Preparing to teach in the Lifelong Learning Sector Level 4

(PTLLS)

Kay Codling & Jacqui Blackwell

Aims of the day are…

To understand The requirements of PTLLS L4 and how it fits in to teaching qualificationsHow PTLLS is assessed and to agree a reasonable timeframe for completing assignmentsExplore the roles and responsibilities of a teacher

Objectives of the day are…

You will be able to demonstrate your understanding of

The requirements for completing PTLLS L4the characteristics of a good teacher and how to implement them in your teaching practiceYour roles and responsibilities within the training cycle

The programme

Day 1: Induction to the award The role and responsibilities of the teacher 008Day 2: The principles and practices of assessment 006Day 3: Facilitation of learning and development 010

Session planning skills

Day 4: Understand inclusive learning 009Day 5: Micro teach

Your award is made up of unit

008 Roles, responsibilities and relationships in lifelong learning006 Understanding the principles and practices of assessment009 Understanding inclusive learning and teaching in lifelong learning010 Using inclusive learning and teaching approaches in lifelong learning

Centre Documents

Access to AssessmentAppeals ProcedureCornwall College Summary CharterData ProtectionEquality and Diversity StatementEqual OpportunitiesLearning Records Service FactsheetSafeguarding Vulnerable Adults Statement

Expectations

Participate in group work and discussionPresent feedback to groupHand in assignments on timeProduce and present a 15 min teaching sessionRead around subjects Attend monthly tutorialsSeek additional support and guidance from your tutor when needed

Giving feedback

What types of feedback have you

A) experienced?

B) used with others?

Where are you now?

Key points from last session

Application of learning in workplace

Achievements and frustrations

Review

Actions

Learning

Evidence for award consists of

Assignments for units 008, 006 and 009Reflective Learning Journal

Unit 010 Session plan for micro teachRational for teaching methods Assessor observation of micro teachPeer feedback on micro teachSelf-evaluation/reflection on micro teach.

Level 4 assignments should show…

The relationship between theory/principles and practice in the context of your role/future roleA planned approach to reading and researchEvidencing a coherent view of the roleA style of presentation which involves adequate referencing to essential sourcesReflection on own practice grounded upon reading

This means you need to….

Use quotes and provide a reference list using whichever recognised style of referencing you preferNot worry about the word count – this is a guide only as it is quality and not quantity that is

requiredWrite in the first person as original thought is requiredPresent assignments in a way that suits you - there is no requirement for double spacing, margins

etc and so forth!

PTLLS in Context

The Further Education Teachers’ Qualifications (England) Regulations 2007http://www.legislation.gov.uk/uksi/2007/2264/regulation/4/made

IFL membership http://www.ifl.ac.uk/membership/professional-standards/code-of-professional-practice

Lifelong Learning UK http://www.lifelonglearning.co.uk/z-further.htmRole of external and awarding bodiesTypes of courses/qualificationsRole of OFSTED

Roles and Responsibilities

Qualities of a good teacher

Responsibilities and boundaries of a teacher

The Training Cycle

Learning styles

Good teachers???

What are the roles, responsibilities and boundaries of the teacher?

What you may not have come up with are

Work within legislation and codes of practice•Health and safety•Equality Act•Data Protection Act•Codes of Practice…what’s yours?•IAG……signposting•Record keeping•Boundaries with other professionals

Pre

para

tion

Training(90%)

Implem

entation

Preparation(25%)

Training(25%)

Implementation(50%)

Time spent/ money invested

Dire

ctio

n of

cha

nge

Three stages of training

The Training Cycle

The four stages of competenceUnconsciouslyUnconsciously ConsciouslyConsciously

Com

pete

nt

Com

pete

nt

inco

mp

ete

nt

inco

mp

ete

nt

Now they can drive the car with little effort

New drivers do not realise how much there is to learn

Now they realise how hard it is to drive a car

At this stage they can drive but it needs a lot of effort

The Four Stages of CompetenceUnconsciouslyConsciously

Com

pete

nt

incom

pete

nt

Now they can drive the car with little effort

New drivers do not realise how much there is to learn

Now they realise how hard it is to drive a car

At this stage they can drive but it needs a lot of effort

To be handed in on Day 2

Level 4 – Unit 008 assignment