Ptlls Assignment 1 Example

PTLLS Assignment 1

To give a brief purview, ‘Preparing to Teach in the Lifelong Learning Sector’, or PTLLS in short encompasses the dreams of all individuals who aspire taking the first step towards teaching in post-compulsory education. As is the case, it is a teaching qualification from City and Guilds or Edexcel. Though most PTLLS courses span similar topics and equips one with roughly similar skill sets, the option to take different assignments does enrich one with greater flexibility. Assignment 1 largely deals with the theoretical aspect of the course. Each assignment will be divided into different levels. Considering the case of PTLLS Assignment 1, the same is divided into Levels 3 and 4. The only major difference between these 2 sections lies in the word count, i.e.  Level 4 requires a higher word vis-à-vis Level 3. Also, Level 3 deals more with the description of topics whilst Level 4 requires one to review the same as an addition. Now that the basics have been covered and the gist of things to come have been touched upon, an outlook and some elaboration on PTTLS Assignment 1 and its different levels is given as follows –

  1. 1.       PTLLS Assignment 1 Level 3 –   As has been mentioned before, this level mainly deals with description tasks and has a lower word count of around 2000 words. This entails a first person perspective from the learners end and involves answering and explaining questions that will be given. For the reader’s benefit, Some of the topics along with points to tackle the same are given as follows :
    1. a.       Description of role, responsibilities and boundaries as a tutor in terms of teaching cycle

                           i.      Introduce the teaching cycle to give an outlook of how things are to be covered in your teaching cycle.

                          ii.      Introduce your role as a tutor and how you would go about the teaching cycle.

                         iii.      Give a layout of your planning and learning stage, and set your limits and boundaries.

  1. b.      Identify the key aspects of current legislative requirements and codes of practice relevant to your subject and the type of organization with which you would like to work. (150 words)

                          i.      It is important to tackle on the crucial aspects given the shorter word count.

                       ii.      Serves as an opportunity to get into your specialty and elaborate on its relevance to the current field.

  1. c.       Explain how you could promote diversity, equality and inclusion with your learners. Identify other points of referral available to meet the potential need of learners

                 i.      Adhere to the points required and try to tackle to issues of diversity and equality.

         ii.    Give a perspective on what you would do to ensure that equality in diversity is maintained among your learners

                 iii.      Mention examples of success stories that have thrived in the helm of diversity.

                 iv.      Carefully tread when it comes to usage of language and terms, given the topic’s sensitive nature.

  1. d.      Explain the way in which you would establish ground rules with your learners, which underpin appropriate behavior and respect for others

                i.      Identify possible methods of dealing with learners and state the same in a manner that makes learning an enjoyable yet objective oriented experience.

  1. e.      Explain the ways to embed elements of Functional Skills in your specialist Area

                      i.      Important task here is to identify key skills and how they can be embedded in your specialist area.

                ii.      Functional or key skills span literacy, computing knowledge, numeric knowledge, or general knowledge among others

             iii.      Identify the same and bring forth points which would make the invigoration of the same a convincing one.

  1. f.        Explain the need for keeping records and describe the types of record you would maintain

                                i.      Bring forth meticulous nature and the need for planning and organization

                               ii.      Emphasize on the need to be on time with all tasks and explain how you would ensure execution of the same by maintaining good tracking means.

                             iii.      State ways by which you would track the progress of your learners.

  1. g.       State the different assessment methods available and explain the ones that you would use for your subject area.

                                  i.      Clearly mention the various evaluation means

                                 ii.      Put light on the means that you would be using and implementing in your teaching cycle

Following the above points will give one a good overview of things that needs to be addressed in the field of PTLLS Assignment 1 Level 3 Theory tests. Moving on to the next level within assignment 1, we have the Level 4 assessments, with key points mentioned in the following section.

  1. 2.       PTLLS Assignment 1 Level 4 – Level 4 essentially deals with the similar topics as mentioned in Level 3, however while Level 3 dealt only with the descriptive aspects of the said topics, level 4 requires one to further explain on the same. The word count allowed also increases to a stipulated limit of around 3000 words. This level respects the student’s analysis and a greater depth in the field will help secure better scores.

A plethora of PTLLS assignment 1 examples are available throughout the internet. Having a good insight is essential to performing well in this component and the PTLLS assignment 1 level 3 and 4 award does add a feather to one’s cap!

On June 22, 2013   /   PTLLS Assignment   /   Comments Off

1. Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle.

My role as a teacher

In her book Preparing to teach in the Lifelong Learning sector 2011 (P9), Ann Gravells explains that “Your main role as a teacher should be to teach your subject in a way that actively involves and engages your students during every session. ” Beyond this, my role as a teacher of business management extends to firstly being an exemplar of good management practice, behaviour and conduct.

