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Page 1 PTTLS Assignment 7 Record keeping February 2011 Aminder K Nijjar Justify the need for keeping records

rds and describe the types of records youwould maintain. As a teacher, keeping records is important for a number of reasons, including thoseidentified by Wilson (2008), such as: auditing purposes, information gathering,quality assurance systems, health and safety management and financialaccountability. Accurate and timely record keeping aids the administrative processes within acollege which in turn helps to ensure that learners are issued with the correctresources, learning and development opportunities and certifications, and that other staff and I can fulfil our role requirements in accordance to policies and procedures.Record keeping also helps with organisational, awarding body requirements andprofessional association good practice guidelines. Keeping records will help thelearner, the college and me to keep track each learners progress and will help in evaluating and developing the course and overall in contributing to the quality andreputation of the college. I agree with Mierzwiks (2005) assertions that record keeping can improve the quality of teaching and would be especially interested inusing records to help me improve and develop my teaching.In addition, by keeping records for e ach learner, I would be able to build on Pettys (2009) presentation of constructivist theory of new learning being constructed on old.I could use the student records to support learners to reflect back on work they havealready completed, and subsequently link new ideas and activities within the course.If learners or other professionals want to review, access or question any aspect of the course, my teaching or particular assessments, accurate and up-to-date recordswill aid this process.The types of records I think I will be required to keep include: course handbook;learner application forms; enrolment forms; attendance registers; individual learningplans; schemes of work; lessons plans; hand-outs; presentations; worksheets;completed evaluation forms; health and safety and first aid records; riskassessments; student records which would include all assessments, copies of Page 2 PTTLS Assignment 7 Record keeping February 2011 Aminder K Nijjar

feedback, and their reflective logs, summaries of one-to-one discussions I may havewith them, and requests received from them or others (such a reference request);and my own professional development plan, reflection logs, peer observationfeedback, appraisal forms and timesheets. Word count: 345 words References Petty, G. (2009) Teaching Today: A Practical Guide, Fourth Edition: Cheltenham,Nelson Thornes LtdMierzwik, N. D. (2005) Classroom Record Keeping made Simple: Tips for Time- Strapped Teachers : London, Sage PublicationsWilson, L. (2008) Practical Teaching: A guide to PTLLS & CTLLS, Hampshire:Cengage Learning EMEA

Review a range of assessment methods available and explain the ones youwould use for your subject area. Evaluate the use of assessment methods indifferent contexts, including reference to initial assessment. Justify the typesof assessment records you would complete and explain why. Assessment can be helpful to me, as the teacher, and to my learners, as it ...is ameasure of learning, at a given point in time. (Gravells and Simpson, 2010, p61), thus allowing us to check the learners progress on the course.There is a virtually endless list of assessment methods; therefore, some of the morecommon methods, as presented by Wilson (2008) are reviewed below.Observation as an assessment method would be useful to me in assessing learners presentation skills as part of the job recruitment part of the course. This methodwould be especially appropriate as the topic and method is very practical. In addition,to help the learner observe their own competence, I would (after gaining their consent), record the observation using a camera and then watch the recording withthe learner and discuss what we observed in the viewing. Other contexts in whichobservation could be used include vocational courses, such as teaching, caring andmotor vehicle engineering. During initial assessment, observation could be used to observe the learners current skill level where they are app lying for a higher levelcourse, for which prior skills are needed, such as a diploma in engineering.Simulation, in which a real-life situation is simulated, can be used in courses such asfirst aid or counselling as learning in the real situations would be inappropriate. Aspart of initial assessment, it could be used to assess a learners skill in a higher skills level course in which prior learning was essential. Examples of this could becustomer care (reception and switchboard duties) and elderly care (lifting anddealing with difficult situations). I would use simulation with my learners for interviewpreparation, as this will allow them to gain an insight into an interview experience. A project as a form of assessment can be used in a variety of academic andvocational courses, such as A levels and hospitality, as the method requires learners to undertake a number of steps to reach a conclusions or carry out a task,and a project will allow them to pull together the various component parts. I would Page 2 PTTLS Assignment 2 Roles, Responsibilities & Ground Rules January 2011 Aminder K Nijjar use this method in asking learners to research a number of occupations within asector, as this would entail them undertaking a series of activities, such asresearching the entry requirements and duties involved and speaking to someonedoing one of the jobs. They could then present their findings and analysis in projectform. If a larger number of

