ptlls assignment 1 answers

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PTLLS Qualification Guide

Posted by: CTC Training

Do you aspire to become a teacher but have no prior experience of training or teaching? The PTLLS qualification (now known as the AET qualification) is your first step towards a challenging and rewarding teaching career .

In this guide, you’ll find out exactly what the qualification is, why it is useful, and everything you need to know about the course.

If you would rather watch the video guide, please find this below:

What is a PTLLS qualification?

PTLLS stands for ‘Preparing to Teach in the Lifelong Learning Sector’. It is a nationally-recognised qualification needed for starting your teaching career.

PTLLS is widely recognised as the name of the level 3 teaching qualification, but the name has recently been changed to the Award in Education and Training (AET).  The AET and PTLLS qualifications are broadly similar but small updates to the qualification structure and criteria have been made to refresh and modernise the content.

The course is offered as a first step towards teaching in post-16 education. It is the foundation level for teaching and covers all the basic teaching skills.

What does a PTLLS qualification allow you to do?

The PTLLS qualification provides you with the basic knowledge and tools for becoming an effective and inclusive teacher. It is the foundation needed to proceed onto more advanced courses and move up the ladder towards a teaching role.

What does the course involve?

The course will help you to understand the essential aspects of working as a teacher, including health and safety and equal opportunities. There are three units within the course: UNIT NO: 1 — Understanding the Roles, Responsibilities and Relationships in Education and Training This introductory unit helps you to understand the introduction of teaching including health and safety, equal opportunities and the other professionals you may have to work with.

UNIT NO: 2 — Understanding and using inclusive learning and teaching approaches in education and training. This unit helps you to understand how people learn, the ways in which people communicate and how to use a range of different teaching methods and resources to help you meet your learners’ individual needs.

UNIT NO: 3 — Understanding the principles and practices of assessment. This unit identifies what assessment is and how to deliver excellent assessment practice. The unit is ideal for anybody with an interest in assessing workplace achievement or those delivering regulated qualifications and awards.

How long does the course take?

The level 3 teaching qualification takes approximately 120 hours to complete. With CTC, you can complete the course at your own leisure. Enrol in the course through CTC and you’ll gain 24/7 access to the student portal, where you can view course content and upload assignments. The 120 hours can be spread across a maximum of 12 months, meaning you can complete the course on a schedule that suits you.

If you’re interested in becoming a teacher, enrol with CTC Training today. Find out more about the Level 3 Award in Education and Training here .

For more information about what CTC Training can offer you, contact our team today.

Give us a call on 0195 276 9025 for advice.

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Ptlls Assignment 1

October 2009 PTLLS Assignment 1 Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle As teachers, we are committing to a lifetime of personal and professional learning and development. I remember a conversation that I had with my son when he was about six. I told him that nobody knows everything. He replied ‘What, even teachers? ’ I laughed at the time but it made me think about the fragility of knowledge and how it has to be constantly updated.

According to popular educational theory, there are five stages in the cycle.

Identifying Needs and Planning. The first question you must ask is what the aims and objectives of the course are. What is the expected level of achievement? You must then work out what level your students are currently working at, are there any additional needs identified? In my organisation each student must undergo initial and diagnostic assessment. This helps us to work out how much support will be needed.

There are a range of additional support mechanisms in place that need to be organised as soon as possible in order for the students to have the highest chance of success. Designing.

Ptlls Assignment 2

All of the information obtained previously has to be taken into consideration when designing the course. In order to teach effectively you must pitch it to the appropriate level. As many of my students are work based learners on day release apprenticeships everything covered has to be work based.

Proficient in: Teaching

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Functional skills are a good example of this. To these learners, unless they can see a direct link to their job role and the chance to increase their earning potential they do not see the point in learning. Appropriate resources and scheme of works must be completed at this time and lessons planned in advance.

Facilitating. This is what some may refer to as the ‘actual teaching’. As the course gets underway it must be continually assessed by the teacher and the students. Individual Learning Plans must be drawn up and constantly checked and altered. Professional boundaries are of particular importance during this stage. Groups must be encouraged to draw up their own set of rules and guidelines and adhere to them. As a teacher you must facilitate, guide and teach. Be friendly but not befriend your students and there should be a modicum of mutual respect in the classroom, also in 1-1 tutorials or feedback sessions.

