Describe your role, responsibilities and boundaries as a teacher/trainer/tutor i n terms of the teaching/training cycle. Word count 300-500 words.

Role, responsibilities and boundaries are important for teacher/training as a cy cle of five elements. This is a repeating cycle to build experience, understan ding and fulfil need not just to impart knowledge, but to inspire and motivate. Identify Needs This involves knowing the needs of learners. How learners have different ways o f learning, and identifying special needs. Core is to ensure learners are facil itated to absorb material enabling understanding and applying information. Different needs are addressed with lessons adapted to various learning capabilit ies. If learners need additional help then this can be observed in early teachi ng sessions. Where outside the boundaries of the tutor the learner can be direc ted correctly ensuring appropriate assistance. Typical aspects involve persona l, financial, understanding difficulties or abilities required for the course. Planning Planning is required to organise and structure lessons. As tutor responsibility is for creating the course plan and preparing the resources needed. You need t o prepare the environment, delivery resources, presentations, and handouts. The classroom plan needs to be considered so it is suitable for learning, with h ealth and safety and administration issues addressed. Seating is arranged so as the learners are best placed to understand the lesson. Boundaries require preassesment of any concerns with abilities to learn the mate rial and restrictions that will reduce the experience. Deliver/Facilitate. Delivering learning requires effective communication in the right style and voic e. Teaching and learning is supported with response and feedback from all stude nts equally, so that learning is understood. This is best accomplished by exper ience together with background knowledge. Supporting this will be reviews and u nderstanding of codes and practises. To establish proper relationship and boundaries there is a need to establish gro und rules to avoid conflicts. Typically these would be to ask students to turn off mobile phones and avoid coffee or food in the class. Inappropriate or damaged materials and locations will restrict the learning envi ronment. Any lack of ability or personal problems and ability to control the si tuations also affects outcomes. Assess It is necessary to assess progress to ensure conformation with standards. The t utor is responsible for time frames and quality in, program times, learner feedb ack, and records. Key boundaries relate to confidentiality, ensuring time frames are retained and ensuring each learner is treated equally and fairly in all respects. Evaluate Evaluating that learning skills and knowledge have succeeded completes the cycle . If lacking then the teaching cycle hasn't worked and reassessment and developm ent are required. Actions are driven by feedback from meetings, and evaluations . This is supported by professional development and programs ensuring a standar dised approach The tutor needs to keep up to date in teaching abilities and i n the field of experience, maintaining high standards and core knowledge. Aware ness of the rules of the organisation including legislation and codes of practic e guides evaluation. Boundaries are driven by the college rules and guidance encompassing arrangement s to react to feedback and ways to enhance experience. Identify the key aspects of current legislative requirements and codes of practi ce relevant to your subject and the type of organisation within which you work/o r would like to work. Word count 150-250 words. The area of expected work for my training is with older apprentices and technici an trainees and the requirements will need to cover both the expected training a nd site safety and operational requirements. Safety and understanding of work s

ite will be as essential as the training expectations may well include work site locations for demonstration, equipment familiarity, and workplace practise Key, but not limited to, amongst these will be for site operations and safety co vering direct safety issues on sites Health and Safety at Work Act 1974 Control of Substances Hazardous to Health (COSHH) 2002 for safety of materials u sed Reporting of Injuries, Diseases and Dangerous Occurrences (RIDDOR) 1995 covering any incidents at the workplace Manual Handling Regulations 2006 where and equipment is being manhandled Electrical, Pressure system and other Regulations For training Codes of Practice by Institute of Learning to cover ways of acting responsibly Education and Skills Act 2008 Disability Discrimination Act (DDA) 2005 Equality Act 2010 Data Protection Act 1998 Race Relations Act 2000 Codes of practise and Rules by organising college and companies All of the training examples are relevant to ensure that each person is treated fairly and in equal fashion

3. Explain how you promote/would promote inclusion, equality and diversity with your learners. Identify points of referral available to meet potential needs of learners Recommended word count 200-300 words Everyone within the educational system is entitled to inclusivity, equality, and diversity. Inclusivity is important in that all learners are made to feel acti vely included in the material that I teach and fully able to participate in all activities. To ensure all learners are included I would try make learning as en joyable as possible using a variety of learning styles and be aware of the limit ations of the learners and the environment. This would be accomplished by ensuring I identified the learners needs (includin g extra support and eliminating barriers), planning and enabling learning to acc ount for any difficulties and making sure that I was aware of any known restrict ions (disabilities, learning difficulties, including all students in the class a nd avoid offensive phrases or language). Equality is the need to provide all learners with equal opportunity regardless o f age, gender, and ethnicity. As a tutor I would ensure all students feel value d, given the same access to resources and are given equal help and support to d evelop their full potential without favouritism. It is important that when using any materials I do not stereotype people and avo id inappropriate language that may cause offence. This not only applies to the t utor but also that I ensure that learners treat each other with courtesy and res pect. All students must be treated fairly without discrimination regardless of gender, marital status, sexual orientation, disability, race, nationality, ethnic origi n, age or religious belief. Example of this inclure, holding classes on ground level for easy access for wheelchair users, watching language to avoid stereotyp es and a plan to challenge inappropriate remarks from learners Diversity is about valuing difference between individuals and groups of people. As tutor I would adapt teaching methods to accommodate the needs of individual

