Responsibilities And Relationships Of Lifelong Learning

Unit 22 - Roles, Responsibilities and Relationships in Lifelong Learning Criteria 1.2 - My Role in Promoting Equality and Diversity In line with The Equality Act, 2010, equality in the classroom can be seen as the rights of learners to be able to access and participate in learning experiences of their choice regardless of age, sex, sexual orientation, ethnicity, religion, or disability. Furthermore, it must be noted this does not mean that everyone is simply treated the same, but that everyone has equal rights, regardless of their background. As a teacher, it is my duty to act as a leader in promoting equality within the classroom and teaching environment. Similarly, I must ensure that any inequality is sternly challenged if I come across it in my professional life. The first responsibility for a teacher on the road to eliminating discrimination and inequality in the classroom is to accept both the differences and similarities between their students (Gay, 2004, pg. 195). A classroom will be promoting equality and diversity when all the students are treated in the same regard and respect as one another. Therefore, it is imperative that a teacher carries out an initial assessment to identify any particular needs that learners may have, as well as arranging for special resources to be put into place before teaching commences. Ann Gravells (2011, pg. 50-51) highlights many ways that a teacher can help to promote inclusion for all learners. Some of these include: †¢ AllowingShow MoreRelatedRoles, Responsibilities and Relationships in Lifelong Learning1535 Words   |  7 PagesRoles, Responsibilities and Relationships in Lifelong Learning. Task A: Research Report. (a) A summary of key aspects of legislation, regulatory requirements and codes of practice relevant to the role and responsibilities of the teacher. Teachers must maintain their knowledge of legislation, regulatory requirements and codes of practice and ensure that they are up to date with all current requirements, which are often subject to change. Some are generic and affect all who teach, whereasRead MoreRoles, Responsibilities and Relationships in Lifelong Learning3178 Words   |  13 PagesRoles, Responsibilities and Relationships in Lifelong Learning. 1.1: Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities Government legislation and statutory laws are put in place regulate, restrict, authorise, proscribe, provide, grant, sanction or declare. This takes the form of a law or bill which outlines the legal requirements of an organisation. All organisational policies must be in line with government legislationRead MoreRoles, Responsibilities and Relationship in Lifelong Learning1065 Words   |  5 PagesUnderstanding own role and responsibilities in lifelong learning. In my experience, the teacher is the key figure in making the learning process a success for the learner. We are a guide to the subject, responsible for creating a structured experience for the learner to navigate allowing for individual learning styles and methods to flourish. 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities. Examples of legislationRead MoreRoles, Responsibilities and Relationships in Lifelong Learning2672 Words   |  11 PagesUnit 1: Roles, responsibilities and relationships in lifelong learning 1. Understanding own role and responsibilities in lifelong learning 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities I work with vulnerable people, and so am subject to various legislation, rules and regulations which protect the welfare of all individuals. These are legally binding and must be adhered to at all times. These include: -Read MoreRoles, Responsibilities and Relationships in Lifelong Learning2171 Words   |  9 PagesRoles, responsibilities and relationships in lifelong learning 1. Understand own role and responsibilities in lifelong learning 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities. The key aspects of legislation which relates to my own role and responsibilities as a driving instructor teaching learners would be that I hold a valid ADI badge and adhere to the criteria as set out by the DSA to maintain that badge includingRead MoreRoles, Responsibilities and Relationships in Lifelong Learning604 Words   |  2 Pagesprofession teaching should behave. Nowadays Britain became more multicultural society; professional teaching will change too, therefore I have to keep up to date with the change. I must ensure that I will fulfil all criteria toward the professional learning, build more skills and deepen my knowledge as a professional teacher. The most important legislation that comply with for a professional teaching are: Data protection Act 1998 and confidentiality: Learners expect from us to respect and protect allRead More22 Roles, Responsibilities and Relationships in Lifelong Learning607 Words   |  3 Pagesown role and responsibilities Q1. Identify 4 legislations that could relate to your job as a teacher and explain how this relate to your job eg government bodies, professional standards, awarding organisation requirements; Q2. Identify 3 organisational policies and procedures that relate to your job as a teacher explain how this relate to your job eg codes of practice, equality and diversity, health and safety, quality assurance, standards. 1.2 Analyse own responsibilities for promotingRead MoreShort Introduction to Roles, Responsibilities, and Relationships in Lifelong Learning for New Teachers1399 Words   |  6 Pages‘Provide a short introduction to roles, responsibilities and relationships in lifelong learning for new entrants to your profession’ In this assignment I will explore the role, responsibilities and the building of relationships as a teacher of I.T. to adults in a college environment, a career which I am aspiring towards. There are different aspects to consider when thinking of a tutor’s role and responsibilities, ranging from explicit legislative requirements and codes of practice which are setRead MorePreparing to Teach in the Lifelong Learning Sector Level 3/4 Unit 008 Roles, Responsibilities and Relationships in Lifelong Learning1723 Words   |  7 PagesPreparing to Teach in the Lifelong Learning Sector Level 3/4 Unit 008 Roles, Responsibilities and Relationships in Lifelong Learning Roles, Responsibilities and Relationships in Lifelong Learning In this assignment I will be talking about key aspects of legislation, regulatory requirements and codes of practice relating to my own role. I will reflect on the Teacher/Training cycle and make reference to where my role is relevant and any boundaries. I will also be talking about ground rules andRead MorePTLLS Overview1077 Words   |  5 PagesTeach in the Lifelong Learning Sector (PTLLS) at Level 4. Preparing to Teach in the Lifelong Learning Sector (PTLLS) at Level 4 Total credit value (at Level 4) 12 Total GLH 4 x units (each @ 12 GLHs) = 48 Units being run and assessed: Group Unit title Level Credit value GLH A Roles and responsibilities and relationships in lifelong learning 4 3 12 Learning outcomes: The learner will Assessment Criteria: The learner can 1. Understand own role and responsibilities in lifelong learning 1.1 Summarise

