http://ptllsresource.co.uk/blog Starting Ptlls This is a post for people at the beginning of their Ptlls journey – next week will be a long article for people who have finished and are looking at where to go next. So‚ on to my little guide if you are getting started with your Ptlls course. There are all the Ptlls essays with notes but this is more an overview of how I would tackle things at the beginning of the course if I were doing over. If anyone has any pointers please leave a comment
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Level – 4 (Prepare to teach in the lifelong learning sector) - PTLLS The following are headings for broad areas students will have to research to show evidence of competence in PTLLS. GROUP A: Roles and responsibilities and relationships in lifelong learning GROUP B 1: Understanding inclusive learning and teaching in lifelong learning GROUP B 2: Using inclusive learning and teaching approaches in lifelong learning GROUP D: Principle of assessment in lifelong learning
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Pollyanna Steiner Unit 1: Learning Outcome 1 Roles‚ Responsibilities and Relationships in Lifelong Learning Summary -The whole unit must be completed to achieve the 3 credits available -Keep all relevant materials as evidence -The following units can help inform on this Unit:- Unit 2- Understanding inclusive learning and teaching in lifelong learning -Unit 4 - Using inclusive learning and teaching approaches in lifelong learning -Research‚ background‚ and reading sources should all
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Handbook for Subject Specialist Observers / Mentors Certificate in Education and PGCE programme UCLan partnership 2012 /2013 Contents All of the contents below are hyperlinked. Hold your cursor over the item you want and press Ctrl+Click to go to that section. Welcome Welcome to our teacher education partnership. This booklet is designed for subject specialists and mentors who will be supporting the development of teachers who are undertaking initial teacher
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chapter 1 Developing Yourself as an Effective Learning and Development Practitioner In t r od u c t Io n This chapter begins with a look at what is required of L&D professionals and how L&D roles are specified. We discuss the CIPD HR Profession Map and how we can use it to assess our professional development needs. We then move on to look at how we deliver our L&D service‚ considering: who are our customers‚ how well do we meet their needs and what can we do to improve our service delivery.
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Contents TOC t Heading 3‚1‚Heading 4‚2‚Heading 8‚3 Glossary PAGEREF _Toc357965452 h 3 Section 1 Introduction 1.1 Purpose of this document PAGEREF _Toc357965454 h 4 1.2 How to use this document PAGEREF _Toc357965455 h 4 1.3 Background PAGEREF _Toc357965456 h 5 1.4 The design features of the qualifications PAGEREF _Toc357965457 h 5 1.5 Minimum core of literacy‚ language‚ numeracy and ICT PAGEREF _Toc357965458 h 6 Section 2 Level 5 Diploma in Education and Training (QCF) 2.1 Qualification structure
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Level 3 & 4 Awards & Certificates in Assessment and Quality Assurance Qualification handbook for centres 6317 6317-30‚ 6317-31‚ 6317-32‚ 6317-33‚ 6317-40‚ 6317-41‚ 6317-42 February www.cityandguilds.com February 2011 Version 1.3 ( February 2011) About City & Guilds City & Guilds is the UK’s leading provider of vocational qualifications‚ offering over 500 awards across a wide range of industries‚ and progressing from entry level to the highest levels of professional achievement. With over 8500
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http://effectiveict.co.uk Wallace.S (2011) Teaching Tutoring and training in the lifelong sector (4th edn) London; Learning Matters Sage Wertsch‚ J.V. (1997)."Vygotsky and the formation of the mind" Cambridge Wilson‚ L. (2008) A guide to PTLLS & CTLLS Web Sites: www.gov.uk/dvsa/driving Mind tools (2014) Dyslexia Action. (2013). About Dyslexia. Available: http://www.dyslexiaaction.org.uk/about-dyslexia. Last accessed 18th Dec 2014. AUSTRIA‚ European Commission DG TREN. (2010) EU HERMES Project Final
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