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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