Education and Students
Level 3 – Assignment unit 001 - Roles, responsibilities and relationships in Lifelong Learning
Tasks
Task A – Written Report
Produce a report that will:
a) 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities
There are generic legislations and codes of practice related to your role as a teacher that will be regulated by external entities and the organizations you are employed by. The Code of Professional Practice (2008) outlines behaviours expected from teachers and it states that you must remain professional. The Equality Act (2010) protects people against discrimination in the work place bringing disability, sex, and others into a sole legislation. The Further Education Teacher’s Qualifications Regulation (2007) states that all teachers must be registered with IfL and participate in Continual Professional Development. There are also language subject associations such as the National Centre for Languages (CILT) and the Association for Language Learning (ALL) which also offer teaching inspiration and resources as well as online and real-life networking opportunities for language teachers at all levels. ALL actively promotes the teaching and learning of foreign languages by providing information and publications, organising professional development activities and acting as a public voice on behalf of members.
b) 2.1 Explain the boundaries between the teaching role and other professional roles
There are boundaries between your roles and responsibilities as a teacher and the responsibilities that other professionals may have towards the students. For example, as a teacher you must constantly check that your students have gained the necessary skills and knowledge but you must not address the ability of a student, e.g. lack of English, behaviour issues, etc.
c) 2.2 Describe points of referral to meet the needs of learners
Teachers must support the
Tasks
Task A – Written Report
Produce a report that will:
a) 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities
There are generic legislations and codes of practice related to your role as a teacher that will be regulated by external entities and the organizations you are employed by. The Code of Professional Practice (2008) outlines behaviours expected from teachers and it states that you must remain professional. The Equality Act (2010) protects people against discrimination in the work place bringing disability, sex, and others into a sole legislation. The Further Education Teacher’s Qualifications Regulation (2007) states that all teachers must be registered with IfL and participate in Continual Professional Development. There are also language subject associations such as the National Centre for Languages (CILT) and the Association for Language Learning (ALL) which also offer teaching inspiration and resources as well as online and real-life networking opportunities for language teachers at all levels. ALL actively promotes the teaching and learning of foreign languages by providing information and publications, organising professional development activities and acting as a public voice on behalf of members.
b) 2.1 Explain the boundaries between the teaching role and other professional roles
There are boundaries between your roles and responsibilities as a teacher and the responsibilities that other professionals may have towards the students. For example, as a teacher you must constantly check that your students have gained the necessary skills and knowledge but you must not address the ability of a student, e.g. lack of English, behaviour issues, etc.
c) 2.2 Describe points of referral to meet the needs of learners
Teachers must support the
References: and further information House of Commons Education Committee (2011) Behaviour and Discipline in Schools. http://www.publications.parliament.uk/pa/cm201011/cmselect/cmeduc/516/516i.pdfLondon, (Accessed 24/06/2013) Ardingly (2012) Promoting Good Behaviour and Sanctions Policy, http://www.ardingly.com/cmsAdmin/uploads/Promoting-Good-Behaviour-and-Sanctions-Policy.pdf, (Accessed 24/06/2013) Department of Education, Get into teaching ‘Could you teach languages’, http://www.education.gov.uk/get-into-teaching/subjects-age-groups/teach-mfl/could-you-teach-mfl.aspx, (Accessed 28/06/2013) The East Midlands Centre for Excellence in Teacher Training (emCETT) http://www.emcett.com/site_files/uploads/PTLLS%20Portfolio%20Guide_1208.pdf, (Accessed 29/06/2013) Gravells, A (2012) Preapering to Teach in the Lifelong Learning Sector (5th edn.). Exeter: Learning Matters