessed 4 July 2010]