PTTLS - Preparing to Teach in the Lifelong Learning Sector
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PTTLS - Preparing to Teach in the Lifelong Learning Sector
Starting dates and places
Description
Starts: 11 Apr 13 From January 2011 anyone in receipt of government funding for teaching will require a PTLLS certificate. PTLLS stands for "Preparing to Teach in the Lifelong Learning Sector". Essentially anyone who delivers learning to one or more individuals will be covered by this regulation, whether the teaching is delivered in a classroom or at business premises. It will cover full time teachers delivering lessons in a college and at the same time will cover trainers and assessors providing courses and underpinning knowledge for work and vocational qualifications. The intention with PTLLS is to have a "one size fits all" qualification which will give all qualified teachers a substantiv…
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Starts: 11 Apr 13 From January 2011 anyone in receipt of government funding for teaching will require a PTLLS certificate. PTLLS stands for "Preparing to Teach in the Lifelong Learning Sector". Essentially anyone who delivers learning to one or more individuals will be covered by this regulation, whether the teaching is delivered in a classroom or at business premises. It will cover full time teachers delivering lessons in a college and at the same time will cover trainers and assessors providing courses and underpinning knowledge for work and vocational qualifications. The intention with PTLLS is to have a "one size fits all" qualification which will give all qualified teachers a substantive qualification that allows them to pass the necessary threshold to teach.
Indicative content
- own role, responsibilities and boundaries of role in relations to teaching.
- the teacher’s contractual obligations
- the Appropriate national codes of professional practice and their relevance to current adult learning.
- how to plan for inclusiveness (ensuring that the planned learning activities meet the needs of all learners)
- how to make learning programmes more accessible, and why this is important (link to recent White Papers, lifelong learning, etc)
- widening participation and how the individual can contribute to widening participation.
- the organisation’s recording procedures
- Identify appropriate assessment procedures for evaluating learners’ potential to achieve required learning outcome.
- teaching and learning approaches
- how to encourage learner motivation
- Explore other sources of learning support for the learner
- Recognise Learning styles and identifies learners learning styles
- How to define and record aims clearly on schemes of work and lesson plans
- Recognise that each lesson plan should clearly identify its aims and
- outcomes/objectives.
- the rights of learners, equality and diversity in learning
- how to communicate effectively with colleagues.
- the limits of one’s own competence and when to seek advice.
- how to create an environment conducive to learning
- Recognise the advantages and disadvantages of a range of methods (eg lecture, discussion, role play)
- how to give feedback in such ways as to encourage learners and reinforce learning
- how to select and organise information effectively and ways of
- presenting information and ideas
- concepts and benefits of keeping a reflective journal
- how to plan own personal development and identify areas for
- improvement.
- Distinguishes between formative and summative assessment procedures
- the role of assessment in the overall evaluation of learning
- programmes(summative)
- the purpose of self-, peer- and tutor assessments, and how these
- relate to one another
- the advantages and disadvantages of different forms of assessment (eg practical, question and answer, short answer test)
- the range of assessment methods
- how to establish what constitutes acceptable levels of work to enable
- learners to meet learning outcomes.
- practical procedures for conducting and recording assessment
Dates: 1 day a week for 6 weeks starting18th April (induction 11th April)
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