Understand own role and responsibilities in lifelong learning free essay sample

In accordance with the Health and Safety at Work Act (1974) it is the duty of every employer to ensure the provision of such information, instruction, training and supervision as is necessary to ensure, so far as is reasonably practicable, the health and safety at work of his employees. In a catering environment this means effectively teaching the correct use of potentially harmful equipment such as knives, hotplates etc as well as food safety regulations for the safety of others. HSWA (1974) applies to every workplace in the UK and addresses the health and safety of employers and employees within the working environment. It outlines the legal responsibilities of individuals for health and safety issues. Local authorities develop their own service plan for food businesses however they must all work within the framework of the Food Standards Agency. The current framework agreement on official feed and food controls by local authorities has been effective since April 2009. We will write a custom essay sample on Understand own role and responsibilities in lifelong learning or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Food Standards Agency’s new Code of Practice which governs the Council’s approach to food inspections and enforcement matters was introduced in February 2012. East Northamptonshire Council, who issue the licences for food premises and carry out periodic inspections of the premises in my area, also require that there is always a person on duty who has obtained the level 2 Food Safety qualification relative to the business ie catering, manufacturing or retail. The Chartered Institute of Environmental Health (CIEH) is a registered charity and the professional voice for environmental health. It sets standards, accredits courses and qualifications for the education of members and other environmental health practitioners. It provides information, evidence and policy advice to local and national government and environmental and public health practitioners in the public and private sectors. To teach Basic Food Safety for Catering level 2, the CIEH currently requires that you have both a teaching or training qualification to at least PTLLS level 3 and a minimum of a level 3 award in Food Safety for Catering. There are many recognised teaching qualifications including: †¢Diploma, Certificate, Bachelor or Masters Degree in Education, †¢City Guilds Teacher Certificate †¢Level 3 NVQ in training. †¢PTLLS, CTLLS, DTLLS If any of the required qualifications were gained more than three years ago, you are also required to submit details of how you have kept up to date with best practice. 1. 2Explain own role for promoting equality and valuing diversity. The Equality Act (2010) is an Act of Parliament of the United Kingdom. The Act legally protects people from discrimination in the workplace and in wider society. It is against the law to discriminate against anyone because of: †¢Age †¢being or becoming a transsexual person †¢being married or in a civil partnership †¢being pregnant or having a child †¢disability†¢race including colour, nationality, ethnic or national origin †¢religion, belief or lack of religion/belief †¢sex †¢sexual orientation These are called ‘protected characteristics’. You’re protected from discrimination at work, in education, as a consumer, when using public services, when buying or renting property and as a member or guest of a private club or association. Diversity is about more than equality, it is about valuing variety and individual differences and creating a culture, environment and practices which respect and value differences for the benefit of society, organisations and individuals. As a director and trustee of my charity I am responsible for ensuring that we adopt an Equal Opportunities Policy which starts with recruitment. All applications are treated appropriately and someone cannot be rejected because of their gender, colour of skin, religion or any other discriminatory reason. As a Christian charity I must pay particular attention to ensuring that religion is not a factor in recruitment. Our staff are volunteers, we recruit via Nene Valley Community Action, social networking sites, website and notice boards. I believe that our volunteers will see me as an example of equality and diversity in action: I am an overweight female, nearing retirement age with a profoundly disabled daughter and I am a committed practising Christian; none of these things makes me any different to anyone else. 1. 3Explain own role and responsibilities in lifelong learning. Although my role as a teacher is largely imparting practical knowledge in a one-to-one setting it will not be sufficient to simply give information to a passive student. Reece and Walker believe that, â€Å"the modern teacher is a facilitator: a person who assists students to learn for themselves†. (Reece Walker, 2002) I consider that to maximise the learning potential and fully embrace that this is the ‘lifelong learning sector’ it is the duty of the teacher to inspire, motivate, and develop self belief frameworks. The success of this will be determined by how well the teacher can identify the needs of the student then plan a scheme of work based on the syllabus and their individual needs. The role will then be to deliver or facilitate learning in a suitable manner for the student and to assess them to ensure that the student has learnt the necessary skills and knowledge. Finally the role is that of evaluator. By obtaining feedback from the student and evaluating the teacher will be able to modify or make changes in the future. The Teachers Standards which were introduced on 1 September 2012 set a clear baseline of expectations for the professional practice and conduct of teachers, from the point of qualification. They replaced the previous standards for Qualified Teacher Status (QTS) and Core, and the GTCE’s Code of Conduct and Practice for Registered Teachers in England. I consider that it is my duty to uphold all the key elements of this standard: †¢Set high expectations which inspire, motivate and challenge students †¢Promote good progress and outcomes by students †¢Demonstrate good subject knowledge †¢Plan and teach well structured lessons †¢Adapt teaching to respond to the strengths and needs of all students †¢Make accurate and productive use of assessment. Manage behaviour effectively to ensure a good and safe learning environment †¢uphold public trust in the profession and maintain high standards of ethics and behaviour †¢treating students with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position †¢having regard for the need to safeguard students’ well-being, in accordance with statutory provisions †¢showing tolerance of and respect for the rights of others †¢not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs 1. 4Explain own role and responsibilities in identifying and meeting the needs of learners Assessing learners’ needs is the process by which it is possible to identify what it is that is needed to provide a â€Å"good† course. Daines, Daines and Graham define this as a course â€Å"that is relevant to [the learners] needs with clear statements of purpose and having appropriate content presented at the right level and pace† Establishing students needs is the identification of what needs to be dealt with in order to help the student to gain the learning outcomes they are seeking. Interview an initial assessment will assist in the process to establish areas where learning support is needed Areas of difficulty might be †¢dyslexia †¢English as a second language †¢physical or mental disabilities During the 1970s and 1980s the concept of different learning styles that are intended to identify how people learn best. became popular in psychology and education. There are many different ways of categorizing learning styles including David Kolbs Experiential Learning Theory model and Jungian learning styles based on Carl Jungs theory of psychological types. However Neil Flemings VARK model is one of the most popular representations. In 1987, Fleming developed an inventory designed to help students and others learn more about their individual learning preferences. In Flemings model, sometimes referred to VARK learning styles, learners are identified by whether they have a preference for visual learning (pictures, movies, diagrams), auditory learning (music, discussion, lectures), reading and writing (making lists, reading textbooks, taking notes), or kinesthetic learning (movement, experiments, hands-on activities).