Learner name:

Learner number:

M/503/1229

VRQ

UV30758

Roles, responsibilities and relationships in lifelong learning

VTCT is the specialist awarding body for the Hairdressing, Beauty Therapy, Complementary Therapy and Sport and Active Leisure sectors, with over 45 years of experience.

VTCT is an awarding body regulated by national organisations including Ofqual, SQA, DCELLS and CCEA.

VTCT is a registered charity investing in education and skills but also giving to good causes in the area of facial disfigurement.

By signing this statement of unit achievement you are confirming that all learning outcomes, assessment criteria and range statements have been achieved under specified conditions and that the evidence gathered is authentic.

This statement of unit achievement table must be completed prior to claiming certification.

Unit code Date achieved Learner signature Assessor initials

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Assessor name Assessor signature Assessors initials

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Assessor tracking table

Statement of unit achievement

All assessors using this Record of Assessment book must complete this table. This is required for verification purposes.

UV30758Roles, responsibilities and relationships in lifelong learning

The aim of this unit is to develop your understanding of the roles and responsibilities of a teacher in lifelong learning and the relationship between different professionals in lifelong learning. You will also learn about taking responsibility for maintaining a safe and supportive environment for learners.

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GLH

Credit value

Level

Observation(s)

External paper(s)

12

3

3

0

0

On completion of this unit you will:

Learning outcomes Evidence requirements

Roles, responsibilities and relationships in lifelong learning

1. Understand own role and responsibilities in lifelong learning

2. Understand the relationships between teachers and other professionals in lifelong learning

3. Understand own responsibility for maintaining a safe and supportive learning environment

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1. Working environment There is no requirement for you to be observed/assessed in a work environment.

2. Teaching practice There is no requirement for you to undertake teaching practice.

3. Achieving assessment criteria There must be valid, authentic and sufficient evidence for all assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one assessment criterion.

4. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the ‘Knowledge’ section of this unit. This evidence may include projects, assignments, case studies, reflective accounts, oral/written questioning and/or other forms of evidence.

5. Tutor/Assessor guidance You will be guided by your tutor/assessor on how to achieve learning outcomes in this unit. All outcomes must be achieved.

6. External paper There is no external paper requirement for this unit.

Achieving knowledge outcomes

Developing knowledge

You will be guided by your tutor and assessor on the evidence that needs to be produced. Your knowledge and understanding will be assessed using the assessment methods listed below:

• Observed work• Witness statements• Audio-visual media • Evidence of prior learning or attainment• Written questions• Oral questions• Assignments• Case studies

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Knowledge

Outcome 1

Understand own role and responsibilities in lifelong learning

You can: Portfolio reference / Assessor initials*

a. Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities

b. Explain own responsibilities for promoting equality and valuing diversity

c. Explain own role and responsibilities in lifelong learning

d. Explain own role and responsibilities in identifying and meeting the needs of learners

Understand own role and responsibilities in lifelong learning

You can: Portfolio reference / Assessor initials*

a. Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities

b. Explain own responsibilities for promoting equality and valuing diversity

c. Explain own role and responsibilities in lifelong learning

d. Explain own role and responsibilities in identifying and meeting the needs of learners

*Assessor initials to be inserted if orally questioned.

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Outcome 2

Understand the relationships between teachers and other professionals in lifelong learning

You can: Portfolio reference / Assessor initials*

a. Explain the boundaries between the teaching role and other professional roles

b. Describe points of referral to meet the needs of learners

c. Summarise own responsibilities in relation to other professionals

*Assessor initials to be inserted if orally questioned.

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Outcome 3

Understand own responsibility for maintaining a safe and supportive learning environment

You can: Portfolio reference / Assessor initials*

a. Explain own responsibilities in maintaining a safe and supportive learning environment

b. Explain ways to promote appropriate behaviour and respect for others

*Assessor initials to be inserted if orally questioned.