Assessing. Have your students learnt all that you set out to teach them? Have you pitched it at the correct level? You need to be constantly assessing in order to succeed. Evaluation. This refers to the stage when the course has finished although as teachers we are continually assessing at all stages. This is when a final evaluation is needed to find out how successful the course was. Did everybody achieve? What did the students think of the course matter and delivery? How could we improve? Just as there will always be new things to learn we can always do better next time.

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Teaching Qualifications Assignment Answers

We provide support and help for all Education and Training Teaching Qualifications (AET, CET and DET ). This includes examples and sample assignment answers. TM Support also provides tutorials to supplement your learning. We are also able to assist you to complete any of the assessor qualification if your progress has stalled elsewhere.

1] Level 3 Award in Education and Training (RQF)

The Level 3 Award in Education and Training (AET) is the entry teacher training course. This qualification replaced the level 3 and 4 Ptlls. You will need to achieve at least 12 Regulated Qualification Framework (RQF) credits to achieve this qualification. We provide support, help, guidance, answers and examples for this AET qualification.

• PTTLS Assignments

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Ptlls practical assignment 4.

Evaluate the teaching and learning approaches and effectiveness of resources for your observed session. Evaluate how your session met the needs of individual learners.

This essay should be prepared following completion of your micro-teach session, and it has two parts. The first part gives you an opportunity to discuss your approaches to teaching and the effectiveness of the resources you have used. Feedback from piers and the observer report will help you to complete the second part; which is evaluation of how you met the needs of the learner group.

My flexible lesson plan assumed learners did not have prior knowledge of the subject and I prepared it from the learner’s point of view. The session was multi-sensory, focused around the objectives, and included verbal, visual, and kinaesthetic activities.

The PowerPoint slides included major points to be covered – organised and clear. I wanted learners to understand these points and to accept my ideas. I knew it will not need much effort because the subject Employee Training (HRM) is partly related to the course PTLLS.

My approach combined a lecture with active teaching and learning strategies. Everyone was constantly engaged in the learning process through open questions, discussions, and two activities for applying what they have learnt. I encouraged learner’s feedback, listened carefully and re-instated responses where appropriate.

All learners knew what the handout was about, and were given enough time to look at its useful content. The assessment conducted at the end of the session indicated that the learners’ understanding of the subject has increased. However, my peers suggested there should be more activities and more fun. For sure I will consider their advice in future.

Throughout the session, I encouraged discussions relevant to the subject and its aims, giving learners room for expressing their own ideas and creativity. Learners generated a set of key points thus articulating my expectation. I chose appropriate and practical examples in advance and the learners also generated their own examples and illustrations.

I tailored my questions to the ability level of all learners and rephrased key terms when needed. The key terms were identified, explained and put together, and the learners copied them down.

The objectives were made clear at the start of the session and I gave explanation in clear language making full use of the auditory style; I repeated and emphasized important parts of the lecture. A short video was used to demonstrate real-life techniques, and the carefully selected images supported the text where I wanted Learners to remember important concepts.

The lecture was concluded by an interactive strategy which was engaging and provided real-life simulation situations; learners practised important parts of the subject and they were able to know how, in addition to why, we do things. Also, calling learners by their names during the session helped in reaching everyone.

Student-led question and answer session, debates and the feedback session, comments and critiques all made the session interesting and met the different students’ learning styles. The learners were comfortable, able to discuss new ideas and eager to learn. I believe careful planning and preparation have helped.

PTLLS training centres recommend these books: Preparing to Teach in the Lifelong Learning Sector: The New Award - 5th Edition Achieving Your PTLLS Award: A Practical Guide to Successful Teaching in the Lifelong Learning Sector Passing PTLLS Assessments (Further Education and Skills) Study Skills for PTLLS (Further Education and Skills) Practical Teaching A Guide to PTLLS & DTLLS Updated January 2015.

PTLLS Level 4 Assignment 1 Essay Answer, UK

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Level 4 PTLLS Assignment 1 Task 1: Review own role, responsibilities and boundaries of own role as a tutor

Introduction.

As a tutor, it is essential to have a clear understanding of one’s role, responsibilities, and boundaries. A tutor plays a crucial role in facilitating the learning process, providing academic support, and guiding students towards achieving their goals. In this essay, we will delve into a comprehensive review of the role, responsibilities, and boundaries that tutors must be mindful of in their profession.

