Ptlls 201 1.2
PTLLS 1.1 Review own role and responsibilities, and boundaries of own role as a teacher.
PTLLS 1.2 Summarise key aspects of relevant current legislative requirements and codes of practice within a specific context.
PTLLS 1.3 Review other points of referral available to meet the potential needs of learners.
PTLLS 1.4 Discuss issues of equality and diversity, and ways to promote inclusion.
PTLLS 1.5 Justify the need for record keeping.
PTLLS 2.2 Evaluate a range of ways to embed elements of functional skills in the specialist area.
PTLLS 3.1 Plan a teaching and learning session which meets the needs of individual learners.
PTLLS 3.2 Evaluate how the planned session meets the needs of individual learners
PTLLS 3.3 Analyse …show more content…
the effectiveness of the resources for a specific session.
PTLLS 4.1 Analyse different ways to establish ground rules with learners which underpin appropriate behaviour and respect for others.
PTLLS 4.2 Use a range of appropriate and effective teaching and learning approaches to engage and motivate learners.
PTLLS 4.3 Explain different methods of giving feedback
PTLLS 4.4 Demonstrate good practice in giving feedback.
PTLLS 4.5 Communicate appropriately and effectively with learners.
PTLLS 4.6 Reflect on and evaluate the effectiveness of own teaching, making recommendations for modification as appropriate
PTLLS 5.1 Review a range of different assessment methods.
PTLLS 5.2 Evaluate the use of assessment methods in different contexts, including reference to initial assessment.
PTLLS 5.3 Justify the need for record keeping in relation to assessment.
PEL 1.1 Analyse the role of initial assessment in the learning and teaching process.
PEL 1.2 Describe and evaluate different methods of initial assessment for use with learners.
PEL 1.3 Evaluate ways of planning, negotiating and recording appropriate learning goals with learners.
PEL 2.1 Establish and maintain an inclusive learning environment.
PEL 2.2 Devise and justify a scheme of work which meets learners’ needs and curriculum requirements.
PEL 2.3 Devise and justify session plans which meet the aims and needs of individual learners and/or
groups.
PEL 2.4 Analyse ways in which session plans can be adapted to the individual needs of learners.
PEL 2.5 Plan the appropriate use of a variety of delivery methods, justifying the choice.
PEL 2.6 Identify and evaluate opportunities for learners to provide feedback to inform practice.
PEL 3.1 Select/adapt, use and justify a range of inclusive learning activities to enthuse and motivate learners, ensuring that curriculum requirements are met.
PEL 3.2 Analyse the strengths and limitations of a range of resources, including new and emerging technologies, showing how these resources can be used to promote equality, support diversity and contribute to effective learning.
PEL 3.3 Identify literacy, language, numeracy and ICT skills which are integral to own specialist area, reviewing how they support learner achievement
PEL 3.4 Select / adapt, use and justify a range of inclusive resources to promote inclusive learning and teaching.
PEL 4.1 Use and evaluate different communication methods and skills to meet the needs of learners and the organisation.
PEL 4.2 Evaluate own communication skills, identifying ways in which these could be improved including an analysis of how barriers to effective communication might be overcome.
PEL 4.3 Identify and liaise with appropriate and relevant parties to effectively meet the needs of learners.
PEL 5.1 Apply minimum core specifications in literacy to improve own practice.
PEL 5.2 Apply minimum core specifications in language to improve own practice.
PEL 5.3 Apply minimum core specifications in mathematics to improve own practice.
PEL 5.4 Apply minimum core specifications in ICT user skills to improve own practice.
PEL 6.1 Use regular reflection and feedback from others, including learners, to evaluate and improve own practice, making recommendations for modification as appropriate. GEN 1.1 Produce a submission which meets the programme's academic level descriptors, for the appropriate level of credit.
GEN 2.1 Provide evidence of drawing on both your own experience and that of colleagues, especially those on the Course, to develop your ideas and practice.
GEN 3.1 Show you have participated in the taught component of the module, including engaging in class and/or on-line exercises, discussions, groupwork, and presentations.
The following outcome is required for PGCE candidates only
GEN 4.1 Use direct or indirect knowledge to consider how practice may have to be adapted to suit areas of teaching other than your own.
