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    Preparing to Teach in the Lifelong Learning Sector Assignment: Explain the different methods of giving feedback and demonstrate good practice in giving feedback to your peers. The different methods of giving feedback The theory of communication detailed by Wallace (2007‚ p. 25) is of a ‘transmitter’ transferring a message or information to a ‘receiver’. The key area‚ and one that is easily overlooked‚ is the return route from the receiver back to the transmitter. One first needs

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    Review your role‚ responsibilities and boundaries as a teacher in terms of the teaching/training cycle. The teaching and learning cycle (Gravells‚ 2011:7) should be a primary tool of any teacher. It is not‚ however‚ the only tool needed if we are to fulfill our roles and responsibilities in the field of learning. Nor can we create or maintain effective boundaries or surmount external challenges to teaching without a full understanding of the purpose of‚ and how to use the teaching cycle. “Identifying

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    “Summarise the key aspects of current legislative requirements and codes of practice relevant to your subject and the type of organisation within which you would like to work”. I work as an Assessor /Trainer for a medium size training company. As an assessor I have to ensure that I am aware of key generic legislation and stay up to date with legislation relating to my current role. Key legislation fall under the European “6 pack” which includes:- • Health and Safety at work act 1974 • Control

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    Opportunities Act 2006 Debra Clarke PTLLS Assignment 2... Ptlls Assignment 1 K Smith October 2009 PTLLS Assignment 1 Describe what your role‚ responsibilities and boundaries would be as a teacher in terms of the teaching/training... (Ptlls) Assignment 1 Q3 PTLLS) Assignment 1 Question 3 - Explain how you could promote inclusion‚ equality and diversity with your current/future learners. Identify other points of... Ptlls Assignment PTLLS Assignment Assignment 1a

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    PTLLS DELIVERY PLAN Tutor name: PRISCA KENNEY Year: 2012 Week/ Session Content learning objectives linked to syllabus Course programme: Awarding Body: Level 3 Award in Preparing to Teach in the Lifelong Learning Edexcel Teaching and learning strategies Materials/resources/ learning technology DISTANCE LEARNING/ On-line tutorial Health and Safety at Work Act 1974 Opportunities to embed key/basic skills Assessment (internal/external) UNIT 1

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    Unit CU3815 Understanding Inclusive Learning and Teaching in Lifelong Learning 1. Summarise the learning and teaching strategies used in your area of specialism. What strengths and limitations does each have? There are many learning and teaching strategies that could be used to ensure learning takes place within the area of customer service. Each technique has its own strengths and limitations that must be considered when applying them to context of customer service and its environment. Approaches

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    interviews?  How to answer them ANNETTE HOLTOM/PTLLS 2013 2 UNDERSTANDING COMPETENCY QUESTIONS What are they? • Behavioural Questions – designed to test a specific skill/s Why are they used at interviews? • • • Assess suitability for a job Past behaviour in similar situations Past behaviour – indicator for future behaviour How to answer this style of question • Use the S.T.A.R. module • Situation Task/s Action/s Result ANNETTE HOLTOM/PTLLS 2013 3 THE S.T.A.R. MODULE Situation:

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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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    planning to teach in the lifelong learning sector in this country (e.g. at a further education college rather than in a private language school)‚ then you will need to do the PTLLS extension which is now incorporated into all our CELTA courses. Course option Length and Timing of course Option to do PTLLS extension? (Please see over) Venue Full-time intensive These courses run from 9.30 am to 5.30 pm over four weeks‚ starting and ending on a Friday.

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    contact name Kendal College Paul Smith Carlisle College Paula Hastie Furness College Liz Mayes Lakes College Sandy Harrison or Sue Johnson Courses are accredited via UCLAN or Ascentis If you have already done Level 4 PTLLS you can move straight onto CTLLS. If you have already done a Level 3 PTLLS then you can Accredit Prior Learning (APL) and need to: • do 2 observations of an experienced practitioner and write up what you have learned from the observation – approx 500 words‚ •

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