Pttls_Unit_1

THEORY ASSESSMENT 1 Role, Responsibilities and boundaries. I teach City & Guilds 6218 Plumbing to inmates at HMP Birmingham. They are male student’s who’s ages range from 18 to 60 years, Coming from a variety of different cultural and social backgrounds with a widely differing range of literacy, numeracy and vocational skills. As a teacher I must show that I’m both experienced and competent to deliver the course I’m teaching. My role is to create a safe learning environment to establish open and trusting relationships. Recording changes by completing relevant admin ensures records are up to date in order to evaluate changes to forthcoming aims and objectives. Boundaries such as the appropriateness of the teacher/learner relationship and disciplinary lines for misconduct are strong ethical issues which are at the core of every teacher. Students are made aware of these ground rules during induction and the consequences if they are not adhered to. The teaching/ training cycle provides a cohesive structure within which roles, responsibilities and boundaries can be assessed and reflected upon. The structure of the cycle is such that a balanced teacher will multitask stages in a constantly evolving way. This ensures that teacher and students’ reflective growth of role, responsibilities and boundaries remains core to reaching a greater understanding of the aims and objectives relating to development with the course. Role that learners see me is as a teacher, a tutor, a supportive & assertive mentor and knowledgeable instructor. There are five points to teaching cycle which are: 1. Identify Learning needs & planning 2. Designing 3. Facilitating 4. Assessing 5. Evaluating The Teaching Cycle I will be discussing below the training cycle with regarding my roles, responsibilities and boundaries. Identify needs By completing an enrolment form and initial assessment I would be aware of any special needs that required additional support. All learners would have completed a diagnostic assessment in their individual learning plan and preferred learning styles, learner’s motivations, previous educational experiences would be highlighted. Students would be made aware of various student support within the prison including additional numeracy and literacy support plus counselling and guidance. Planning I would ensure that the course length and session length were designed in such a way that all aims and objectives to complete the course were met I would do this by having a scheme of works and lesson plan in place and ensure suitable resources were at my disposal. Delivery I would adapt sessions and teaching methods to suit different learning styles and pace of learning ensuring the resources being used where relevant to the subject being delivered. Assess Consistently assessing learner’s progress with question and answers to ensure all learners have a full understanding and to give extra support if and when required. Have the student learned what I intended them to learn' What can I do differently to ensure the student has a good understanding of what is being delivered and setting tasks to measure students’ progress and highlighting areas for improvement. Evaluate Encourage students to give feedback of the course and how it could be improved what could be change to back it a better experience next time. Legislation and codes of practice Legislation and codes of practice such as the health and safety at work act 1974 and both college and prison Equal opportunity codes of practice are delivered to the students at induction and copies are kept in students individual learning plans for reference. Health & Safety at Work Act 1974 The Health & Safety at Work Act 1974 (HASAWA) states that: “The health, safety and welfare of persons at work” is “for protecting others against risks to health or safety in connection with the activities of persons at work” (HASAWA 1974). This means that in the workshop everyone should take reasonable care of their own health and safety and others around them, this could be the learners that I am teaching. Data Protection Act 1998 The Data Protection Act 1998 allows the individual in question to protect his/her personal data from others, unless a consent or authorised by the individual whom it is about to disclose his/her information. At the Prison, when I do a personal profile on the learners, I tend to have one to ones in a quiet place or in a corner where nobody can hear, as this does not impose their privacy of any kind. It allows me to keep the information the individual disclosed behind closed doors without anyone listening in. Safeguarding Vulnerable Groups Act 2006 A CRB (Criminal Record Bureau) is done for employing staff to work with vulnerable people, children or adults. This tells the employer what the employee has done in the past – e.g. theft, burglary, assaults etc. and if there are suitable to work with children or vulnerable adults.