Roles and responsibilities and relationships in lifelong learning
GROUP B 1: Understanding inclusive learning and teaching in lifelong learning
GROUP B 2:
Using inclusive learning and teaching approaches in lifelong learning
GROUP D: Principle of assessment in lifelong learning
GROUP - A: Roles and responsibilities and relationships in lifelong learning
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
To understand my own roles and responsibilities I must understand the key aspects of legislation, regulations and codes of practice. As a health and safety professional I am fully conversant with the above aspects. Legislative requirement: A duty to act according to the law as defined in an Act of Parliament and usually enforceable through the courts.
Code of Practice: A set of rules outlining how a person in a particular profession or situation is expected to behave.
Statutory code of practice: A Code of Practice approved by Parliament and admissible as evidence in any legal action.
Health and Safety at Work Act 1974.
Race Relations (Amendment) Act 2000.
Disability Discrimination Act 1995 and 2005 (DDA).
Special Educational Needs and Disability Act 2001 (designed to bring education within the remit of the DDA through the addition of Part 4 DDA 1995).
Equality Act 2010.
Data Protection Act 1998.
Copyright, Designs and Patents Act 1988 (The Copyright and Related Rights Regulations 2003).
Codes of Practice include:
IfL Code of Practice for Teachers (2008).
Safer practice, safer learning (2007) – responsibilities for safeguarding vulnerable adults in the learning and skills sector – published by NIACE and DES.
Other regulations which may affect my own roles and responsibilities can include:
Manual handling. Manual Handling Operations Regulations 1992.
Control of substances hazardous to health (5th edition): the Control of Substances Hazardous to Health Regulations 2002.
Work with display screen equipment: Health and Safety (Display Screen Equipment) Regulations 1992 as amended by the Health and Safety (Miscellaneous Amendments) Regulations 2002.
1.2 Analyse own responsibilities of promoting equality and valuing diversity
“We live in a country with a long history of upholding people’s rights, valuing diversity and challenging intolerance.” (http://www.equalityhumanrights.com/about-us/about-the-commission/our-vision-and-mission)
As a trainer I must ensure that I promote an environment of equality and diversity.
To achieve this I must ensure equality and diversity are promoted and maintained in a classroom environment by providing a safe and comfortable environment for all learners and to ensure that they are treated on their own abilities and merits regardless of their race, gender, religion/belief, disability, political views, economic disadvantage, nationality or marital status.
Diversity can be maintained by meeting the educational needs of all learners regardless of their background. If this is not done professionally and correctly it can leave individual learners feeling excluded and neglected.
Forming groups of learners of different abilities so they can learn from each other’s strengths and assist each other with weaknesses is an effective way of establishing and maintaining inclusion.
It is essential that a level of respect is promoted in the classroom. Showing a respect from one learner to another, respecting other learners opinions, and respecting a learner when they are speaking by not interrupting them or trying to speak over them.
It is good practice to encourage language that doesn’t discriminate against other learners, and to use topics, teaching aids