CTLLS Assignment Briefs Option Unit 001 Equality & Diversity 1.1 Theory assessment Candidates are required to: 1. research the following points a) meaning and benefits of diversity and the promotion of equality and how this can protect people from risk of harm b) forms of inequality and discrimination and their impact on individuals‚ communities and society c) relevant legislation‚ employment regulations and policies and codes of practice relevant to the promotion of
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Session Plan Teacher: ************* Date: 14th February 2013 Time: 6.30pm Duration: 15 minutes Location of Class: ************* Course: CTLLS Course Aims: To enable learners to understand the meaning of SMART goals and how they can use them to set their own goals |Timing |Session Title and Learning Outcome |Required Resources and Activities |Teacher Activities | |Assessment
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ENABLING LEARNING AND ASSESSMENT (LL112) TASK 1: SUMMARY ASSIGNMENT The purpose of this summary assignment is to discuss assessment methods‚ with the use of one example I use in practice; the influence numeracy and literacy have on the assessment tools used. What is assessment? Petty (2004) defines it as‚ “measures the breadth and depth of learning”. This is a rather simplistic view; all assessment tools can be divided into two subsections‚ formative (A) and summative (B) assessments. A is
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CTLLS Unit 3 Principles and practice of assessment My methodology for writing this essay is so that I can gain my Ctlls qualification and support my own teaching practices. In my research for this assignment I have used books‚ the Internet for various websites and my notes from the lessons‚ as well as my own experience from teaching. Assessment is used so that I can check that learning has taken place and to what extent. I use assessment at all stages of the learning process in line with organizational
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| CTLLS Unit 2 | | Planning and Enabling Learning | |BD | Produce 1 Written Rationale of between 500-750 words for all areas of research in 1a to 1d‚ a methodology for their area research and approach taken. This
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|HEALTH AND SOCIAL CARE | |KNOWLEDGE SPECIFICATION | |Particular Activity Planned to Assess relevant Units (s) : | |Candidate:
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Unit Three: Principles and practice of assessment Methodology Firstly we had input during classes from our tutor on the categories of concepts and principles of assessments‚ how to use different types of assessments and some of the strengths and weaknesses of these methods‚ the role of feedback and questioning in the assessment of learning and the different types of assessment records and their uses. Next we individually researched these topics‚ to do this firstly I used discussions with my
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Planning and Enabling learning unit 2 Précis I used the internet to research all areas of planning and enabling learning in unit 2‚ as I felt it offered depth and detail‚ as well as convenience. However‚ I also referred to Planning and Enabling Learning in LLLS by Ann Gravells & Susan Simpson‚ as well as Geoff Petty Teaching Today - A Practical Guide. As a result of my research I am now able to recognise and define the process Initial Assessment and the connection it bears with negotiating
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5. A discussion of equality and diversity issues relevant to the candidates teaching/training situation. Equality is ensuring individuals or groups of individuals are treated fairly and equally and no less favourably than others. Equality is about the rights of the learners to attend and participate regardless of age‚ sex‚ race‚ gender reassignment‚ disability‚ religion or belief‚ sexual orientation‚ marriage/civil partnership and pregnancy /maternity. Diversity is about recognising and being tolerant
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QUALITY FRAMEWORK CUMBRIA ADULT EDUCATION Next Steps to Qualified Teacher Status Certificate in Lifelong Learning Sector (CTLLS) and Diploma (DTLLS) Certificate in Lifelong Learning Sector (CTLLS) This Level 3 or 4 Certificate may be offered in a number of modes including pre-service‚ in- service‚ part time or full time. Both certificates comprise 3 mandatory units worth 18 credits and optional units at least to the value of 6 credits‚ making a total of minimum of 24. The mandatory units are
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