1. Roles and
Responsibilities ……

2. Teaching/Training
Cycle Identify
needs
Plan and
Evaluate
design
Assess Deliver

3. ◦ Special needs/requirements
◦ Preferred learning styles
◦ Learners’ motivations
◦ Learners’ previous experiences
◦ Organisation’s needs
Identify
needs

4. ◦ Course length
◦ Session length
◦ Syllabus
◦ Teaching methods
◦ Resources
◦ Assessment Plan and
design

5. ◦ Do it!
◦ Adapt sessions, teaching methods, resources etc
while class progresses
◦ Formative assessment
Deliver

6. ◦ Have the students learned what you intended them
to learn?
◦ Formal and/or informal assessment
◦ Assessment for learning
◦ Assessment of learning
Assess

7. ◦ Reflect upon outcomes
◦ What are your learners’ opinions of the course
◦ How could it be made better next time?
Evaluate

8.  See Kim’s Helpful Hints
for writing the essay

10.  ‘Putting learners at the heart of what we
do’ . (Success for All, 2002).
 The health and safety of learners has always
been an important consideration
 The Green Paper: Every Child Matters, and
the Children Act 2004

11. ‘means those aged between 0-19, those who
are over 19 and receiving services as care
leavers under section 23C –24D of the Children
Act 1989 and those over 19 but under 25 years
with learning difficulties within the meaning of
section 13 Learning and Skills Act 000 and who
are receiving services under that Act’.
(Children Act 2004)

12.  Every Child Matters (ECM) is a UK government initiative that
was launched in 2003. It is one of the most important policy
initiative and development programmes in relation to children
and children's services of the last decade
 It has been the title of three government papers, leading to the
Children Act 2004. Every Child Matters covers children and
young adults up to the age of 19, or 24 for those with
disabilites.
 Its main aims are for every child and young adult, whatever
their background or circumstances, to have the support they
need to meet the 5 identified outcomes

13.  The very use of the term ’child’ in the title
makes it seem as if ECM is not relevant to
the post 16 sector.
 The centre for excellence in teacher training
has produced material called ‘Every Learner
Matters’. This is to help and ensure all post
16 providers analyse how their provision
meets the requirements of the ECM outcomes

14.  Be healthy
 Stay safe
 Enjoying and achieving
 Making a positive contribution
 Achieving economic well being
 These are now incorporated into the Common
Inspection Framework

15.  In
your groups draw a sheep (all will be
revealed later) in the middle write down the
ECM outcome you have been given
 In
your groups go clockwise around each of
the 5 outcomes and note down how you
would meet these needs. You will have 5
mins at each to discuss and make bullet
points
I shall time you and move you on!

16.  This outcome deals with all aspects of health
and health promotion, such as encouraging
learners to adopt healthy lifestyles and make
healthy choices e.g. choosing not to take illegal
drugs or smoke, actions that aim to promote
good physical, mental, emotional and sexual
health.

17.  This outcome is primarily about keeping
learners safe from harm, both physically and
emotionally. Child protection issues play a large
part in this outcome and providers should
consider risks at the training centre and at any
work place that a learner may access. For
younger learners (14-16) issues around the
length of working day and travel arrangements
might also need to be considered.

18.  This outcome relates to learner enjoyment and
success. Much of the evidence will come from
learner views about their training programme.
It can also be assessed through attendance
patterns and the rate of progress that learners
make. How learners are supported, both with
learning and personal development will impact
on this outcome.

19.  This outcome is linked to improving self-
confidence in learners to enable them to
participate in their local communities. It is
about learners developing positive behaviour
and choosing not to bully or discriminate. It is
also linked to learners knowing and
understanding their rights and responsibilities.

20.  This outcome relates to how well learners are
prepared for the working environment and
independent living. The development of skills
for work and life is key, including learners’
ability to manage their own finances. The
availability of careers advice and guidance and
opportunities for work experience and
progression routes into employment also play a
significant part in ensuring that this outcome is
met.

21.  Identified on lesson plans
 Review recordings
 Policy and procedures
 Units
 Tutorials

22. •Health promotion campaigns
•Information regarding advice and guidance
services
•Anti drug, alcohol and smoking policies
•Regular breaks and access to drinking water
•Staff training on issues such as mental health
awareness
•Links with other agencies
•health related topics covered during induction or
as part of the programme

23.  Evidence of health and safety checks
 Health and safety checks on work placements
 Inclusion of health and safety training for learners
during induction
 Staff training – formal leading to qualifications,
informal such as awareness raising
 Range of policies and procedures CRB checks anti
bullying, codes of conduct and behaviour policies and
disciplinary procedures
 Information available regarding support agencies e.g.
Victim Support
 Clear security procedures
 Links with relevant agencies such as social services,
advocacy services, police

24.  Learner satisfaction surveys focus groups
 Evidence of enrichment
 Support for learners who have poor attendance and
punctuality.
 Evidence of learner support
 Referrals to other appropriate agencies, such as
dyslexia support
 Good achievement
 Progression
 Outcomes from lesson observations that
demonstrate that learners are engaged and actively
participate
 Celebrations of success

25.  Team building and group exercises
 Community and voluntary activities
 Learner understanding of equality and diversity
issues
 Complaints and appeals procedures – with
evidence of how they have been used
 Anti bullying and anti discriminatory policies
with evidence of staff and learner
understanding.
 Student mentoring schemes

26. Careers advice and guidance
No. of learners who progress
Work placement opportunities for
unemployed trainees
Integration of Skills for Life within
training
Development of wider key skills
Progression into employment

27.  Safe
 Healthy
 Enjoy and achieve
 Economic well being
 Positive contribution

28.  www.s4s.org.uk follow the links: Publications and
Resources/ Quality Improvement Packs/ Every
Child Matters: What it means for Colleges
 Other useful sources:
 www.Dfes.gov.uk 14-19 Gateway
 www.ofsted.gov.uk Framework for the inspection
of children’s services
 www.everychildmatters.gov.uk

29. Legal aspects and codes of
conduct

30.  Summarise key aspects of
legislation, regulatory
requirements and codes of
conduct relating to your own
professional role

31.  code of practice is a set of written rules which
explains how people working in a particular
profession should behave.
 Written guidelines issued by an official body
or a professional association to its members
to help them comply with its ethical
standards.
www.businessdictionary.com

32.  Do you have a code of practice?
 E.g
 European code of conduct agreed in
hairdressing
 Nursing Code of Conduct
 If you are not sure, check on Google as you
will need to know for the assigment

33.  The Institute for Learning’s code of
Professional Practice came into force on 1
April 2008.
 It outlines the behaviours expected of
members –
 Integrity
 Respect IFL code of practice
 Care
 Practice
 Disclosure
 Responsibility

34.  Evaluate own role and responsibilities in
lifelong learning
 Review own role and responsibilities in
identifying and meeting the needs of learners
 Analyse the boundaries between the teaching
role and other professional roles
 Explain how to establish and maintain a safe
and supportive learning environment