NCFE - Level 3 Award in Education and Training Assignment Brief Assignment - Group A Roles, Responsibilities and Relationships in Education and Training 1
Roles, Responsibilities and Relationships in Education and Training - Assignment Group A Understanding roles, responsibilities and relationships in Education and Training Level 3 Credit value 3 GLH 12 Unit summary The purpose of the unit is to enable the learner to understand the role and responsibilities of a teacher in lifelong learning and the relationship between different professionals in lifelong learning. It includes responsibility for maintaining a safe and supportive learning environment for learners. Learning outcomes The learner will: 1 Understand the teaching role and responsibilities in education and training Assessment criteria The learner can: 1.1 Explain the teaching role and responsibilities in education and training. 1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities. 1.3 Explain ways to promote equality and value diversity. 1.4 Explain why it is important to identify and meet individual learner needs 2. Understand ways to maintain a safe and supportive learning environment. 2.1 Explain ways to maintain a safe and supportive learning environment. 2.2 Explain why it is important to promote appropriate behaviour and respect for others. 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. 3.2 Explain the boundaries between the teaching role and other professional roles. 3.3 Describe points of referral to meet the individual needs of learners. 2
Understanding Roles, Responsibilities and Relationships in Education and Training - Assignment Level 3 Project (Question Tips) Roles, Responsibilities and Relationships in Lifelong Learning 1.1 Explain the teaching role and responsibilities in education and training Consider the teaching role in education and training, what responsibilities do teachers have to plan and prepare learning session that involve and engage all the students learning styles, which are inclusive and provide opportunities for them to actively experiment with the new concepts, in a safe, supportive motivational learning environment. What qualities should you possess as a teacher? How do you plan to teach your students so that they are engaged and stimulated in sessions? (See Gravells (2014) Award in Education& Training (AET) pages 1-7) 1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities Look at generic and specific legislation with regards to your teaching role within your specialist area. Codes of practice can also be generic and specific. Research Code of Professional Practice (2014) and codes of practice (timekeeping, disciplinary procedures, dress codes) within your organisation or centre. (See Gravells (2014) Award in Education& Training pages15-17,137-9, 215-216) 1.3 Explain ways to promote equality and value diversity Research the Equality Act 2010. You might also want to look at direct and indirect discrimination, stereotyping and prejudice. How will you advocate equality and diversity in your teaching? Provide examples of how you might do this. Remember, you do not treat everyone the same but treat people according to their needs. You do, however, treat everyone with equal care and respect. (See Gravells (2014) Award in Education& Training pages 16, 60-64) 1.4 Explain why it is important to identify and meet individual learner needs Research David Kolb s experiential learning cycle and explain its relevance to your role and responsibilities as a teacher. Provide examples of how you can meet your own learners needs by following each step of the learning cycle. (See Gravells (2014) Award in Education& Training pages 3-4, 44-45) 3
Understanding Roles, Responsibilities and Relationships in Education and Training - Assignment 2. 1 Explain ways to maintain a safe and supportive learning environment What constitutes a suitable learning environment? Research Abraham Maslow (1943) and his Hierarchy of Needs. Research Health and Safety legislation and explain how you plan to keep your students safe. How will you identify and address students concerns and fears? (See Gravells (2014) Award in Education& Training pages 28-29, 32-33, and 137-138) 2.2 Explain why it is important to promote appropriate behaviour and respect for others How do you promote the right type of behaviour and respect for others? Define the behaviours and the actions you would take to make it happen. (See Gravells (2014) Award in Education& Training pages 101-102) 3.1 Explain how the teaching role involves working with other professionals. As a teacher, you will rely on other professionals in your centre or organisation to deliver certain IT, Health and Safety, domestic and administrative duties. When and why should you consult other professionals for assistance within these areas? (See Gravells (2014) Award in Education& Training pages 7-8) 3.2 Explain the boundaries between the teaching role and other professional roles. How would you conduct yourself when dealing with visitors, parents, employers, etc.? Provide examples. (See Gravells (2014) Award in Education& Training pages 6-7) 3.3 Describe points of referral to meet the individual needs of learners Bearing in mind that you have a duty of care to your students, why might you have to refer some students to internal services within your organisation or to other external agencies? What sort of issues would you not be able to directly help them with? For example, where might you refer a student to if he or she complained of emotional distress? (See Gravells (2014) Award in Education& Training page 57) 10
Understanding Roles, Responsibilities and Relationships in Education and Training - Assignment Plagiarism 10