ASSESSMENT UNIT 008 ROLES‚ RESPONSIBILITIES & RELATIONSHIPS IN LIFELONG LEARNING. LEVEL 4 CONTENTS PAGE Introduction............................................. 1. Understand own role & responsibilities in lifelong learning. 1.1 Summarise key aspects of legislation‚ regulatory requirements & codes of practice relating to own role & responsibilities. 1.2 Analyse own responsibilities for promoting equality & valuing diversity. 1.3 Evaluate own role & responsibilities
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References: : Schon ‚D The reflective practitioner. London‚ Temple Smith‚ 1983. Lluk. New Overreaching Professional Standards for Teachers‚ Tutors and Trainers in the Lifelong Sector. London. Lluk@htp://www.lluk.org/documentation/standards/professional_standards_for_its_020107
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UNIVERSITY OF WORCESTER LLQT PARTNERSHIP LIFELONG LEARNING QUALIFICATIONS FOR TEACHERS (LLQT) Diploma for Teaching in the Lifelong Learning Sector (DTLLS) GENERAL TRAINEE & COURSE HANDBOOK INITIAL TEACHER TRAINING (ITT) DTLLS 2013-2014 The University of Worcester is committed to ensuring that disabled people‚ including those with specific learning difficulties and/or mental health difficulties are treated fairly. Reasonable
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Gardner’s theory of various learning styles of visual‚ kinaesthetic and auditory showed me that not all activities are going to work for all students‚ hence the need for variety with in the lesson to stimulate the learner. The introduction to the LLUK and the Domain A professional values and practice was probably the biggest step in the course‚ where you are asked to plan the learning by creating schemes of work and detailed lesson plans. “Fail to Plan‚ Plan to Fail”. This was then broken down further
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- Using PowerPoint for ESL Teaching (April 2003) [Online] Available : http://iteslj.org/Techniques/Fisher-PowerPoint.html (28.03.11) Gravells‚ A. (2011) Preparing to Teach in the Lifelong Learning Sector Forth Edition Exeter: Learning Matters Books LLUK (2007) [Online] Available : http://www.lluk.org (28.03.11)
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CACHE Qualification Specification Optional Units CACHE Level 3 Diploma for the Children and Young People’s Workforce (QCF) CACHE Level 3 Diploma for the Children and Young People’s Workforce (QCF) CACHE © Copyright 2011 All rights reserved worldwide. Reproduction by approved CACHE centres is permissible for internal use under the following conditions: CACHE has provided this Qualification Specification (Optional Units) in Microsoft Word format to enable its Centres to use its content
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Jorda‚ m.‚ & campbell‚ s Kearlsey‚ G. (2001). The Theory Into Practice Database - help for educators. Retrieved April 22‚ 2011‚ from The Theory Into Practice Database.: http://tip.psychology.org/theories.html Learning and skills improvement service LLUK. (2010‚ Nov). overarching professional standards. Retrieved April 22‚ 2011‚ from www.LLUK.org: http://www.lluk.org/2010/11/new-overarching-professional-standards-for-teachers-tutors-and-trainers-in-the-lifelong-learning-sector/ McLeod‚ S Stracker‚
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LLUK 301 2.1 A parent child relationship will change over time‚ when the child is first born they are totally dependent on the parents‚ the older they get the less dependent they are on the parents and more independent they become. This is because as babies they cannot do anything for themselves‚ they need unlimited amounts of attention and support. As they reach the toddler stage they become more independent and start to try new things on their own‚ they can walk‚ hold things‚ play etc. This
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Nvq As with any area of work‚ assessors must work within the boundaries of the law and professional values. There are vast number of laws‚ directives and professional ethics; they are constantly changing or being updated. Every organization will have its own policies and procedures relating to these legal aspects and there are some differences in requirements‚ depending upon the age of learners and environment. This course will try and cover the main aspects; every assessor remains accountable
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Delivering Lifelong Learning (DLLS) Theory Assignment Outcome 1b: Appropriate methods of communication Feedback I used feedback to checking learning took place among learners. The feedback asked various questions regarding the sessions and how it was delivered. Therefore by doing so I can use also feedback from learners to reflect on my teaching styles inform better teaching and learning practice. Presentation With the changing nature of teaching and learning the use of power point presentation
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