Role of a Tutor

The primary role of a tutor is to support and enhance the learning experience of students. Tutors work closely with individuals or small groups to reinforce and consolidate subject matter knowledge. They act as guides, mentors, and facilitators, helping students to develop their skills, improve their understanding, and overcome challenges. Tutors provide personalized attention, adapting teaching strategies to cater to the unique needs of each student. By doing so, they foster a positive and productive learning environment.

Responsibilities of a Tutor:

• Academic Support: Tutors are responsible for assisting students in grasping and mastering academic concepts. They should possess a deep understanding of the subject matter, staying up-to-date with relevant information and curriculum changes. Tutors should prepare appropriate learning materials, create lesson plans, and deliver engaging sessions to promote effective learning.
• Individualized Instruction: Every student has distinct learning styles, strengths, and weaknesses. Tutors must identify these variations and tailor their teaching methods accordingly. By adapting instructional techniques, tutors can provide individualized instruction that caters to the unique needs of each student. They should be patient, encouraging, and employ different approaches to facilitate comprehension and foster a positive learning experience.
• Progress Assessment: Tutors are responsible for evaluating students’ progress and identifying areas for improvement. They should develop effective assessment strategies, such as quizzes, tests, or assignments, to gauge the understanding and development of their students. Regular feedback sessions help tutors and students to track progress and make necessary adjustments to the learning process.
• Motivation and Confidence Building: Tutors play a vital role in motivating students and building their self-confidence. By recognizing and praising students’ achievements, tutors can instill a sense of accomplishment and encourage further progress. They should provide constructive feedback, highlighting areas for improvement while maintaining a supportive and nurturing environment.

Boundaries of a Tutor

While tutors play a critical role in students’ academic journeys, it is important to be aware of the boundaries within which they operate. These boundaries help maintain a professional relationship and ensure ethical conduct. Some key boundaries for tutors include:

• Professional Conduct: Tutors should maintain a professional demeanor at all times. They should act with integrity, respect confidentiality, and avoid engaging in inappropriate behavior or personal relationships with students.
• Scope of Expertise: Tutors should acknowledge the limits of their expertise and refrain from providing advice or guidance beyond their subject matter knowledge. Referring students to appropriate resources or experts when necessary is crucial.
• Emotional Boundaries: Tutors should maintain emotional boundaries, recognizing the importance of empathy and support while avoiding becoming overly involved in students’ personal issues or emotional struggles. They should encourage students to seek professional help when needed.
• Time Management: Tutors should establish clear boundaries regarding their availability and adhere to agreed-upon schedules. They should respect the time commitments of both themselves and their students, ensuring a balanced workload and avoiding favoritism.

Being a tutor comes with significant responsibilities and the need to understand and respect boundaries. By fulfilling the role of an educator, providing academic support, and maintaining professional conduct, tutors can create an environment conducive to effective learning. Continuously reviewing and reflecting upon one’s role, responsibilities, and boundaries is essential for tutors to deliver a high-quality learning experience and positively impact the lives of their students.

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Level 4 PTLLS Assignment 1 Task 2: Discuss issues of equality and diversity and ways to promote inclusion

Issues of equality and diversity are crucial considerations in promoting inclusion within any learning environment. In order to create an inclusive space, it is essential to address these issues and implement strategies that promote equal opportunities for all learners. This essay will discuss the key issues surrounding equality and diversity and explore various ways to promote inclusion.

Equality refers to ensuring that every individual is treated fairly and has equal access to opportunities, regardless of their background, characteristics, or circumstances. Diversity, on the other hand, recognizes and embraces the unique qualities, perspectives, and experiences that individuals bring to a learning environment. By valuing and respecting diversity, inclusion can be fostered, creating an environment where everyone feels welcome, valued, and supported.

One way to promote inclusion is by raising awareness and understanding of the importance of equality and diversity. Educators should engage in open discussions about these topics, addressing the different aspects of diversity such as race, ethnicity, gender, sexuality, age, disability, and socioeconomic background. By creating a safe space for dialogue, learners can gain a deeper understanding of diverse perspectives and experiences, fostering empathy and respect.