learners. I would make sure I have provided for different types of learners in the lesson plan, adapting learning styles, and that everything is available in different formats remembering that all learners are individuals and will require different means of support. In summary the key principle is to know and value the differences between indivi duals, treating students with respect at all times, and ensuring they are not be ing excluded nor participating within the classroom for reasons of difference of equality or background. This will ensure I include everyone and show good prac tice of inclusion. To support this I need to retain a positive attitude and have good assistance from external experts. Continuous assessment will help to identify any needs. If I had a learner needi ng specific support that I am not able to deal with then I would refer them to o thers to support. This in particular might refer to a learner with educational needs and to help the inclusion of that learner the use of educational support m ay be appropriate. 4. Explain the ways in which you would establish ground rules with your learners , which underpin appropriate behaviour and respect for others Recommended word count 150-250 words Ground rules can be set up in different various ways which should reflect the gr oup being taught, depending on the nature, size and maturity of the class making one approach more appropriate than others. Ground rules need to be agreed at the first learning session when introducing yo urself to the new class of students to prevent issues arising, and that they are understood and agreed and set the boundaries within which the students work. There are two ways of setting ground rules. The first is where the rules will b e imposed and the tutor issues them. Some of these rules will be legal requirem ents, such as Health and Safety ones, e.g. locations of fire exits or the wearin g of safety equipment. Some will be laid down by the college or awarding body e. g. setting the standard of work or teaching requirements. There is no negotiat ion on these and clear delivery by the tutor is required. It is still important that learners understand why these rules are being imposed, so they understand the reasoning and are more likely to abide by them. The second is where the rules are negotiated where they are discussed and negoti ated to create a good environment for a common goal. With ownership of the rule s the learners will be more prone to adhere to them and this also helps to creat e an atmosphere where all the learners feel respected and able to contribute. Typically these would be avoiding a mobile phone ringing, prompt attendance, one contributor at a time, confidentiality, and expectations of behaviour. Most ne gotiated ground rules are common sense but making them into a set of rules under lines their importance, and more likely to be adhered to. If then broken, peer pressure will prevail and the learner in question will respond which is more con structive than having the tutor use authority, leading to a negative response. There will be many different ways of negotiating ground rules with learners, inc luding open discussion, working in small groups (including ice breaker sessions) or a suggestion box, so ideas are anonymous.

5. Explain ways to embed elements of functional skills in your specialist area. Recommended word count 200- 300 words

Functional skills, are needed to ensure basic skills in literacy, numeracy and I .C.T. are up to standard for the course and where weak are supported and provide d for during the course itself. If extremely weak in any of the functional skil ls then these would be attended to by separate support e.g. further sessions arr anged in conjunction with the college. This would be arranged to be the most be neficial to the learner. These functional skills are the building blocks of the skills that enable the le arner to underpin all learning, without these skills learners would struggle wit h all the basic learning, life and work skills. During the teaching cycle within my specialist area of engineering and FM which requires a reasonable amount of all the functional skills I would introduce as m any functional skills as possible into the course material, as many are needed t o be incorporated into courses to aid understanding of the subject. Typically wh ere a practical element such as pipe size was required the learners would be ask ed to calculate sizes and dimensions and use computer skills to search for items and create spreadsheets to assess correct solution. Additionally literacy and ICT would also be assessed in requirements to produce reports and assessments d uring the course. Initially to assess skills over a wide remit but related to this area of teachin g I would, for example, issue learners with a catalogue from an equipment suppli er, (e.g. Screwfix say ) and set a task to order and purchase requirements that would enable them to carry out say a plumbing project from start to finish. This exercise encourages numerous functional skills to be developed in , Communicati on (to determine catalogue items) , literacy (to read catalogues and prepare ord er and job notes), problem solving (to combine and prepare materials), maths (t o calculate sizes and costs), using a calculator and computer (to prepare docume nts and use these tools to access information). This wide based exercise also a llows an early assesment of a wide range of difficulties to be apparent. 6. Explain the need for keeping records and describe the types of records you ma intain / would maintain. Recommended word count 200 400 words Keeping records is important for a number of reasons including auditing purposes , information gathering, quality assurance systems, health and safety management and financial accountability. Accurate records taken throughout a course will enable the tutor and learner to continually assess the effectiveness of the teaching and learner relationship. Records will assist in indicating whether students are learning what they are be ing taught and their progression within the course. Continual progressive recor ds can be used to support learners to reflect back on work they have completed. They can tell you which learners need more help (and the referrals required and provided), and whether a teacher needs to refine any aspects of their teaching style for individuals or groups of learners. Records assist peers and professionals or the college to evaluate the teaching p rogramme, and advise if the tutor needs to improve any aspects of their teaching or the programme. These responsible stakeholders can review, access or questio n any aspect of the course, teaching or assessments, with good records, to help in achieved the desired aims. Records for each learner can drive new ideas and activities for the course and contribute to the quality and reputation of the co urse and the college. Moreover, the tutor has evidence that they have fulfilled the aims of the training programme. Finally and most importantly record keeping helps with organisational requiremen

