Analyse and Evaluate Your Roles, Responsibilities and Relationships in Lifelong Learning
Analyse and evaluate your roles, responsibilities and relationships in Lifelong Learning
For the past 25 years I have primarily been a mother – active in all aspects of my children's lives and promoting a good and sound education – key aspects in their upbringing has been to ensure that they have all been treated equally, and that their opinions and preferences have been valued no matter how diverse. Returning to study in 2006 I attained qualifications in Interior Design - I then continued my studies and gained a Foundation Degree in Architectural Technology and Interior Design – Merit. Throughout all my studies I have found that I have acted many times as a facilitator – helping fellow students who were struggling with their research, assignments and even coaching them through complex programmes used within architectural and interior design practice.
Key aspects of legislation, regulatory requirements and code of practice are paramount for any teacher and a great understanding of each is required to ensure that the teaching/learning cycle is a structured process which is delivered within all legislative and regulatory procedures.
To ensure learners are able to work in a safe environment knowledge of the Health and Safety at Work Act (1974) is necessary – as a teacher I would demonstrate a model of best practice for all learners and lead by example.
The Management of Health and Safety at Work Regulations (1999) is primarily to prevent any unsafe practice within the work place – and learning environment – and to minimise any risks. A Risk Assessment would be carried out to ensure the safety of all learners – i.e. Within the realms of teaching many aspects of interior design would involve the use of various machines and chemicals i.e. Paints, varnishes and their counterparts.
The Equality Act (2010) would ensure that all learners are treated fairly regardless of race, religion, gender etc. "if people are not able to reach their full potential, the
For the past 25 years I have primarily been a mother – active in all aspects of my children's lives and promoting a good and sound education – key aspects in their upbringing has been to ensure that they have all been treated equally, and that their opinions and preferences have been valued no matter how diverse. Returning to study in 2006 I attained qualifications in Interior Design - I then continued my studies and gained a Foundation Degree in Architectural Technology and Interior Design – Merit. Throughout all my studies I have found that I have acted many times as a facilitator – helping fellow students who were struggling with their research, assignments and even coaching them through complex programmes used within architectural and interior design practice.
Key aspects of legislation, regulatory requirements and code of practice are paramount for any teacher and a great understanding of each is required to ensure that the teaching/learning cycle is a structured process which is delivered within all legislative and regulatory procedures.
To ensure learners are able to work in a safe environment knowledge of the Health and Safety at Work Act (1974) is necessary – as a teacher I would demonstrate a model of best practice for all learners and lead by example.
The Management of Health and Safety at Work Regulations (1999) is primarily to prevent any unsafe practice within the work place – and learning environment – and to minimise any risks. A Risk Assessment would be carried out to ensure the safety of all learners – i.e. Within the realms of teaching many aspects of interior design would involve the use of various machines and chemicals i.e. Paints, varnishes and their counterparts.
The Equality Act (2010) would ensure that all learners are treated fairly regardless of race, religion, gender etc. "if people are not able to reach their full potential, the