Free persuasives Embryonic Stem Cell Resear Essay Example For Students

Free persuasives: Embryonic Stem Cell Resear Essay ch stem argumentative persuasive Embryonic Stem Cell Research To defend his recent decision on stem cell research, President Bush has compared it to the moral judgment that it may be acceptable to use a vaccine cultured in fetal tissue that ultimately came from induced abortions. The Presidents analogy is invalid because it blurs together two very different questions arising from the use of fetal tissue in medical research: 1. Should a government agency or private company use tissue from induced abortions for vaccine development or other research? The largest Christian denomination has answered in the negative. Such use tends to legitimize abortion as a source of life-affirming treatments, and requires collaboration with the abortion industry, which should be avoided. This judgment is reflected in policies governing Catholic health care. See Ethical and Religious Directives for Catholic Health Care Services (4th edition, 2001): Catholic health care institutions need to be concerned about the danger of scandal in any association with abortion providers (Directive 45), and Catholic health care institutions should not make use of human tissue obtained by direct abortions even for research and therapeutic purposes (Directive 66). 2. If such collaboration with abortion has already taken place, and the only vaccine made available for serious diseases contains material that was cultured in fetal tissue from an abortion, may Catholics out of concern for their own health or that of their children or the community submit to this vaccine without committing serious sin? Most Catholic moralists have replied in the affirmative. The recipient of the vaccine took no part in decisions to base the vaccine on this morally unacceptable source, but is coping with the results of immoral decisions made by others. It is invalid to cite moral opinions about question (2) to avoid the moral problem posed by question (1). The federal government is choosing here and now to cooperate with researchers who have destroyed human embryos, and even in some cases to reward them with research grants (since these researchers have the most immediate access to the cell lines thereby created). Moreover, the link between the governments actions and the destruction of human embryos is even closer here than in the case of vaccine companies using fetal tissue from abortions, because in the present case the taking of human life was done precisely in order to provide cells for research (and in some cases precisely to qualify for federal research grants). If treatments ultimately result from this decision, Catholics will face a new form of question (2): Whether in conscience they can accept such treatments that rely on the destruction of human life. Here the moral dilemma will be even more difficult, because in this case human life was destroyed specifically to obtain these cells for research and treatment. Use of embryonic stem cells in successful treatments will increase the demand for future destruction of embryos to provide an adequate supply of tissue for thousands or millions of patients. That will pose a new and serious moral dilemma for pro-life Americans who suffer from serious diseases. .