CERTIFICATE IN TEACHING IN THE LIFELONG LEARNING SECTOR (CTLLS) Unit 5 : Assessing Learners in Lifelong Learning Contents 1.3 Assess how questioning and feedback contributes to the assessment process Page.2 2.1: Review the assessment requirements and related procedures of learning programmes Page.3 2.2: Carry out and record assessments to meet internal and external processes and Page.5 requirements (Appendix A) 3.1: Review ways in
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Assignment 1 – Roles‚ Responsibilities & Relationships. 1. Evaluation of training role. Working as an operations trainer for Airline Services Ltd (ASL)‚ my job is to travel around to many of the UK’s major airports to deliver training and development of front line staff. Training within the aviation industry is of critical importance as many of our staff work in a hazardous environment involving live aircraft and heavy machinery. A great deal of the training I deliver is directly related to
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Certificate in Education and PGCE (Lifelong Learning) Nationally endorsed (DTLLS equivalent) Coursework Documentation Pack Year 1 and CTLLS 2013-2014 IT tip: If you are using this document or the course handbook electronically‚ the Navigation Pane is helpful. On the View tab at the top of your screen‚ tick the box next to Navigation Pane in the Show menu‚ and the contents list will appear on the left of your screen. You can then click on different sections to
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Roles‚ responsibilities and relationships in lifelong learning Within your role and responsibility as a member of teaching staff you will be expected to follow what is referred to as a Code of Professional Practice (2008). This outlines the key aspects of teaching legislation and the regulatory requirements. It is your duty to maintain professional integrity and uphold the reputation of the professional institute. Identifying the needs of both the institute and of the learners is fundamental
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Contents Glossary of terms Section 1 • Introduction • Learner 1 Profile • Learner 2 Profile • What the learning theories tell you about different ways to help learners learn most effectively • How different types of assessment help in supporting and monitoring learning and helping learners to make progress • How applying learning and assessment theories might help you to develop and extend your current approaches to enabling and assessing learning Section 2 • Scheme of Work
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Gould‚ Jim (2009) Achieving your PT”LLS Award” Gravells‚ Ann (2008)‚ “Preparing to Teach in the Lifelong Learning Sector” Minton‚ D (1997) Teaching Skills in Further and Adult Education” Wilson‚ Linda (2008) “Practical Teaching a Guide to PTLLS & CTLLS” Watson‚ Sue “Promoting Learning in The Inclusional Classroom” from www.about.com “Helping Students with Orthopedic‚ Hearing‚ or Visual Impairments Succeed in the Classroom” Heart of Illinois Low Incidence Association‚ 2008 CSIE summary of the 1996
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Peer Assessment Form 2 43/44 Observed Peer Assessment Form 3 45/46 Micro Teach Self Evaluation Form Page 2 of 46 What’s next after PTLLS? PTLLS Level 4 TAQA Assessors Award Institute for Learning (IFL) Membership PTLLS CTLLS CPD =ATLS DTLLS CPD =QTLS Page 3 of 46 Section 1 Please complete all sections 1-7 & Sign & Date 7 Course: Start Date: Venue: Section 2 Personal Details (Please print name clearly) Name: Address: Town/City: Postcode:
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PLANNING TO MEET THE NEEDS OF LEARNERS Be able to agree individual learning goals with learners 1.1 Analyse the role of initial and diagnostic assessment in agreeing individual learning goal Gravells‚ (2012 p98)‚ Initial assessment is a check on learners’ prior skill‚ knowledge or understanding which is carried out at the beginning of a programme or topic. In agreement with it could be formal‚ and mainly internal task which is produced by the school (ILP) to identify learners existing skills & achievements
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QUALIFICATION HANDBOOK Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (PTLLS) (6302) October 2011 Version 1.0 Qualification at a glance Subject area City & Guilds number Age group approved Entry requirements Preparing to Teach in the Lifelong Learning Sector 6302 19+ There are no formal entry requirements. Learners are required to have evidence of level 3 vocational skills for the area in which they will teach if they are to progress into teaching in the
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City and Guilds 6302 Preparing to Teach in Lifelong Learning Unit 008 Responsibilities and Relationships in Lifelong Learning Unit 008 – Roles‚ responsibilities and relationships in lifelong learning 1 Understand your own role and responsibilities in lifelong learning 1.1 Summary of key aspects of legislation‚ regulatory requirements and codes of practice that relate to the role of a ‘trainer/teacher’ at a secondary school and responsibilities to ‘learners’ and employer
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