“Coverage of the minimum core is intended to provide a teacher with the minimum level of skills in language‚ literacy‚ numeracy and ICT (LLN & I) that are essential to teachers who work in the lifelong learning sector.” City and Guilds (2008) Learners’ particular literacy‚ language‚ numeracy and ICT needs can be established through initial assessment‚ talking to learners‚ observing them completing activities or using simple self assessment tests. “Recognizing and using a variety of different teaching
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increase in the number of people attending FE colleges‚ particularly within the 16–18 age range. This has led to the delivery of subjects in colleges widening and learner cohorts becoming more diverse. A national framework that Lifelong Learning UK (LLUK) developed to support the development of teachers‚ from their initial training and development‚ through to enhancing their continuing personal and professional development profiles (CPD)‚ was implemented across the LLS from September 2007. The shift
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considered a success. It is the responsibility of the individual teacher to ensure that they follow the job role laid out by the learning establishment that they work for as well as fulfilling the expectations of the learners that they are working with. The LLUK document ‘Defining teacher roles and responsibilities in the further education sector in England’ (2008) lays out the different roles and responsibilities of a teacher in further education very clearly and was produced specifically to ensure clearer
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skills have not been updated for three years therefore there is a requirement that this updating should be undertaken; the same applies to mathematics and ICT as shown in the review of standards of adult literacy‚ mathematics and ICT‚ according to LLUK
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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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and teaching Writing your personal development journal (PDJ) Your individual learning plan (ILP) What makes a good teacher in lifelong learning? LLUK standards This chapter covers‚ at least‚ the following standards: AS 4; AK 4.2; AP 4.2; AK 4.3; AP 4.3 CK 1.1; CP 1.1; CK 4.1; CP 4.1 DS 3; DK 3.1 What is reflective practice? The LLUK Professional Standards for teachers‚ tutors and trainers in the lifelong learning sector state that those working in the sector should value `Reflection
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CU3813 ROLES‚ RESPONSIBILITIES AND RELATIONSHIPS IN LIFELONG LEARNING ROBERT LORD 11/3/13 LEVEL 4 CREDIT VALUE 3 GUIDED LEARNING HOURS 12 The purpose of this unit is to enable the learner to understand the role and responsibilities of a teacher in the lifelong learning and the relationship between different professionals in lifelong learning. It includes responsibility for maintaining a safe and supportive learning environment for learners. 1 Understand own role and responsibilities
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their personality‚ culture‚ career choice‚ and current job role. Teachers should assess the learning styles of their students and adapt their classroom methods to best fit each student’s learning style. Research conducted by the Lifelong Learning UK (LLUK) shows that ‘identifying needs’ is the first step in the training cycle which is made up of 6 activities: Identifying Needs Planning Designing Facilitating Assessing Evaluating My role of organising‚ developing and delivering training and development
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initial assessment (IA) and diagnostic assessment (DA). The Learning and Skills Improvement Services (LSIS) states the importance of “trainee teachers to be aware of personal social and cultural factors including attitudes‚ aspirations and attainment”. (LLUK‚2013;4‚5). Hillier‚Y (2003)
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PTTLS Unit 001 Assignment One Roles‚ responsibilities and relationships in lifelong learning Task A 1. Outline key aspects of legislation‚ regulatory requirements and codes of practise relevant to the role and responsibilities of the teacher. As the teacher of a group or individuals you must present yourself accordingly and behave appropriately‚ you have certain roles and responsibilities set upon you that must be correctly adhered to by law‚ Firstly
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