Roles, Responsibilities and Relationships in Lifelong Learning

2672 WordsSep 10, 201311 Pages
Unit 1: Roles, responsibilities and relationships in lifelong learning 1. Understanding own role and responsibilities in lifelong learning 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities I work with vulnerable people, and so am subject to various legislation, rules and regulations which protect the welfare of all individuals. These are legally binding and must be adhered to at all times. These include: - The Health and Safety at Work Act (1974), under which I have a duty to secure the health and safety of any persons – staff, students and visitors – in my place of work. I must avoid exposing anyone to risks in the workplace, through proper…show more content…
As a cycle, it could be repeated several times with a student or a group, as their understanding becomes greater, or repeated with a second student or group, and the continuous feedback allows for continual improvement, both of the student and of the teacher’s approach, and development of both parties. It is important with the cycle to accurately record any information gathered, to allow for this continual improvement. 1.4 Explain own role and responsibilities in identifying and meeting the needs of students To deliver a useful, appropriate teaching session, the needs of the students must first be identified and understood. Whilst I deliver both accredited courses, with a set of specifications which must be met and achieved, and non-accredited courses, with less specific criteria and instead one overall aim or outcome, I need to plan and structure sessions differently depending on different students, in terms of content, pace and resources. This makes an initial assessment a vital part of any course. Initial assessments aim to find out essential information about students. This could be done in a variety of ways; in general, we would first use an application form, and then a face-to-face interview, for the majority of our initial information. We then give students brief tests on basic literacy and numerical ability, and learning styles questionnaires. This allows me enough initial
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