ts especially awarding body requirements to support qualifications. The types of records required to keep include: course handbooks; learner applica tion forms; enrolment forms; attendance registers; individual learning plans; sc hemes of work; lessons plans; file records of hand-outs; presentations used. Examples of the subject matter of records that should be kept are: 1. Attendance An attendance record must be kept so the tutor has indication of whe re learners may fall behind through non attendance. It must also be kept to comp ly with health and safety legislation and college qualification requirements. 2. Records of learners needs must be taken to establish who needs more help or w ho is ready for more work, by assessing better or worse progress than expected. 3. Learning style s where it is useful to keep records of an individuals / groups le arning style, so sessions and activities can be planned to suit. 4. Assessment/Marking records: Assessments would be undertaken initially and rec orded to see what potential a learner has. This would show if a person needs ext ra assistance. The out come of any assessment would then be a foundation to deve lop Individual Learning Plans to record and aid their progress and base further ongoing assessments. This is also important as a way to ensure learning has tak en place and that the tutor is able to confirm the learner has acquired the skil ls and knowledge needed. 5. Health and Safety Records which are principally risk assessments verifying au dit and actions for potential risks in the classroom or activities and when work ing off site, which is case when working with apprentices. The provides evidence that risk assessments have been carried out which if not done could implicate t he college and the tutor. 6. Accident records are a legal requirement noting and informing if any person o r the site has any accidents or problems. Regular incidents will also show the c ollege possible trends to act on. These would be critical when training on opera tional areas on sites 7. State the different assessment methods available and explain the ones you wou ld use for your subject area, including reference to initial assessment. State t he kinds of assessment records you would complete and why. 500 words Recommended word count 300 Assessment methods are initial assessment, formative assessment, summative asses sment. Although these are key ones they are supported by others such as peer as sessment and diagnostic assessment. Initial assessment is to understand the learning needs, prior knowledge, potenti al issues and learning style. It helps in planning sessions according to the lea rner s requirements and plays a vital role in finding out about the learners. It hel ps identify a learner s skills against a set level or required national or college s tandards. Learners may have different levels of reading, writing, numeracy and l anguage skill and initial assessment will help to place learners in appropriate learning programmes. It may then be followed by a more appropriate and detailed diagnostic assessment. Formative assessment helps both the learner and the tutor to review progress and is a central part of learning process. It can take place during the session or between the sessions. It helps the learner and the tutor to identify progress in relation to the learning plan. Progress is recorded and learning goals identifi ed. This assessment allows a tutor to know the learners views and doubts and b uild up a picture to assist in achieve best results. This assessment can be as simple as a verbal discussion or written question and answer session to provide a quick method of assessing learners involvement in the process, or a more detailed examination, but this will require more preparation and may not provide attenti on to learners who might be struggling. Ongoing informal assessment is a useful method if some are students struggling with the pace or the understanding of th

e subject matter. Summative Assessment occurs at the end of the session and is a final assessment. This usually is a key component of any qualifying requirement and can be quite stressful to the learner, where steps may need to be taken to alleviate any iss ues in this aspect. Key to this is in only assessing what specifically needs to be assessed for the qualifying requirements. Assessment is most often carried out on an individual basis and should always be written down, recorded and agreed with the learner with an opportunity for feed back. Assessment may take place in the learning environment or the workplace. Within my specific area of apprentice training and expecting site working condit ions and practical assessments the key assessment focus is on the following type s of assessment. Initial Assessment - which can be both practical and/or theory based with potent ial input from employer. This directly assesses ability and forms basis for th e ongoing course. This assessment is critical to ensure the learners needs are correctly assessed and they have every opportunity to learn and be assisted where feasible. This w ould require completion of application forms (including any health or learning i ssues) and for practical subjects the tutors possible assessment of skills withi n the workplace either directly or through the employer Journals or day logs - to record work undertaken is a practical method of assess ing apprentices especially where working on site and outside the classroom regim e and to indicate how they are applying the course material. Examinations These will be compulsory elements to the type of training I expect as some form of formal accreditation of skills will be required in assessing worki ng theory skills with independent checks. These will be through multiple choice initially and advance to question papers Practical observation and assessment of skills - These will be essential to ens ure the practical nature of the engineering apprentice skills have been mastered and that the learner can progress unaided into complex practical jobs with accr editation of good quality skills and abilities. These could also include assign ments in conjunction with the college, learner and employer On going tests These would encompass regulatory and college elements to tests the gaining of knowledge in the sphere of work proposed