Another crucial aspect is to review and adapt curriculum and teaching materials to reflect a diverse range of voices and experiences. This includes incorporating diverse examples, case studies, and resources that represent different cultures, identities, and backgrounds. It is important for learners to see themselves reflected in the learning materials and to understand the contributions and achievements of individuals from various backgrounds. This helps to challenge stereotypes and broaden learners’ perspectives.

Educators should also be mindful of their own biases and prejudices to ensure they create an inclusive environment. Implicit biases can influence interactions and decisions, potentially excluding or marginalizing certain individuals or groups. Educators should engage in continuous self-reflection and professional development to identify and address their biases, fostering a more inclusive and equitable learning environment.

Furthermore, promoting active and participatory learning approaches can contribute to inclusion. Encouraging group work, collaborative projects, and discussions enables learners to interact and engage with peers from different backgrounds. This promotes the exchange of ideas, perspectives, and experiences, fostering a sense of belonging and understanding among learners. Additionally, providing opportunities for learners to share their own stories and experiences can help create an inclusive environment where diverse voices are heard and valued.

Inclusive assessment practices are also essential in promoting equality and diversity. Assessment methods should be designed to accommodate the diverse learning needs and styles of all learners. This may involve providing alternative formats for assessments, offering reasonable accommodations for learners with disabilities, or considering different cultural perspectives in evaluation criteria. By ensuring that assessments are fair and accessible to all, learners can demonstrate their knowledge and skills without unnecessary barriers.

Lastly, fostering a supportive and respectful learning culture is fundamental in promoting inclusion. Educators should actively discourage discrimination, harassment, or exclusionary behaviors. Establishing clear and inclusive ground rules that promote respectful communication, active listening, and empathy is crucial. Educators can also implement restorative approaches to address conflicts and foster understanding among learners, creating an environment where everyone feels safe and valued.

In conclusion

Promoting inclusion requires addressing issues of equality and diversity within the learning environment. By raising awareness, adapting curriculum, challenging biases, promoting active learning, implementing inclusive assessment practices, and fostering a supportive culture, educators can create an inclusive space where all learners feel valued, respected, and empowered. Embracing and celebrating diversity enriches the learning experience and prepares learners to thrive in diverse and multicultural societies.

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Level 4 PTLLS Assignment 1 Task 3: Evaluate a range of ways to embed elements of functional skills in the specialist area  

Embedding elements of functional skills within a specialist area is essential to ensure learners develop the necessary skills and knowledge to apply their learning in practical and real-life contexts. This evaluation will explore a range of strategies to effectively embed functional skills within a specialist area.

• Contextualized Learning: One effective way to embed functional skills is through contextualized learning. This involves integrating functional skills, such as numeracy, literacy, and digital skills, into the specific content and activities of the specialist area. For example, in a culinary arts program, learners can practice measuring ingredients, reading recipes, and using digital tools for menu planning. By linking functional skills directly to the specialist area, learners see the relevance and practical application of these skills.
• Practical Application: Providing opportunities for learners to apply functional skills in practical situations is crucial. For instance, in a construction program, learners can engage in tasks that require measuring and calculating dimensions, reading blueprints, and communicating effectively with team members. By engaging in hands-on activities, learners develop a deeper understanding of how functional skills are applied in their specialist area.
• Project-Based Learning: Project-based learning allows learners to work on meaningful and authentic projects that require the application of functional skills. By designing projects that align with the specialist area, learners can develop problem-solving, critical thinking, and communication skills while utilizing functional skills. For example, in a graphic design program, learners can collaborate on creating a marketing campaign that involves budgeting, researching target audiences, and presenting their ideas effectively.
• Cross-Disciplinary Connections: Embedding functional skills can also be achieved through cross-disciplinary connections. By highlighting how functional skills are used in various subject areas or professions, learners gain a broader understanding of their relevance and transferability. For instance, in an automotive technology program, learners can explore how numeracy skills are applied in engineering, literacy skills in technical writing, and digital skills in vehicle diagnostics.
• Integrated Assessments: Assessments play a crucial role in embedding functional skills. By integrating functional skills assessments within the specialist area, learners are motivated to develop and apply these skills. For example, in a healthcare program, learners can be assessed on their ability to interpret medical charts, write patient reports, and use digital systems for record-keeping. This ensures that functional skills are assessed alongside subject-specific knowledge and abilities.
• Authentic Resources and Materials: Using authentic resources and materials relevant to the specialist area can enhance the embedding of functional skills. This can include using industry-specific documents, workplace scenarios, or real-life examples that require functional skills application. For instance, in a business management program, learners can analyze financial reports, draft business proposals, and use digital tools for data analysis. This approach helps learners develop functional skills within a realistic and professional context.
• Professional Development for Educators: Educators need professional development and support to effectively embed functional skills in their specialist areas. Training and workshops can equip educators with the necessary knowledge and strategies to integrate functional skills seamlessly into their teaching. By staying updated on best practices and resources, educators can provide meaningful and relevant learning experiences that prioritize functional skills development.