occupations were to be investigated, learners couldundertake this assessment as a group. Thereby, adding another element to theassessment method.Written questions and verbal questions are recognised as separate assessmentmethods, however, I would use them in a similar way in my teaching; within quizzesand as questions I pose in person in lessons. Both can also be used in initialassessment; the written questions within an application form and verbal questionswithin an interview before the learner starts the course. This would allow the tutor toassess the learners needs. I would use discussion as part of my formative assessment of learners, as it wouldencourage learners to attend and actively participate in lessons. In initial assessment, discussion can be used, for example a tutor interviewing a le arner todiscuss their reasons for applying for the course and their expectations. Discussionas a form of assessment would be relevantSelf-assessment within employability is crucial; therefore I would use self-assessment as an integral part of the course by setting an assessment in whichlearners complete at least one self-reflective activity, such as a skills analysis. Withininitial assessment, self-assessment could be used as part of the application form, inwhich applicants are required to write about themselves in relation to their courseselection. A learning styles questionnaire could form part of this method of assessment and could be applicable in courses across all subject areas.Other forms of assessment include reports and essays, which could also be appliedto various courses, such as business and science as part of their writing up of aninvestigation they have conducted or evaluation of theories. I could also use thesemethods within my subject area by asking learners to research and evaluate career theories and write up either in report or essay format. Page 3 PTTLS Assignment 2 Roles, Responsibilities & Ground Rules January 2011 Aminder K Nijjar Before making my final decision of which assessment methods I would use within mycourse, I would need to think through a much larger variety of assessment methodsthan only those listed above, and when doing so, also consider factors identified by Armitage et al (2007), such as how the assessment methods might affect me as theteacher and the learners, the need to assess at all and how I might improve thequality of assessment. Another aspect of assessment methods is the necessity of keeping assessmentrecords. I would keep assessment records such as: assessment questions and criteria; learners submitted (and re -submitted) assessments; feedback I wouldprovide; learner attendance; where appropriate learner engagement in lessons (for example in discussions if this counted towards the assessment); learner reflectivelogs; evaluations; internal and external validation and auditing; and my own reflectivelogs and appraisals. Such records would hel p track learners progress, evaluate, quality assure and develop the course as well as aid my own development as ateacher.

Word count: 880 words References Armitage, A. et al (2007) Teaching and Training in Post-compulsory Education: Maidenhead, Open University PressGravells, A. And Simpson, S. (2010) Planning and Enabling Learning in the Lifelong Learning Sector, Second Edition: Exeter , Learning Matters LtdWilson, L. (2008) Practical Teaching: A guide to PTLLS & CTLLS, Hampshire:Cengage Learning EMEA Discuss Issues of equality and diversity and ways to promoteinclusion with your learners. Review other points of referralavailable to meet the potential needs of others. Explorations into the needs and goals of each individual learner are at the forefront of anysuccessful strategy for achieving inclusivity, equality and diversity in a training situation.From this they should understand the equal value of themselves and others as individuals,that access to your course should be open to all, irrespective of sex, race, age, religion,sexual orientation, mental aptitude or physical impairment.Identification of a students personal assets (things that will help them succeed such assupportive peers / family, being well motivated, having library and computer access, prior knowledge of the subject and their best learning styles) and barriers (things that will preventsuccess like physical access difficulties, disruptive or unsupportive peers / family, lack of motivation, financial difficulties, poor core skills, tiredness, fear and a lack of confidence)should be made when they make initial contact with the training provider. This means thateven before they start training, both positive and negative issues can be addressed, and if necessary passed to other areas of the institution for financial, health, access and learningsupport. The needs and goals of the learner should be continually examined during their time with the provider through direct and indirect feedback through testing, themselves, their peers, you and any other departments involved in their welfare. This should lead to theindividual feeling supported and valued which in turn should provide a happy and inclusivetraining environment.If training sessions use adequate amounts of differentiation, the accommodation of differentlearning styles and ability levels, their very structure, should create natural inclusivity andpoints of referral, using the spectrum of visual, aural, oral and kinaesthetic learning andtechniques such as buddying up, snowballing, group work, team learning, peer teaching, etc,(Geoff Petty Teaching Today 3 rd ed.) enabling learners to support each other and see thatthe cumulation of the groups skills, experiences and backgrounds is what makes it better asa whole, allowing all to understand the value of difference and its positive aspects.Feedback from your own observations, self testing, peer review, formal testing andassignments completed alone can all be used to assess a students areas of strength andhelp them work on their weaknesses, creating new targets and an improved learning plan,revising your own your lesson plans and if necessary, making provision for suitableinterventions from other

departments, so that you can allow the student to fulfil their potential.Teaching Today Geoff Petty 3 rd ed.Adult Learning Adult Teaching John Daines 4 th ed.www.geoffpetty.com

The main points I have learnt from this assessment are: I have learned over this training session how legislation dictates and clarify s, in detailthe mandatory requirements that a Company has to achieve to for fill its duty of care toits employees.Current legislation covers all aspects of first aid training and provisions. key areas itlooks at are .Who can deliver training and what type of Qualification is required to deliver thatparticular training, also it will list the Content of the subject to be taught and how oftenit should be taught.It also reminds us that training should be relevant to job role of the individuals and thattraining providers must stick rigorously to the agreed syllabus to be taught.Legislation also states What type of training environment the training should beundertaken. ( The learning environment should be adequate to facilitate the training)Certificates are to be clarified prior to training commencing highlighting how long thequalification is valid for and in what capacity the qualification can be used.Responsibility of the training provider is to insure he is current in his teaching methodsand his syllabuses up to date. It also sets out the importance of maintaining trainingrecords and the awarding of certificates and how the information collated is to be usedand how long it is to be retained.Legislation also clearly sets out guidelines showing what First Aid Provisions should beavailable according to your respective industry and risk