I would need to be a positive role model to my students in interpersonal relationships, organisation, time management, leadership and other aspects of the role of a manager. My role as a teacher also extends to creating a positive, safe and encouraging inclusive learning environment that provides opportunity for learner collaboration and co-operation. My role is not just didactic but facilitative in enabling learning. My role would be ongoing in identifying barriers to learning whether academic, personal or otherwise.

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I would then apply appropriate interventions to support the learner in overcoming such barriers, with due regard for the professional boundaries of the role. Ultimately, my role is to successfully motivate and support my learners to attain their management qualification. Responsibilities throughout the stages of the teaching / training cycle The teaching / training cyle is in five stages: 1. Identify needs 2. Plan and design 3. Facilitate / deliver 4. Assess 5. Evaluate

At each of the five stages of the teaching / training cycle there are many responsibilities countered by relevant boundaries. Responsibilities and boundaries in identifying learning needs At Stage 1, identifying learning needs, the process starts with the candidate’s eligibility for the training. This may be in terms of their academic ability in being able to achieve the Management qualification or in their background and experience in being able to apply the learning. My responsibility would be to explain the entry equirements and assesment criteria to any prospective students. Eligibility in terms of funding and other issues unconnected with the course itself might be addressed by the Course Administrator and would therefore be a demarcation boundary. Course dates and issues around availability would be part of my responsibilities, as I would need to ensure that I maximise attendance and provide timings and dates that were feasible and appropriate. Other responsibilities would be in assessing the needs of the students prior to the learning.

I would include, in any pre-course literature, questions around special requirements / reasonable adjustments so that I could make the environment inclusive, safe and learner-friendly. I would also include a learning styles questionnaire, either VAK (Visual, Auditory, Kinaesthetic) or Honey and Mumford which is based on Kolb’s experiential learning cycle. I might also include questions around levels of understanding / experience in the management arena. This information would then inform the development of course materials that catered for the range of learning styles and differentiation in learners’ abilities.

I would also be responsible for arranging suitable accommodation for the training including a classroom layout conducive to learning and the resources necessary to support the course materials. In management training it may be appropriate to have PowerPoint presentations, case studies and management DVDs. In terms of working within boundaries at this stage I would need to ensure that timings, dates and literature were in accordance with diversity and equality policies and did not exclude potential candidates.

I would also need to ensure the safe-keeping and confidentiality of anything dislosed in the completed pre-course questionnaires. Responsibilities and boundaries in planning and designing At Stage 2, Planning and designing, my responsibilities would include reviewing the ‘needs’ questionnaires to prepare and design the course. If the course was new, I would need to research the internet, consult management books and theory and source materials from colleagues. I might also purchase appropriate support materials such as management styles questionnaires, DVDs etc.

If the course was an existing one, I would review the course content to ensure that it was inclusive, contextualised to the learners’ experience, compatible with the learning styles of the learners and at an appropriate academic level to both meet assessment criteria and meet the varying learning needs of the learners. If necessary, I would need to tailor the course providing additional support for the differing academic levels of the learners I might consult internal verifiers or other colleagues to ensure that my course content was appropriate and engaging for the learners.

I have often piloted courses to test their effectiveness. My responsibilities at this stage also include preparing aims, objectives, lesson plans, schemes of work and assessments. I would also need to design flipcharts, posters and handouts. The boundaries at this stage include budgetary and time constraints which may affect the quality of the course materials. I must also again make any reasonable adjustments with materials e. g. font size on handouts / PowerPoint presentations adjusted to meet the needs of learners with a visual impairment. I once had to recruit a signer for a deaf learner.

I must also ensure that my materials do not breach copyright and licencing requirements. Responsibilities and boundaries in facilitating and delivering learning At Stage 3, facilitating and delivering the learning my responsibilities are extensive. Using my personal presence, presonal example, charisma and tools such as ground rules, I need to create the right first impression to ensure that my learners are aware of their responsibilities within the learning environment. I try to create an environment of support, collaboration and mutual respect.

I am responsible for ensuring inclusivity of the learners and celebrating their diversity. I have a duty of care in respect of my learners and should get advice and guidance from my fellow professionals in areas I am unsure of. The environment should be in accordance with Health and Safety requirements allowing free movement and access, no trip hazards, safe, tested electrical equipment. I need to create a psychologically safe environment without intimidation or disrespect. I would do this by challenging inappropriate behaviour and encouraging positive behaviour.

I could also refer learners back to the ground rules. Depending on the learning needs / progress of individuals I might need to adapt and target some parts of the course content. I need to minimise jargon and adapt my language and style to the needs of the participants. I need to create opportunities for networking, self-development and experimentation. I must also be aware of any perceived or real barriers to learning and make appropriate interventions. To do this I would confer with teaching assistants or ‘privately’ discuss any issues directly with learners.

