1. Preparing to teach in the Lifelong Learning Sector Level 4 (PTLLS) Kay Codling & Jacqui Blackwell

2. Aims of the day are… To understand The requirements of PTLLS L4 and how it fits in to teaching qualifications How PTLLS is assessed and to agree a reasonable timeframe for completing assignments Explore the roles and responsibilities of a teacher

3. Objectives of the day are… You will be able to demonstrate your understanding of The requirements for completing PTLLS L4 the characteristics of a good teacher and how to implement them in your teaching practice Your roles and responsibilities within the training cycle

4. The programme Day 1: Induction to the award The role and responsibilities of the teacher 008 Day 2: The principles and practices of assessment 006 Day 3: Facilitation of learning and development 010 Session planning skills Day 4: Understand inclusive learning 009 Day 5: Micro teach

5. Your award is made up of unit 008 Roles, responsibilities and relationships in lifelong learning 006 Understanding the principles and practices of assessment 009 Understanding inclusive learning and teaching in lifelong learning 010 Using inclusive learning and teaching approaches in lifelong learning

6. Centre Documents Access to Assessment Appeals Procedure Cornwall College Summary Charter Data Protection Equality and Diversity Statement Equal Opportunities Learning Records Service Factsheet Safeguarding Vulnerable Adults Statement

7. Expectations Participate in group work and discussion Present feedback to group Hand in assignments on time Produce and present a 15 min teaching session Read around subjects Attend monthly tutorials Seek additional support and guidance from your tutor when needed

8. Giving feedback What types of feedback have you A) experienced? B) used with others?

9. Where are you now? Key points from last session Application of learning in workplace Achievements and frustrations Review Actions Learning

10. Evidence for award consists of Assignments for units 008, 006 and 009 Reflective Learning Journal Unit 010 Session plan for micro teach Rational for teaching methods Assessor observation of micro teach Peer feedback on micro teach Self-evaluation/reflection on micro teach.

11. Level 4 assignments should show… The relationship between theory/principles and practice in the context of your role/future role A planned approach to reading and research Evidencing a coherent view of the role A style of presentation which involves adequate referencing to essential sources Reflection on own practice grounded upon reading

12. This means you need to…. Use quotes and provide a reference list using whichever recognised style of referencing you prefer Not worry about the word count – this is a guide only as it is quality and not quantity that is required Write in the first person as original thought is required Present assignments in a way that suits you - there is no requirement for double spacing, margins etc and so forth!

13. PTLLS in Context The Further Education Teachers’ Qualifications (England) Regulations 2007 http://www.legislation.gov.uk/uksi/2007/2264/regulation/4/made http://www.legislation.gov.uk/uksi/2007/2264/regulation/4/made IFL membership http://www.ifl.ac.uk/membership/professional- standards/code-of-professional-practice http://www.ifl.ac.uk/membership/professional- standards/code-of-professional-practice Lifelong Learning UK http://www.lifelonglearning.co.uk/z-further.htm http://www.lifelonglearning.co.uk/z-further.htm Role of external and awarding bodies Types of courses/qualifications Role of OFSTED

14. Roles and Responsibilities Qualities of a good teacher Responsibilities and boundaries of a teacher The Training Cycle Learning styles

15. Good teachers???

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

17. 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

18. Preparation Training (90%) Implementation Preparation (25%) Training (25%) Implementation (50%) Time spent/ money invested Direction of change Three stages of training

19. The Training Cycle

20. The four stages of competence UnconsciouslyConsciously Competent incompetent 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

21. The Four Stages of Competence UnconsciouslyConsciously Competentincompetent 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

22. To be handed in on Day 2 Level 4 – Unit 008 assignment