Understanding roles, responsibilities and relationships in education and training Unit reference number: H/505/0053

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1 Guide to answering the questions This guidance is to help you complete your assignment. You should relate this assignment to your experiences and reflect upon your practice where possible. You may use appendices to include tables or lists to support your assignment these will not be included in the word count. You are not required to use referencing for this qualification but you may reference if you prefer to (see note below about plagiarism) All assignments are to be completed electronically and must be in Arial 12 font. The text boxes within your workbook will increase in size t accommodate any typing within them and are set at Arial 12 already. All assignments must be in a Microsoft Word format. Copy & Pasting from web sites or someone else s work etc. is plagiarism and is not acceptable. If you do use other people's work, such as a reference, then you should place this in italics and note who's work it was as follows: 'xxx xxxxx', Smith 2008 GLOSSARY OF TERMS Each section of this assignment requires a different level of response; the following terms will assist you identify what is required. The word count required for each section is also provided. Summarise A brief account of main issue or points explored or examined. ( words). Describe Provide detailed statement or account of something, eg a teacher s responsibilities in the teaching/training cycle. ( words) Explain Reasoned account which justifies or clarifies issues or points. ( words)

2 1 Understand the teaching role and responsibilities in education and training 1.1 Explain the teaching role and responsibilities in education and training This question has two distinct parts, the role of the teacher and then their responsibilities. There are likely to be cross overs between, which can be discussed within your answer. The notes suggest some of the areas to examine and, for the roles, show how the holistic view of a teacher can be split into other jobs at times. Consider how you move from being a teacher to an instructor for risk critical areas, where the learner is expected to simply follow obediently, then into the assessor when checking progress. It should help if you use each role as a heading and explain the role being undertaken as a part of the teaching cycle/job. For responsibilities you should expand upon each of the areas noted and give examples, wherever possible Roles, eg teacher, trainer, coach, instructor, assessor Responsibilities, eg enforcement of (organisation, department etc) policies and procedures, preparation, management and delivery of learning, assessment and record keeping, working with others 1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities You should list and then describe how each affects your role as a teacher. The notes suggest areas you should consider. Organisational policies and procedures should be discussed, as well as any regulation, or legislation. You should refer to the assessor workbook, Learning Outcomes 1 and 8, as there will be similar answers there. Range of legislation, eg awarding organisation requirements, government bodies. Organisational systems, eg codes of practice, equality and diversity, health and safety

3 1.3 Explain ways to promote equality and value diversity This question requires you to discuss methods that you could employ to promote equality and diversity. Examples will help you to answer this question and there are areas to consider below. Promoting equality, eg non-discriminatory practice, support, setting ground rules, policy, role model Valuing diversity, eg learning needs, visual or auditory impairment, physical disability, language, ground rules, inclusion, role model 1.4 Explain why it is important to identify and meet individual learner needs Another question where answering in two sections will be required, firstly how you identify the learner s individual needs. The three areas need to be explored, so the initial assessment (reference to the learning and development cycle assessor workbook LO1 may help) of the learner, their needs in terms of where they are now, what they need to learn, any special requirements (dyslexia etc) qualification any specific needs from the awarding body, such as where/when/how much work/assessment, entry requirements, age limits, etc physical needs access, dietary, etc You then need to explain how you would meet those needs, there are areas for you to discuss. For differentiation you should examine how you would ensure that your teaching meets the needs of the less able, as well as challenging the high performing, learners. Identifying needs, eg initial assessment of learning needs, qualification requirements, physical needs Meeting needs e,g, planning, managing learners, differentiation, resources, inclusion

4 2 Understand ways to maintain a safe and supportive learning environment 2.1 Explain ways to maintain a safe and supportive learning environment To answer this question you should discuss each of the two sections below. The Physical environment should primarily be explored in relation to being safe, though the learning delivery will be demonstrating supportive issues. The social environment is predominantly about a supportive one, though ensuring appropriate behaviours should also be linked to learner safety. eg physical environment including appropriate venue, health and safety, learning delivery which is structured, varied, motivating social environment demonstrates inclusion, challenging anti-social behaviours, encouraging peer support, 2.2 Explain why it is important to promote appropriate behaviour and respect for others Building upon the prior question here you will be discussing the need for appropriate behaviours and respect for each other. In the explanation you could refer to the potential effects on not promoting such behaviours, or allowing them to occur. The notes, below, give you two particular sections to structure your answer, firstly the establishment of the standards to be maintained and then some areas to suggest how this might be policed. You should be using examples from your experience to support your explanations. Establishing standards, eg policies and procedures, zero tolerance for bullying, valuing of individual, modelling of desired behaviours Student responsibility, eg student and group contracts, peer working, inclusion, discussion of issues, group ownership

5 3. Understand the relationships between teachers and other professionals in education and training 3.1 Explain how the teaching role involves working with other professionals In answering this question you should first consider which other professionals you may be working with. So other teachers, assessors, internal quality assurance, external auditors/qa, managers, HR. You should discuss the relationship with at least four of these and with examples, wherever possible. There are some considerations as to the areas in which you may n eed to work with others, below Personal, eg your role within the team - researching provision, designing programmes, evaluating programmes, quality assurance, representing students Professional, eg liaising with managers, negotiation with other professionals, negotiating on behalf of student (such as for time to train), communicating with external persons 3.2 Explain the boundaries between the teaching role and other professional roles A direct build upon the previous question. Here you need to discuss where your boundaries lie. The importance in answering this is to consider the areas which it is not your role to become involved in. The notes suggest some areas to discuss and the other professionals whose role you may have stepped into. Keeping within your job description, not attempting to do things which you have neither the skills, experience, time or resources such as trying to teach a learner mathematics (if they are struggling with that) if you are not suitably qualified and experienced as an adult maths teacher. You are not a support professional either, should the learner have some personal issues then this is outside your role, similarly the teacher is not the manager (though there may be examples where both are one, the two are separate hats maybe discuss the potential conflicts here?). You should use examples to support your answer. Personal, eg skills, experience, time, resources, job description other professionals, eg team roles, line management, support professionals, quality assurance

6 3.3 Describe points of referral to meet the individual needs of learners Once again the question is expanding upon areas from the prior one. You should list some points of referral and describe how they can address individual needs. You will see that the notes have two sections, internal and external, and you should discuss both. Using examples to support your answer to show you understand the types of support that may be available for you, in referring learners for help (which is beyond your role/responsibility) Internal organisation systems and procedures, eg administration, learning support, student services, websites. External agencies, eg specialist support, government agencies, work related, employers.