GEN 4.2 Evaluate the ideas and practice advocated by the module in the light of reading and reflection.
PTLLS 1.2 Summarise key aspects of relevant current legislative requirements and codes of practice within a specific context.
PTLLS 1.3 Review other points of referral available to meet the potential needs of learners.
PTLLS 1.4 Discuss issues of equality and diversity, and ways to promote inclusion.
PTLLS 1.5 Justify the need for record keeping.
PTLLS 2.2 Evaluate a range of ways to embed elements of functional skills in the specialist area.
PTLLS 3.1 Plan a teaching and learning session which meets the needs of individual learners.
PTLLS 3.2 Evaluate how the planned session meets the needs of individual learners
PTLLS 3.3 Analyse …show more content…
the effectiveness of the resources for a specific session.
PTLLS 4.1 Analyse different ways to establish ground rules with learners which underpin appropriate behaviour and respect for others.
PTLLS 4.2 Use a range of appropriate and effective teaching and learning approaches to engage and motivate learners.
PTLLS 4.3 Explain different methods of giving feedback
PTLLS 4.4 Demonstrate good practice in giving feedback.
PTLLS 4.5 Communicate appropriately and effectively with learners.
PTLLS 4.6 Reflect on and evaluate the effectiveness of own teaching, making recommendations for modification as appropriate
PTLLS 5.1 Review a range of different assessment methods.
PTLLS 5.2 Evaluate the use of assessment methods in different contexts, including reference to initial assessment.
PTLLS 5.3 Justify the need for record keeping in relation to assessment.
PEL 1.1 Analyse the role of initial assessment in the learning and teaching process.
PEL 1.2 Describe and evaluate different methods of initial assessment for use with learners.
PEL 1.3 Evaluate ways of planning, negotiating and recording appropriate learning goals with learners.
PEL 2.1 Establish and maintain an inclusive learning environment.
PEL 2.2 Devise and justify a scheme of work which meets learners’ needs and curriculum requirements.
PEL 2.3 Devise and justify session plans which meet the aims and needs of individual learners and/or
groups.
PEL 2.4 Analyse ways in which session plans can be adapted to the individual needs of learners.
PEL 2.5 Plan the appropriate use of a variety of delivery methods, justifying the choice.
PEL 2.6 Identify and evaluate opportunities for learners to provide feedback to inform practice.
PEL 3.1 Select/adapt, use and justify a range of inclusive learning activities to enthuse and motivate learners, ensuring that curriculum requirements are met.
PEL 3.2 Analyse the strengths and limitations of a range of resources, including new and emerging technologies, showing how these resources can be used to promote equality, support diversity and contribute to effective learning.
PEL 3.3 Identify literacy, language, numeracy and ICT skills which are integral to own specialist area, reviewing how they support learner achievement
PEL 3.4 Select / adapt, use and justify a range of inclusive resources to promote inclusive learning and teaching.
PEL 4.1 Use and evaluate different communication methods and skills to meet the needs of learners and the organisation.
PEL 4.2 Evaluate own communication skills, identifying ways in which these could be improved including an analysis of how barriers to effective communication might be overcome.
PEL 4.3 Identify and liaise with appropriate and relevant parties to effectively meet the needs of learners.
PEL 5.1 Apply minimum core specifications in literacy to improve own practice.
PEL 5.2 Apply minimum core specifications in language to improve own practice.
PEL 5.3 Apply minimum core specifications in mathematics to improve own practice.
PEL 5.4 Apply minimum core specifications in ICT user skills to improve own practice.
PEL 6.1 Use regular reflection and feedback from others, including learners, to evaluate and improve own practice, making recommendations for modification as appropriate. GEN 1.1 Produce a submission which meets the programme's academic level descriptors, for the appropriate level of credit.
GEN 2.1 Provide evidence of drawing on both your own experience and that of colleagues, especially those on the Course, to develop your ideas and practice.
GEN 3.1 Show you have participated in the taught component of the module, including engaging in class and/or on-line exercises, discussions, groupwork, and presentations.
The following outcome is required for PGCE candidates only
GEN 4.1 Use direct or indirect knowledge to consider how practice may have to be adapted to suit areas of teaching other than your own.
GEN 4.2 Evaluate the ideas and practice advocated by the module in the light of reading and reflection.