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Outcome 1: Understand own role and responsibilities in lifelong learning

Unit content

This section provides guidance on the recommended knowledge and skills required to enable you to achieve each of the learning outcomes in this unit. Your tutor/assessor will ensure you have the opportunity to cover all of the unit content.

Legislation, regulatory requirements and codes of practice relating to own role and responsibilities: Health and safety, equality and diversity, child protection, record keeping, professional associations and bodies, professionalism, boundaries of teaching role.

Own responsibilities for promoting equality and valuing diversity: Own strengths/development needs, reflective practice, strategies for reviewing own skills, SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) in relation to equality and diversity issues, target setting and action planning, good practice groups, work shadowing, working alongside a professional body/specialist, incorporating specific aspects of equality and diversity to planning of teaching and learning, differentiation in resource design and use, agencies, accessing and negotiating support for learners, use of speakers, utilising particular groups (e.g. deaf community for awareness raising), sharing good practice, peer observations, staff development, advanced practitioners, learner support, specialist knowledge and expertise (e.g. specific learning difficulties such as autism, dyslexia), entitlement, impact of legislation and policies on own learning and teaching including how to deal with prejudice/discrimination.

Own role and responsibilities in lifelong learning: Teaching/training cycle (identify needs, plan and design, deliver, facilitate, assess, evaluate), CPD, professionalism.

Own role and responsibilities in identifying and meeting the needs of learners:

Initial assessment – provide information for course tutor, personal tutor, learner and organisation, cultural, social and linguistic background; learner achievements, requirements of potential learning programme including practical, technical, delivery and assessment styles; identification of support needs, including basic skills, analysis of strengths and weaknesses in relation to course requirements, learner’s needs analysis, individual preferred learning style.

Initial assessment methods – individual interview, self-identification, tutor referral, specific or holistic assessment, practical exercises or tasks, diagnostic assessments including language, literacy and numeracy; differentiating between knowledge, aptitude and potential.

Planning to meet learners’ needs – individual learning plan, recognising and addressing needs of intellectual and related demands of the learning programme, individual action planning, specific disability and learning difficulties, addressing style of delivery and assessment needs, learning or skills gaps, need for support for basic and key skills, motivation.

Use of a variety of delivery methods: Aims and objectives, stages of lesson, sequencing, pacing, timing, variety, assessment opportunities, opportunities for group and individual activities,

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Outcome 1: Understand own role and responsibilities in lifelong learning (continued)

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opportunities to demonstrate and practise skills/technical knowledge and skills, patterns of teacher/learner interaction; integration of key/basic skills, ICT, delivery methods, experiential or experimental learning, resource-based learning, collaborative learning, didactic, team working, collaborative learning, lectures,

seminars, workshops, one to one, practical activity, research, project work, fieldwork, individual and group assessments, case studies, discussion/debate, directed study feedback, learner reviews, Literacy, Language and Numeracy (LLN) and ICT skill, and liaison with other professionals.

Outcome 2: Understand the relationships between teachers and other professionals in lifelong learning

Boundaries between the teaching role and other professional roles: Role of collegiality and collaboration in local and regional areas, role of support agencies, learner referral/signposting, learner support, how you relate to other agencies/organisations in your day to day work, limits of responsibility.

Points of referral to meet the needs of learners: Identify support needs of learners, screening, initial assessment, diagnostic assessment, identify sources of learner support and learning support.

Own responsibilities in relation to other professionals: Maintaining accurate records of all learner information, organisational processes and procedures, quality assurance, professional conduct, ethics, confidentiality, respect, teamwork.

Outcome 3: Understand own responsibility for maintaining a safe and supportive learning environment

Own responsibilities in maintaining a safe and supportive learning environment: Health and safety legislation, risk assessment, safe environment and resources, promoting organisational policies, safeguarding and the protection of vulnerable adults (POVA).

Ways to promote appropriate behaviour and respect for others: Ground rules, classroom management, barriers to learning, recognising and promoting diversity.

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Notes Use this area for making notes and drawing diagrams