References: lluk 2007. (2007). National Occupational Standards (NOS) for the role of learning support practitioner in the lifelong learning sector . Available: http://dera.ioe.ac.uk/2332/1/ lspnosdraft.pdf. Last accessed 21st Oct 2011. Ofstead. What is safeguarding
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“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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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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My career gold is to work with children at the ages of about 2 in a nursery or day care centre. Skills - Can you? I am a good listener and I can plan detail plans to keep organised. I can solve problems and can find my way around difficult situations. I am a creative person and I can think of fun and existing activates. I am a focus. I can keep to deadlines. I am sociable and get along with new people and work well in a group. What would you like to develop: I could develop my
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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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looks up to "Time" (313) as an authority figure who has strict control of his life‚ and with descriptions of biblical figures we can presume that he is a religious person who believes that God is in control of his destiny. Each of these images contributes to a picture of one man’s outlook on life and death. Colour imagery is used in the beginning of the poem as the speaker describes his happiness as a child. He explains his young days as being as "happy as the grass is green" (313)‚ or in other words
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