Ptlls Level 3 Unit 6
Pollyanna Steiner
Unit 1: Learning Outcome 1
Roles, Responsibilities and Relationships in Lifelong Learning
Summary
-The whole unit must be completed to achieve the 3 credits available
-Keep all relevant materials as evidence
-The following units can help inform on this Unit:- Unit 2- Understanding inclusive learning and teaching in lifelong learning
-Unit 4 - Using inclusive learning and teaching approaches in lifelong learning
-Research, background, and reading sources should all be listed.
-Learner reflection required at end of unit
-Learning Outcome 1- Understand own role and responsibilities in lifelong learning.
UNIT 1
AC 1.1
Key aspects of legislation, regulatory requirements and codes of practice
I will now summarise the key aspects of legislation, regulatory requirements and codes of practice relating to my own role and responsibilities as an aspiring teacher within the lifelong learning sector.
1) The first requirement to consider is Health and Safety.
Within the lifelong sector teaching role (as with all teaching roles) there will be many scenarios which will require vigilant adherence to health and safety procedures.
The most common, and general procedure to be covered within any area of teaching is Fire Safety.
This will be relevant to my own practice, whether I specialise in running workshops on environmental sustainability, tree planting, organic plot conversion and farming, low carbon cookery, assisting behavioural change in energy usage, or within an organic food production and soil science context. All the afore-mentioned areas are my current specialisms. I also intend to teach out of doors, via community regeneration projects, such as brownfields conversion growing schemes. A working example of this is Didsbury Dinners Charity, Barlow Moor Road Community Gardening project, which I currently volunteer at.
The Fire Drill procedures could be included as part of the student induction, and delivered as a Ground Rule,
Unit 1: Learning Outcome 1
Roles, Responsibilities and Relationships in Lifelong Learning
Summary
-The whole unit must be completed to achieve the 3 credits available
-Keep all relevant materials as evidence
-The following units can help inform on this Unit:- Unit 2- Understanding inclusive learning and teaching in lifelong learning
-Unit 4 - Using inclusive learning and teaching approaches in lifelong learning
-Research, background, and reading sources should all be listed.
-Learner reflection required at end of unit
-Learning Outcome 1- Understand own role and responsibilities in lifelong learning.
UNIT 1
AC 1.1
Key aspects of legislation, regulatory requirements and codes of practice
I will now summarise the key aspects of legislation, regulatory requirements and codes of practice relating to my own role and responsibilities as an aspiring teacher within the lifelong learning sector.
1) The first requirement to consider is Health and Safety.
Within the lifelong sector teaching role (as with all teaching roles) there will be many scenarios which will require vigilant adherence to health and safety procedures.
The most common, and general procedure to be covered within any area of teaching is Fire Safety.
This will be relevant to my own practice, whether I specialise in running workshops on environmental sustainability, tree planting, organic plot conversion and farming, low carbon cookery, assisting behavioural change in energy usage, or within an organic food production and soil science context. All the afore-mentioned areas are my current specialisms. I also intend to teach out of doors, via community regeneration projects, such as brownfields conversion growing schemes. A working example of this is Didsbury Dinners Charity, Barlow Moor Road Community Gardening project, which I currently volunteer at.
The Fire Drill procedures could be included as part of the student induction, and delivered as a Ground Rule,