Assignment 426: Teaching, learning and assessment in education and coaching
Task A
Analyse your own role and responsibilities in education and coaching.
As a lecturer at KeyzNow coaching Centre (KTC), my main role is to “contribute to outstanding teaching
and learning experiences for learners through the delivery of high-quality lessons .
In order for pupils to possess a positive expertise and to confirm they meet their goals, it's necessary as
a lecturer to travel through the teaching, learning and assessment cycle, (shown in Figure one.1 below)
that may be a systematic method. This method will begin at any stage, and it keeps on going, however
so as for learning to be effective all stages should crop up .
Analyse the relationships and bounds between the teaching role and alternative skilled roles.
The Education and coaching Foundation, 2014 (ETF) standards square measure what informs all aspects
of my skilled observe. after I am forming relationships with learners, teachers, alternative professionals
and stakeholders my behaviour, values and attributes take under consideration the standards that
square measure laid out in the ETF standards, like honesty, integrity and respect .
Relationships with learners starts by building a rapport and this conjointly has the potential to impact on
numerous completely different areas of teaching like schoolroom management, tough learners,
motivation, independence and educational progress .
It is not simply the pupils I are available in to contact with at KTC, there square measure several
professionals with whom I work with and intermediate with, like administration workers, caretakers,
cleaners, teaching assistants, police, social staff, coaching suppliers and workers from alternative
faculties. it's necessary that I don't over support them, as this is able to then mean i'm blurring the
boundary between my very own skilled role and theirs .
There square measure many alternative responsibilities in teaching and eventually they become habit.
However, it's very necessary that as lecturers we all know the bounds and bounds of observe. applicable
referral is created in keeping with the various desires of the learners .
There square measure legislations that square measure in situ that conjointly impact upon my role and
responsibilities of a lecturer. Legislation is outlined by AN act of parliament, below square measure a
outline of some of the key legislations and restrictive bodies that directly relate to my role as a lecturer
and that I actually have to require under consideration and bear in mind of however they have an effect
on my skilled practice:
Equality Act 2010: The EHRC may be a statutory body which includes several essential acts and
legislative necessities that, as a lecturer i would like to stick to and bear in mind of. These acts embody
the Equality Act 2010 whose aim is to guard human rights and also the SEND code of practice: 0-25 years
that offer essential education-specific steering for faculties and faculties.
The Health and Safety Executive: Health and Safety at work Act 1974: this can be the national freelance
regulator for work-related health, safety and ill health (HSE, 2015). a part of my skilled observe is taking
health and safety considerations seriously, not only for myself however conjointly for any learners for
whom i'm to blame for. KTC have a Health and Safety Policy, that springs from the Health and Safety at
Work Act 1974. This policy outlines my obligations as AN worker of KTC and as a category teacher.
Data Protection Act 2018: The means within which KTC use and store information is controlled by the
information Protection Act (DPA). this implies that I actually have a liability to confirm i take advantage
of and share data befittingly. because of the character of the pupils with whom I work with I do have
access to and use data information that's terribly sensitive that informs a part of my designing, teaching
and assessment ways. it's my responsibility to confirm that I adjust to the principles of the information
Protection Act by obliging with KTC’S information Protection policy (KTC, 2018).
The Safeguarding Vulnerable teams Act 2006: This Act makes provision in reference to the protection of
youngsters and vulnerable adults . it's this Act that has ensured that any member of workers that enters
into employment inside education can got to endure a DBS check to confirm employers square measure
creating safe enlisting choices by preventing unsuitable individuals from operating with vulnerable
teams. KTC carries out a DBS check on all of its workers and should request more requests throughout
their employee’s employment (L. Machin et al, 2016 pg. 55-56).
Keeping youngsters Safe in Education 2019: this can be statutory steering from the Department for
Education (DfE) that all faculties and faculties should have relation to once winding up duties to
safeguard and promote the welfare of youngsters (DfE, 2019). KTC have a safeguarding policy that aims
to contribute to safeguarding, promoting welfare, supporting and protective the pupils with whom we
tend to work with.
Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goals.
Initial assessment plays a major half in any learner’s journey. It provides data on the learner’s start line
and it's the benchmark from that learner’s progress and accomplishment will be measured. in keeping
with inexperienced M (2003) once winding up AN initial assessment “it is vital that it's ‘carried out with’
the learner’s instead of ‘being done to them’ and it ought to profit the learner, serving to them to feel
positive concerning themselves and their potential to learn” (Initial assessment resources for Tutors,
2017).
The aims of AN initial assessment square measure to: establish learner motivations, aspirations and
skills, establish cheap changes for supporting known Special instructional desires and incapacity (SEND),
to tell learners of their current ability, development desires and pathway to achieving their aspirations
and to tell designing in terms of the cluster and individual ability (L. Machin et al, 2016 pg. 6