ptlls overview

7/28/2019 PTLLS Overview

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Level 4 stand-alone PTLLS, awarded by Trinity College, London August 2012

Preparing to Teach in the Lifelong Learning Sector (PTLLS) at Level 4.

Preparing to Teach in the Lifelong Learning Sector(PTLLS) at Level 4

Total credit value (atLevel 4)

12

Total GLH 4 x units (each @ 12 GLHs) = 48

Units being run and assessed:

Group Unit title Level Creditvalue

GLH

A Roles and responsibilities andrelationships in lifelong learning

4 3 12

Learning outcomes: The learner will Assessment Criteria: The learner can1. Understand own role andresponsibilities in lifelong learning

1.1 Summarise key aspects oflegislation,regulatory requirements and codes of

practice relating to own role andresponsibilities1.2 Analyse own responsibilities forpromoting equality and valuingdiversity1.3 Evaluate own role andresponsibilities inlifelong learning1.4 Review own role andresponsibilities inidentifying and meeting the needs of

learners2. Understand the relationshipsbetween teachers and otherprofessionals in lifelonglearning

2.1 Analyse the boundaries betweentheteaching role and other professionalroles2.2 Review points of referral to meettheneeds of learners2.3 Evaluate own responsibilities inrelation to other professionals

3. Understand own responsibility formaintaining a safe and supportive

learning environment

3.1 Explain how to establish andmaintain a

safe and supportive learningenvironment3.2 Explain how to promoteappropriatebehaviour and respect for others

Assessment:

i) Provide a list of the roles and responsibilities typically required of a teacher inthe lifelong learning sector, commenting briefly on each one. Refer to anysuitable documentation.

ii) What legislative requirements and codes of practice are you required to know?Summarize the key points for each one you have identified with linked

examples to your own practice.iii) In your centre, what points of referral are available to meet the needs of your

learners? Refer to relevant documentation and/or interview a key member ofstaff with direct reference to your own experience.

iv) Give at least two concrete suggestions of how you can promote and ensure a

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safe and supportive environment is built within a learning environment youhave direct experience of.


GLH

B1 Understanding inclusivelearning and teaching in lifelonglearning

4 3 12

Learning outcomes: The learner will Assessment Criteria: The learner can1. Understand learning andteaching strategies in lifelonglearning

1.1 Analyse learning and teachingstrategies used in own specialism1.2 Evaluate the effectiveness ofapproaches to learning and teaching inown specialist area in meeting needs oflearners1.3 Evaluate aspects of inclusivelearning

2. Understand how to create inclusivelearning and teaching in lifelonglearning

2.1 Analyse inclusive approaches tolearning and teaching2.2 Analyse how to select resources tomeet the needs of learners2.3 Explain how to create assessmentopportunities that meet the needs oflearners2.4 Review how to provideopportunities for learners to practicetheir literacy, language, numeracy andICT skills

3. Understand how to create a

motivating learning environment

3.1 Explain how to engage and

motivate learners in an inclusivelearning environment3.2 Explain how to establish groundrules with learners to promote respectfor others3.3 Review ways to give constructivefeedback to motivate learners

Assessment:

i) Outline your specialist area of teaching. What approaches and types ofmaterial in general work well with your learners and why? What approacheswork less well and why?

ii) Define the term functional skills. Suggest ways in which these can beembedded in your teaching

iii) Evaluate different methods of inclusion and formative feedback (at least oneof each) as a way of engaging learners.


GLH

B2 Using inclusive learning andteachingapproaches in lifelong learning

4 3 12

Learning outcomes: The learner will Assessment Criteria: The learner can1. Be able to plan inclusive learningand teaching sessions

1.1 Plan a session for learning andteaching that meets the needs oflearners1.2 Justify the selection of approaches

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to meet the needs of learners2. Be able to deliver inclusive learningand teaching sessions

2.1 Demonstrate inclusive learning andteaching approaches to engage andmotivate learners.2.2 Demonstrate the use of appropriateresources to support inclusive learningand teaching

2.3 Use assessment methods tosupport learning and teaching2.4 Communicate with learners tomeet theirneeds and aid their understanding2.5 Provide constructive feedback tolearners

3. Be able to evaluate own practice indelivering inclusive learning andteaching

3.1 Review own approaches todelivering inclusive learning andteaching3.2 Analyse how own inclusive learning

andteaching practice can be improved tomeet the needs of learners

Assessment:

i) Provide a short session plan related to your specialist area of teaching. Includeas a minimum: group profile; anticipated learning outcomes; anticipatedlearning difficulties; staged procedure with timings; one copy of any materialsused.

ii) Teach the session to your group.iii) Comment on the following areas. Refer to your micro-teaching session and

what you have learnt about teaching and learning in general, as appropriate.

a) How can you meet both group and individual needs when planning a session?b) What resources did you use? How effective were they and how do you know this?c) What teaching approach did you take in your session? How well did it work? What

evidence do you have for this? What other options were available to you?d) How did you take account of issues of inclusion, equality and diversity when

planning your session?e) How effective was the communication with your learners, including any feedback

you gave them? Suggest alternative methods of giving feedback.


GLH

D Principles of assessment inlifelong learning

4 3 12

Learning outcomes: The learner will Assessment Criteria: The learner can1. Understand how types and methodsof assessment are used in lifelonglearning

1.1 Analyse how types of assessmentare used in lifelong learning1.2 Analyse how assessment methodsareused in lifelong learning1.3 Evaluate strengths and limitationsofassessment methods to meet

individuallearner needs

2. Understand how to involve learnersin the assessment process

2.1 Evaluate how to involve the learnerin the assessment process

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2.2 Analyse the role of peer and self-assessment in the assessment process

3. Understand requirements forkeeping records of assessment inlifelong learning

3.1 Explain the need to keep records ofassessment of learning3.2 Summarise the requirements forkeeping

records of assessment in anorganisation

Assessment:

i) Define the terms initial, diagnostic, formative and summativeassessment. When would you use these different assessments?Comment on how you could adapt one of these assessments for peerassessment and one for self-assessment, justifying for each choice.

ii) Provide an example of ONE type of assessment. Comment on what itassesses and its effectiveness.

iii) What records should you keep of your learners progress? What will you

do with this information?

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ptlls overview

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