Pttls_Unit_001

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 Robert Harvey 26.04.2012 Unit 001 Roles, responsibilities and relationships in lifelong learning (understand own role and responsibilities in lifelong learning The Equality Act provides a discrimination law which protects individuals from unfair treatment and promotes a more equal and fair society this act came into place in 2010. My role as a teacher I have a responsibility to follow legislations, regularity requirement and codes of practice to ensure a same working environment for all learners. The following regulations are paramount to teaching environments -health and safety at work act 1974 is the primary piece of legislation covering occupational health and safety in the UK. This act ensures that the learner’s environment is safe and free from harm. The Data Protection act 1998 Stipulates to the protect peoples fundamental rights, In particular their right to Privacy with respect to the Processing and storing personal information, anyone holding personal Data for other purposes are obliged to comply with this act. Criminal Records Bureau Enhanced check is Mandatory requirements under the Exemption order to the Rehabilitation of Offender Act For all those working including research, working with children and vulnerable adults undertake an Enhanced Discloser with the Criminal Records Bureau. The Freedom of Information Act 2000 creates a public “right of access” to information held by public authorities and universities. The Equality and diversity Legislation covers a number of acts that Protects individuals from unfair treatment and promotes a fair and more equal society. The key pieces of legislation are: The Equality and Diversity legislation covers a number of acts that ensure equality for learners and staff alike. The Sex Discrimination Act 1975 makes it unlawful to discriminate on the grounds of sex. Sex Discrimination is unlawful in employment, Education, Advertising or when providing Housing, goods, services or facilities. The Disability Discrimination Act 1995/amendment Act 2005 outlaws discrimination of disabled people in employment, the provision of good, facilities and services or the administration or management of the premises. The Employment Equality (age) Regulations 2006 protects against discrimination of age in employment and vocational training, prohibits direct and indirect discrimination, victimisation, harassment and instruction to discriminate. The Employment Equality (religion and belief) Regulation 2003 protects against discrimination on the grounds of religion or belief in employment, vocational training, promotions and working conditions. The Race Relations Act 1976/Amendment Act 2000 prohibits discrimination on racial ground in areas of employment, education and the provision of goods, facilities, services and premises. The Racial and Religious Hatred Act 2006 seeks to stop people intentionally using threatening words or behaviour to stir up hatred against somebody because of what they believe. Codes of Practice are Policies are put in place by an official person or organisation to ensure that legislation related Acts are followed and maintained. Although each organisation will have specific set of Codes of Practice, that must be followed by staff and learners alike, the codes of Practice are relevant to all teachers who wish to maintain their professional status and membership with the Institute of Learning (IFL). The Institute of Learning (IFL) Codes of Practice protects the interest of learners, the wider public and defines the professional behaviour which is expected of its members throughout their membership and career. My role as a teacher is to ensure all appropriate legislations and code of practise are adhered in the learning environment. I must promote equality, diversity and inclusion, to promote safeguarding- Every Child Matters, also to achieve and enjoy learning. My role and responsibilities as a teacher are to promote the experience diversity brings to the learning environment. Also to reflect on equality when considering race and ethnicity, gender, disability, religion, sexuality, class and age. As a teacher I must promote equality in all aspects to ensure that no learners are subject to discrimination, bullying, or exclusion. I must ensure set ground rules are in place within the learning programme, also encourage discussions allowing the learners to understand diversity, and to ensure that each individual are given an equal opportunity to learn. To ensure I value diversity and consider the individuals identity appropriately, I need to treat all learners as individuals and provide information in a format appropriate to the individual. I must ensure that when learners work as a group no one is isolated. I must develop varied and inclusive teaching approaches that provide opportunities appropriate to the individual learning styles. My role and Responsibilities as a teacher is to share my knowledge to the learner, to motivate them, to help them experience and inspire the learners to be creative. Using creativity will help the learner to find solutions of their own. My responsibility is to identify and meet the needs of all learners, it is my responsibility to manage and deliver learning around each individual learning needs. All issues of equality, diversity, inclusivity and entitlement will be addressed, my role as a teacher I will address the relevant legislations and the importance of record keeping to maintain quality standard. I must I must meet the needs of all my learners by planning, using methods and resources and action plan in place. Understand the