Roles, Responsibilities and Relationships in Lifelong Learning
Cleo Peries 17/04/2013 Unit 008 Roles, 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.
As an IT teacher, it is my duty to research and learn about Theories and Principles of Learning. I need to have a full understanding of the psychology of learning. The three main schools are Behaviourist, Cognitivist and Humanist. Current Legislative Requirements
Equality Act 2010 (this includes): • Sex Discrimination Act 1976 • Race Relations Act 1976 • Disability Discrimination Act 1995 • Employment Equality (Religion and Belief) Regulations 2003 • Employment Equality (Sexual Orientation) Regulations 2003 • Employment Equality (Age) Regulations 2006 As a teacher I have to abide by certain legal requirements – one being the Equality Act – this means I need to ensure that all the students in my class feel comfortable to be able to express themselves in a place of safety where their views and beliefs are respected by all students.
I need to ensure that all the students are treated as individuals whilst being given a fair and equal opportunity to learn.
Health and Safety Act at Work Regulations 1999 It is important to ensure Health and Safety Regulations are met – I teach in a class with computers and consequently, to name a few, I need to ensure that there are no leads lying around to cause accidents, chairs can be adjusted to the correct height for desks, sockets are not overloaded, classroom lights are fully operational, and ensure that every hour or so the students look away from the computer screen for at least 5 minutes, taking a break whilst we discuss the exercise at hand.
Data Protection Act 1998 I have a duty to respect the Data Protection Act ensuring a student’s rights are kept intact. I cannot pass any information from an individual to a third party without their prior written consent ensuring confidentiality is protected. 1|P a g e Cleo Peries 17/04/2013 The copyright designs and patents Acts 1998 and 2003 ‘The law gives the creators of literary, dramatic, musical, artistic works, sound recordings, broadcasts, films and typographical arrangement of published editions, rights to control the ways in which their material may be used. UKCCS Fact Sheet Issued April 2000; Last Updated 2009) http://www. copyrightservice. co. uk/copyright/p01_uk_copyright_law (viewed 17/04/2013) I need to ensure that the exercises I set are all my own work – the Copyright Act applies more to me than my students. Children’s Act 2004 (Every Child Matters) The Children’s Act aims to create boundaries to ensure that children feel supported in the learning process.
The Act also proves useful in the Adult Learning Sector as some adults may have learning difficulties, dyslexia, or even language barriers that may not be obvious from the start, so in general I need to be more creative in including them without isolating them – I like to teach by example as it has been proven students that struggle find it easier to understand an exercise if I do it first and then watch them as they do it.
Students tend to learn quicker from practice than theory, and adults that may be a little more challenged feel included and happier they can contribute at the same level as the rest of the students giving them the confidence to be more receptive in the class. Codes of Practice The Code of Practice was developed by the profession for the profession and it outlines the behaviours expected when any group of people are gathered together – some are listed below: • • • • • • Integrity Respect Care Practice Disclosure Responsibility
As a practice, ensuring the basics are met promotes teamwork as well as professionalism, if I treat others as I would like to be treated the courtesy is generally returned and the more cohesive the team the more can be accomplished in tighter time scales and in a happier environment. 2|P a g e