Award in Preparing to Teach in the Lifelong Learning Sector.
Assignment 1
Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle.
The VT Engineering Academy is located within HMS Sultan Naval Engineering
College in Gosport. It is a post 16 engineering college delivering
recognised apprenticeships to the commercial sector. The technical delivery is broken
down into two main parts: academic and craft each with their own external standards
to comply with: for academic it is the EDEXCEL Business Technician Education
Council (BTEC) and for craft the National Vocational Qualification (NVQ), both
craft and academic studies run concurrently as part of nationally recognised
engineering apprenticeship. It is the roles, responsibilities and boundaries of the
academic instructor across the whole teaching cycle that will be discussed within this
essay. The five stages can be expressed as: planning and preparation; initial assessment of
the student to be taught; delivery of the lesson, summative examination, evaluation, which
then assists the planning and preparation phase and so the cycle continues. At every stage of
this cycle the teacher will have very distinctive roles, responsibilities and boundaries,
The Essay on Analyse and Evaluate Your Roles, Responsibilities and Relationships in Lifelong Learning
Analyse and evaluate your roles, responsibilities and relationships in Lifelong Learning For the past 25 years I have primarily been a mother – active in all aspects of my children's lives and promoting a good and sound education – key aspects in their upbringing has been to ensure that they have all been treated equally, and that their opinions and preferences have been valued no matter how ...
obviously these will differ between establishments and the subjects taught. To
illustrate this, the essay will examine an academic instructor of the VT Engineering
Academy teaching an EDEXCEL module up to level 3.
“Designing an appropriate teaching plan is quite a complex area of teaching. There are two important factors to be considered in order to implement effective teaching: does the plan fit the purpose and are the student’s abilities taken into consideration. Furthermore, for these plans to be effective teachers have to utilize a variety of methods”.
Johnson, R. T., & Johnson, D. W. (1986).
Action research: Cooperative
learning in the science classroom. Science and Children, 24, 31-32.
A role in the first stage of the process would be to devise and construct the lesson plan
according to establishment code of practise and templates, there is no legislation
governing the use and construction of lesson plans but is an expectation under Office
for Standards in Education (OFSTED).
A responsibility would be then to understand
the lesson plans and to have a deeper and underpinning knowledge of the subject in
order to carry out effective and engaging delivery. A boundary would be
compliance with the criteria set down and to be aware of the level required.
The initial assessment phase of the cycle in the case of the Academy is very much an
external function. The apprentices must comply with the academic standards set
down by the government for its Modern Apprenticeship Scheme; this is adopted by
the individual employers who also set entry standards. The main role of the lecturer is
to be aware of any educational deficiencies or disabilities that might arise from the
initial assessment phase. The Academy policy is to have documented any disabilities
The Essay on Theories of Learning & Teacher Student Realtionship in the Classroom or Clinical Setting
Learning theorists: Koffka, Kohler, Lewin, Piaget, Ausubel,Bruner, Gagne View of the learning process: Internal mental process (including insight, information processing, memory, perception Locus of learning: Internal cognitive structuring Purpose in education: Develop capacity and skills to learn better Educator’s role: Structures content of learning activity Manifestations in adult learning: ...
with the lecturer being informed, providing that the employer agrees and no
contravention of the Data Protection Act (1998) occurs. A natural boundary now
occurs as lectures privileged to private and medical information should be treated
with respect and kept private. Not only is this a moral boundary but also governed by
Academy Policy and UK Legislation (already mentioned).
“To be a successful learning facilitator the teacher should be empathetic, warm and caring and a provider of specific, descriptive, and nonjudgmental feedback. Teachers also should be positive and respectful to others, open and genuine, a capable communicator, and interested in enlarging the students own knowledge and productively introspective. With these qualities the teacher can be an effective learning facilitator”.
B. Kevin & K. Len (2000) (Third edition).
Beginning Teaching and
Beyond.