Embedding functional skills within a specialist area requires a range of strategies to ensure learners develop the necessary skills for practical application. Contextualized learning, practical application, project-based learning, cross-disciplinary connections, integrated assessments, authentic resources, and professional development for educators all contribute to effectively embedding functional skills. By incorporating these strategies, educators can equip learners with the essential skills they need to succeed in their specialist area and in real-world contexts.

Level 4 PTLLS Assignment 1 Task 4: Analyse different ways to establish ground rules with learners which underpin appropriate behaviour and respect for others.

Establishing ground rules with learners is a critical aspect of creating a positive and respectful learning environment. Ground rules provide a framework that promotes appropriate behavior and respect for others. This analysis will explore different ways to establish ground rules that effectively underpin these principles.

• Collaborative Approach: Involving learners in the process of setting ground rules can foster a sense of ownership and responsibility. By facilitating a group discussion or brainstorming session, educators can encourage learners to share their thoughts and suggestions on what behaviors and attitudes are considered appropriate and respectful. This collaborative approach allows learners to contribute to the development of the ground rules, fostering a sense of community and shared understanding.
• Clear Communication: Clear and effective communication is crucial when establishing ground rules. Educators should clearly articulate the expectations and boundaries to learners, ensuring that they understand the reasons behind each rule. Using simple and concise language helps learners grasp the meaning and significance of the rules. Regular reminders and reinforcement of the ground rules through verbal communication, written materials, or visual aids can help maintain their relevance throughout the learning process.
• Consistency and Fairness: Consistency and fairness are essential principles when establishing ground rules. Educators should consistently enforce the rules and treat all learners fairly and equally. When learners witness consistent application of the rules, they develop a sense of trust and respect for the learning environment. It is important for educators to address any instances of favoritism or bias promptly, as this can undermine the foundation of respect and appropriate behavior.
• Positive Reinforcement: In addition to setting clear rules, positive reinforcement is an effective strategy to promote appropriate behavior and respect. Educators can acknowledge and praise learners who demonstrate the desired behaviors, reinforcing their positive actions. This can be done through verbal appreciation, rewards, or recognition. Positive reinforcement creates a positive learning environment where learners are motivated to exhibit respectful behavior towards others.
• Model Behavior: Educators play a crucial role in modeling the behavior they expect from their learners. By demonstrating appropriate behavior and respect for others, educators set a powerful example. Consistently exhibiting respectful behavior, active listening, and empathy towards learners and colleagues helps create a culture of mutual respect and cooperation. Learners observe and imitate the behavior of their educators, making it essential for educators to model the desired values and attitudes.
• Consensus and Agreement: Facilitating a consensus and agreement process can help establish ground rules that are collectively accepted and understood. Educators can guide learners through a discussion to reach a consensus on the rules, ensuring that everyone has an opportunity to voice their opinions and concerns. This process encourages active participation and cultivates a sense of ownership and responsibility among learners.
• Regular Review and Reflection: Ground rules should not be set in stone but should be subject to regular review and reflection. Educators can periodically revisit the ground rules with learners, discussing their effectiveness and making any necessary adjustments. This practice encourages learners to reflect on their own behavior and provides opportunities for open dialogue and continuous improvement.

establishing ground rules that underpin appropriate behavior and respect for others requires a thoughtful and deliberate approach. A collaborative approach, clear communication, consistency and fairness, positive reinforcement, modeling behavior, consensus and agreement, and regular review and reflection are all effective ways to establish ground rules with learners. By implementing these strategies, educators can create a positive and respectful learning environment that fosters the growth and development of learners’ interpersonal skills and values.

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Related Answers

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