Essay ptlls assignment

7968 Words Jun 3rd, 2014 32 Pages
Level – 4 (Prepare to teach in the lifelong learning sector) - PTLLS

The following are headings for broad areas students will have to research to show evidence of competence in PTLLS.

GROUP A:
Roles and responsibilities and relationships in lifelong learning

GROUP B 1:
Understanding inclusive learning and teaching in lifelong learning

GROUP B 2:
Using inclusive learning and teaching approaches in lifelong learning

GROUP D:
Principle of assessment in lifelong learning

Each group (Group A, Group B1, Group B2 and Group D) is made up of sub-headings and questions or “statements of competence”.
Group: Group A, Group B1, Group B2 and Group D
Sub-headings: (Example) (1.Understand own role and responsibilities in
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I will treat all students fairly, seek to create and promote an inclusive culture for all students. I will ensure equal access to opportunities to enable students to fully participate in learning process.

You must not allow any form of discrimination in your classroom or learning situation. Not only is it morally wrong, it is likely to be illegal (Reece and Walker, 2007:295). I will ensure learning materials or resources that I intend to use in lessons do not discriminate against any individual or groups. I will also ensure there is no discrimination or any form of bullying in my classroom; this may include teasing, name calling etc

“Equality, whilst driven by legislation, should develop the culture and ethic of wanting to meet the needs of all learners.” (Wilson, 2008, p.27) .I will ensure that all my learners have the opportunity to contribute to the learning process using different learning methods and preferences, different assessment styles while taking learners abilities and disabilities into cognizance.

1.3 Evaluate own role and responsibilities in lifelong learning

Primarily my role as a teacher is to help my students achieve their chosen programme. With the understanding that learners have varying learning needs; I will use the eelements of Teaching and Learning Cycle (identifying needs, planning learning, enabling learning, assessing learning and quality assurance and evaluation) to cater for their preferred learning styles.

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