The delivery phase is perhaps the most important with direct engagement of the
lecturer and apprentice. The main role during this phrase is deliver the subject and to
engage with the students in a passionate and instilling manner. A responsibility
would be to ensure that it is done in compliance with UK Legislation for both student
and teacher working in a safe environment as encompassed in the Health and Safety
at Work Act (1974), various European Union Directives and the Academy Charter.
The lecturer should also be aware of students with special needs and encourage
conditions for their success. A boundary in the delivery of lesson would either be
physical in that you have to use the resources and space available, correct IT, enough
space and adequate lightening (this would also come under legislation).
To decide if delivery is complete and as been successfully achieved can only be done
with some form of assessment; in class formative assessment should be a continual
The Term Paper on Roles, Responsibilities & Relationships In Lifelong Learning
1.1 Summarise key aspects of legislation, regulatory requirements & codes of practice relating to own role & responsibilities. Teachers always have to protect themselves and the best way to do it is to follow the rules of the code of practice. Being a teacher makes me automatically an example for my students therefore I must not discriminate, abuse (physically or verbally), dress ...
process but must be backed with more rigid and formal summative examination. The
role of the lecturer would be to ensure it is carried out according to Academy policy;
his responsibilities would be to ensure that is carried within the guidelines laid out,
no plagiarism or ‘cheating’ and that all the necessary resources are available. A
boundary in undertaking summative assessment is the subject matter to be examined
and the format of assessment needed. Some of the assessments come in the
form of ‘open book’ assignments carried out over a given period of time.
The final part of the cycle is evaluation not of the student but of the whole teaching
cycle, improvements can then be made, teaching practise improved and the evolution
of the syllabus.
“No plan ever survives the first contact with the enemy”
Helmuth Von Molke (1800-1891) German Strategist.
A famous quote used to epitomise that no matter how well planned and executed a
lesson it can always be improved and developed. The role of the academic instructor
within the Academy in this case is to mark and assess written assignments or
examinations, once done provide feedback to the apprentice. The Academy specifies
this must be carried by the deliverer (not necessarily the marker) and then gain
evidence that the apprentice is happy with the outcome. The responsibility is then to
action any points or discrepancies that have been raised, such action points can
include changing the assessing question or concentrating on a more efficient delivery
method. A boundary is set not by the lecturers but by the Academy Assessment Strategy
which in turn is extracted from the EDEXCEL Standards. Once the evaluation process as
been carried out the resulting outcomes can be fed back into the system ready for planning
and preparation of the next lesson, intake or term.
In conclusion it as been demonstrated that the teaching cycle is a neatly interlocking
self-fluctuating loop, each stage dependent on the previous and affecting the next, in
The Essay on Teaching Boundaries
Explain the boundaries between the teaching role and other professional roles The role of a teacher is multi faceted. It not only requires the teacher to be able in terms of teaching their given subject, but they also have to be competent in many of the softer skills often taken for granted by outsiders ‘looking in’. The ability to share knowledge, conduct research on a subject and understand ...
certain circles this “systems approach to training” is often referred to as the Mellor
Loop. The lecturer as very clearly defined roles within each of the five stages, from
the roles will develop the associated responsibilities. The boundaries within which to
work can be argued to be not as visible and tangible, often blurring into
responsibilities (in the authors own opinion).
It can be seen that many of the
boundaries are set externally and outside the deliverers’ control whether they are
physical for example resources or class room sizes or those controlled by legislation,
establishment practise (in this example terms of reference as an employee of the
Academy) or academic standards as set by external validating bodies.
Bibliography.
Johnson, R. T., & Johnson, D. W. (1986).
Action research: Cooperative
Learning in the Science Classroom. Science and Children, 24, 31-32.
B. Kevin & K. Len (2000) (Third edition).
Beginning Teaching and
Beyond.
MoD (1999) Doctrinal Notes on the Systems Approach to Training.
HSE (2003) Health and Safety Regulation…..a short guide.
Fareham College (2009) Award in Preparing to Teach in the Lifelong Learning Sector. Course Notes.
WORD COUNT: 1185