My presentation style should be engaging, motivational inspirational and thought-provoking. I should keep the necessary records to evidence learner attendance and attainment. My exercises should cater for the varying learning styles of the group. I can employ the assistance of other professionals such as teaching assistants to provide learners with any learning / motivational support or personal care. This is another area of demarcation for the teacher. If there are personal issues creating barriers to learning, then I should know the boundaries of my responsibilities and when to refer to other professional bodies.

Other boundaries would include maintaining a professional distance and not becoming too familiar with learners. The use of personal email addresses, personal mobiles numbers and social networking sites would overstep the boundaries of professional conduct. I should also be careful not to favour individual learners or discriminate or exclude learners adhering at all times to diversity and equality requirements / policies. I should maintain confidentiality, agreed as part of the ground rules. Records should be kept safe and confidential. Responsibilities and boundaries in assessing

At Stage 4, Assessing, my responsibilities are to set appropriate assessments that comply with the criteria set by the examining board. I also need to comply with any requirements / adjustments advised by the external and internal verifiers. I have a responsibility to ensure that assessments are accessible, with any reasonable adjustments made. I need to ensure that any examinations are conducted appropriately in accordance with guidelines set by the examining board. I need to ensure objectivity, equality and fairness in my grading and marking of assignments.

I also need to complete my marking in a timely manner to ensure that learners receive feedback as soon as possible. Feedback on assigments would be written or vebral if additional support was required. Feedback should be constructive, balanced, supportive and helpful. I need to follow the correct procedures for referring or failing students that do not meet the assessment criteria. I should ensure that assessment records are captured correctly and stored safely, ensuring confidentiality. The responsibility areas outlined above illustrate the boundaries that must be adhered to data protection, confidentiality, bjectivity, equality and fairness. Responsibilities and boundaries in evaluating Stage 5 is evaluation. As a teacher I need to review the course once it has concluded. Evaluation methodology employed might include post-course questionnaires, budgetary analysis, return on investment exercise, outputs from exercises and assessments, teacher observation, reflective diaries, peer observation, feedback from external and internal verifiers and ultimately the assessment results. I should analyse what went well and what needs to be improved.

Boundaries at this stage would be my ability to be objective and barriers to receiving / accepting feedback. 2. Identify the key aspects of current legislative requirements and codes of practice relevant to your subject and the type of organisation within which you would like to work. In my former role as a trainer in the Civil Service, I was subject to the Official Secrets Act, the Civil Service code of conduct and to various HR policies. These governed my personal behaviour towards others, my integrity and my professionalism. Failure to comply might lead to grievances, disciplinary procedures and employment tribunals.

In her book Preparing to teach in the Lifelong Learning sector 2011 (P9), Ann Gravells lists codes of practice and legislation relevant to the training arena. I have considered their relevance to my role and subject area. Code of Professional Practice 2008 by the Institute for Learning is a useful guide as to how teachers should behave and the professional boundaries that they should work within. This code covers such areas as integrity, respect, care, practice, disclosure and responsibility. Copyright Designs and Patents Act 1988 – I would need to ensure that the support materials used did not breach this legislation.

I would need to acquire permission or purchase licences for relevant work that I wished to use. Data Protection Act 2003 – this governs the type of data kept about my students, information held should be restricted to what is relevant for my purposes and role. Data should be up-to-date and accurate. This also governs the security of information. Confidentiality and safe keeping being of the utmost importance. Equality Act 2010 – this legislation was designed to protect individuals from unfair treatment and discrimination and advance equality of opportunity.

It protects individuals on the grounds of gender, race, ethnicity, religion, age, disability and sexual orientation. As a teacher I should be aware of my own prejudices and ensure that I do not exclude, discriminate or treat unfairly any of the learners in any way that contravenes this act. Further to the Equality Act, there are often organisational policies relating to Diversity which means that as a teacher I should accept and celebrate the diversity of the learners, enabling and valuing the contributions of individuals.

Freedom of Information Act 2000 – this legislation is around the rights of the public to information held by authorities. This information could be anything that might be in the public interest to know. The ‘public’ therefore includes the learners. As a teacher I need to ensure that any records kept are accurate and relevant and contain nothing that I would not wish the learners to see.. Health and Safety at Work Act 1974 – relates to the responsibility of everyone in the workplace to take responsibility for ensuring the workplace is healthy and safe.

As a teacher I would need to be aware of my responsibilities and ensure that learners are aware of their responsibilities. Responsibilities include interventions to rectify issues e. g. removing a trip hazard. Reporting accidents and near misses is another responsibility. Aslo reporting any issues that you are unable to address yourself. I would also add the requirement for a Public Performance Licence. This would be held by the organisation you work for. If you play recorded music or music videos in public – including radio or TV – you are legally required to have a PPL licence.

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