relationship between teachers and other professionals in lifelong learning As a teacher it is my responsibility to identify the needs of the learners through initial assessment, and the awarding body requirements in order to plan and design an effective learning programme. An initial assessment enables to place to place learners into specific groups and tailor sessions to individual’s needs. It will also enable me to plan a learning programme taking into consideration learning difficulties or disabilities, learning styles, religious/cultural beliefs, and motivational factors prior to learning experience. Boundaries that may occur when identifying needs range from; learners honesty or embarrassment, time constraints, not receiving specific details, to the location of learning making it difficult for learners to attend assessment days, these boundaries should be overcome in order to gain as much information about the learners, as a teacher I must constantly access the needs of the learners I must include provision to ensure leaners may require additional resources, have access to the information and all resources. I must be aware of all support that is available in the learning environment through a learning support department or from skills for life specialists. It is my responsibility to find out what support is available either internally or locally. When planning and designing a scheme of work it is my responsibility to create session plans, have a clear set of aims, objectives and learning outcomes using the information gained through the initial assessment, boundaries occur if no consideration is given to the learning environment, preferred learning styles/teaching method and available facilities. Boundaries will not stop learning from taking place, as a teacher I must ensure they are overcome to enhance the learning environment Delivering sessions in a professional manner, treating all learners’ equality and valuing diversity and ensuring that no learner is place at risk of harm are responsibilities for my role as a teacher. The learning environment must be promoted to encourage the learners to take ownership of their own development. Resources and teaching methods should be adapted to encourage inclusivity, my responsibility to create a learning environment where learners are free from discrimination. As a teacher I must remain flexible when running a programme and must be prepared for boundaries that may occur; disruptive learners, lack of resources, external distractions, I must adapt teaching method to ensure learning takes place. It is my responsibility as a teacher to ensure that all learners fully understand the assessment forms as they are a vital part of the learning programme. It allows to gain their level of learning. As a teacher professional behaviour is a priority. Our responsibilities are important than any sense of need to be liked by others, discretion is required regarding what/where and who you disclose personal information with, you must use extreme caution with physical contact, you must be observant and recognise, establish and maintain comfortable healthy boundaries. My responsibilities are to ensure I keep record in relation to learner information, with reference to quality assurance, professional code of conduct with reference to organisational skills and high quality evaluation. Understand own responsibility for maintaining a safe and supportive learning environment. Essential consideration should be given to the use of the learning environment and what it offers, for example; furniture can be arranged to create and facilitate different individual groupings and organisations, maximising the use of shared spaces for large group activities, such as team teaching or providing a common stimulus for a number of groups or classes, providing additional space for independent group or supported intervention and the need for ready access to learning resources. The learning environment should be organised and flexible to support a range of different interactive teaching and learning approaches. The learner’s environment should have significant impact on the quality of learning. I should consider the quality of any learning space in regards to lighting, appropriate access for disabled person, heating and ventilation and using visual displays is a key part of an effective learning environment. It is my role as a teacher to ensure I maintain a safe learning environment by following and promoting health and safety legislation-identification of hazards, risks assessments, identifying key health and safety members, recording of emergency procedures currently in place, the safeguarding and protection of vulnerable adults (POVA) and every child maters (ECM) and the identification of prohibits and restrictions. As a teacher it is important to understand yourself, to remain consistent in standards and expectation when dealing with challenging behaviour, us strategies to demonstrate and draw attention to positive ways of learning, recognise and promote diversity and set ground rules. References Anna Reisenberger and Stella Dadzie, equality and diversity in adult learning and community learning PTTLS Resource 26/04/12 on line at http://ptllsresource.co.uk/resources/inclusion-equality-diversity Codes of professional practice 26/04/12 online at www.ifl.ac.uk I downloaded an overview of cross government guidance produced by the department of education and skilled www.everychildmatters.gov.uk Also found this helped me www.docs.sasg.ed.ac.uk/AcademicServices/.../LearnersatCentre0120971.pdf Personalised Learning/ Learning environment www.standards.dcsf.gov.uk/nationalstrategies