Assignment 001-Level 3 Roles‚ responsibilities and relationships in lifelong learning Task A Part a) I am an outdoor adventure instructor and legislation‚ regulatory requirements and codes of practice form a key part of what I do. Without these items in place understanding your roles and responsibilities as a teacher could become confusing with many mistakes being made. In relation to legislation for what I do the main Acts I adhere to are: * The Health and Safety at Work Act (1974) *
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Interview with Successful Role Model Your Name: ___________________________ Person Interviewed:_____________________ Contact Information_____________________ 1. Where did you go to college? He attended RCC for two years. Transferred to CSU Northridge then Southern Oregon. After graduating from CSUSB he attended Chapman and CBU to finish up his teaching credentials. 2. Why did you go to college? He said he wanted to go to college to play football and to get an education. He always knew
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1. What are the three types of‚ “Purchasing Authority?” Give one example of each. 2. Express Authority- authority of the purchasing manager. Express authority is given to the purchasing manager automatically and should be in writing in the company bylaws. Ex.- in most states‚ real estate contacts must be in writing. 3. Implied Authority- Implied authority is implied by the law at the time the principal grants express authority to the purchasing agent. It gives the purchasing agent the legal
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Within this assignment I will define the meaning poverty‚ explain key government policy relating to poverty‚ and show the implications which may arise when living with poverty and links to social exclusion and to discuss the agencies which seek to counter poverty. The chosen social care service-user group is low income homeowners (including individuals and families). Poverty can be defined objectively‚ which is applied to the terms of relative deprivation. The term is understood by objectively instead
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Chapter 1 INTRODUCTION Around the world for centuries‚ the buying and selling of food has been transacted in public market places open to all. In the broadcast definition‚ a public market is any place where buyers and sellers of food meet regularly for trade. From simple gatherings of farmers at country cross roads to 19th century cathedrals of glass and iron‚ market were once a primary channel of food distribution in cities both in the Philippines and abroad. Where food is concerned‚ few
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Preparation for Task Two Voluntary Codes of Advertising Practise The voluntary codes are codes of practice and other arrangements that influence‚ shape‚ control or set benchmarks for behaviour in the marketplace. They encourage companies and organisations to conduct themselves in ways that benefit both themselves and the community. They can also serve as a sign to consumers that the organisation’s product‚ service or activity meets certain standards. Voluntary codes exist for a range of industries
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important role in developing skills and knowledge in students. This guide explores the use of the case-based approach to support engineering education and‚ more specifically‚ their role in Materials Science related Higher Education courses. This will include looking at the ’traditional ’ Materials Science and Engineering courses as well as the more multidisciplinary courses (e.g. Biomedical Materials Science‚ Sports and Materials Science etc.). This guide highlights the good practice we have identified
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to roles‚ responsibilities and relationships in lifelong learning Legislation and codes of practice The code of practice for teaching further education‚ within the lifelong sector is regulated by the Institute for Learning (IFL). This independent professional body provides a register of teachers/trainers and skills‚ promotes continuous professional development‚ and represents their members when interacting with government‚ agencies and sector organisations (IFL: 2011). General legislation that
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Guidance Document Table of Contents Guidance Document For new members of the teaching staff Aim The aim of this document is to outline key aspects of legislation‚ regulatory requirements and codes of practice relevant to the roles and responsibilities as a teacher. It will explain the boundaries between the teacher and other professionals and explain points of referral when necessary to meet the needs of the students. This document will also explain ways to promote appropriate
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Assessment One: The Roles & Responsibilities of the Teacher The Department for Education Teachers Standards revised in June 2013 states that a teacher must: 1. Set high expectations which inspire‚ motivate and challenge pupils 2. Promote good progress and outcomes by pupils 3. Demonstrate good subject and curriculum knowledge 4. Plan and teach well-structured lessons 5. Adapt teaching to respond to the strengths and needs of all pupils 6. Make accurate and productive use of assessment 7
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