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Roles and Responsibilities in the lifelong learning sector

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As a teacher there are certain roles and responsibilities we must undertake in order to create a safe and healthy teaching environment for our students. The teaching/training cycle is an outline that helps identify various teaching methods that could be useful throughout a teaching program. It simplifies what the roles and responsibilities are in just 5 steps:

1. Identify needs
2. Plan and design
3. Deliver
4. Assess
5. Evaluate

By following this step-by-step process you guarantee yourself a successful lesson plan in your books. Here I will elaborate on these points:

As educators we need to have an understanding of who is taking part in our classroom, in order for us to be in control we have to observe the number of students in our class and take note if any special requirements are needed. A pupil with special needs call for additional care, which would usually be provided by a teaching assistant and/or by the teacher simplifying the lesson.

We all have a particularly effective way of learning, by incorporating different learning styles, we actively taking part in the development of our student’s learning. There is an eclectic mix of students in the classroom, of which you have to cater each individual pupil with particular learning needs. As challenging as this sounds there are 3 types of learning styles that will help meet these needs in a very effective way by targeting the 3 main sensory receivers (visual, audio and kinaesthetic).‘VAK’ Learning Styles are used by everyone, but one or two receiving styles are more dominant which defines the best way for a person to learn new information. We also have to know what motivates our students, what their previous experiences are and what entry requirements do they need to uphold. (Moore, Carol, 1992. Learning styles- Classroom adaptation. “Understanding Different Learning Styles)

In this section there are also many aspects to consider, such as the size of your group, the course length, the session length, the syllabus, your teaching methods, resources, assessment and the environment your lesson will be held at. It’s important to carefully plan your lesson early in advance, to allow time for improvement. Your lesson plan is designed to accommodate a session of 60minutes and is broken down in sections;

A Starter activity (5-minute warm up)
Preferably something practical or visually stimulating that will keep them interested. It is a small introduction to what your lesson is about. In this particular section you need to think carefully how you plan to motivate them in order to hold their attention. The Main Activity (45-minute divided into three parts)

1. Whole class activity- Where ALL students can take part in, 2. Paired work activity- Where MOST students can attempt a slightly more challenging task, 3. Individual activity- Where SOME students have the chance to try out the more advanced task. Lessons must be exciting, impacting, and injected with energy. The Plenary (5 minute)

A brief overview of what was achieved in the lesson, and is usually aimed for the teacher to draw out questions about what the students have learned “So what have we learnt today?” Homework (5-minute)

A task or activity assigned by the teacher of which the aim is to improve understanding, enhance the skill and resolve any doubt the student may have in the given subject)- It can be completed at home, or anywhere else outside of the school, and is given only once a week. (Appreciating and valuing Diversity. Cited in SCCD Hand notes “Developing Differentiation and Lesson planning skills.” 2012)

Here is when you practice what you know! Put into action what you’ve been trained for and adapt your sessions each time you apply it. Whilst everything is in progress we must make sure to take note of how well it’s going, making note of the resources we’re using and what teaching method we’ve decided upon. Formative assessment is also required in order to modify teaching and learning activities to improve student attainment.

In this particular unit, at the end of the session we need to question ourselves “have the students learned what we intended them to learn?” A Formal and/or informal assessment is essential.

What is your and your learners’ opinions of the lesson, and how could it be made better next time. (http://www.anqdevelopment1-linux.co.uk/04-TheoryTasks/Theory1.htm “C&G 7303 – Preparing to Teach in the Lifelong Learning Sector powerpoint”|)

Summarise the key aspects of current legislative requirements and codes of practice relevant to your subject and the type of organisation within which you would like to work.

The Music Education Code of Practice for Music Practitioners The Music Education Code of Practice helps to ensure music practitioners provide high quality music making and learning experiences for the people they work with. The code does this by providing a set of quality statements concerning all aspects of music learning:

Be well prepared and organised
To work effectively by having specialist knowledge and skill, To understand the process of a project to ensure the success of the activity for the participants To keep up to date with all relevant paperwork (i.e. course planning) To be aware of the support you may need and request help if necessary Be safe and responsible

To take extra measures to ensure safety for everyone in your care, in particular children and vulnerable adults To carry out risk assessments and manage risks accordingly

To provide a CRB (Criminal Records Bureau Disclosure) where necessary To understand the policies/procedures/routines of the contractor (i.e. child protection/equal opportunities/behaviour management/data protection) Have appropriate musical skills

To demonstrate musical expertise, versatility and creativity To provide appropriate musical resources to be able to adapt and react to changing circumstances To ensure that the level of skill, knowledge and understanding are sufficient to undertake the work you are doing Work well with people

To value all participants and treat them well with respect
To lead high quality and enjoyable music experiences
To motivate and inspire
To be friendly, approachable and professional in your manner Evaluate and reflect on the work
To collect feedback from contractors, employers and participants To reflect on your work and learn lessons for improved performance in the future To collect monitoring data for contactors and employers as required Commit to professional development

To improve and update my skills, knowledge and creativity through regular training, personal reflection and membership of professional bodies To maintain your professional portfolio and CV

By applying these regulations, practitioners demonstrate their commitment to quality work. By using the code as a benchmark, employers and hirers of practitioners demonstrate their commitment to requiring high-quality practice of those who work for them. Discuss issues of equality and diversity and ways to promote inclusion with your learners. Review other points of referral available to meet the potential needs of learners.

Inclusive education is a system that provides children with disabilities or special educational needs the equal rights to study in mainstream schools. Since the 1993 Education Act, all SEN students and those with learning difficulties were integrated into a mainstreamed school environment, which provided them with an equalization of opportunity. A child that suffers from ADD can benefit from a class that is motion-based, rather than having them confined to a desk and feeding them information that won’t keep their attention for long. As a result of inclusion and diversity in the classroom, educators face themselves with the challenging task of delivering lesson to mix-ability pupils. (Moore, Carol, 1992. Learning styles- Classroom adaptation. “Understanding Different Learning Styles”)

The national curriculum sets suitable learning challenges responding to children’s diverse learning needs. It contains overcoming potential barriers to learning and contains the necessary tools for assessing individuals and groups of pupils. When you are planning your lesson, you need to provide opportunities for everybody. All pupils bring different experiences, interests and strengths to the learning environment, and these are key to their learning. The National curriculum states that teachers need to take specific action to respond to pupils’ diverse needs by creating effective learning environments; securing their motivation and concentration; providing equality of opportunity through teaching approaches; using appropriate assessment approaches and setting targets for learning. (Vaughan, Mark. Milestones to the road to inclusion 1970-2002. Cited in SCCD Hand Notes “Inclusive Education Laws and policies: From Warnocks to present. 2012)

As a teacher you can find the support you need by reading through The SEN Code of Practice which contains advice on approaches on how to identify the needs of a student with SEN. It outlines what measures need to be taken for them, as you will come across a minority of pupils that will need access to specialist equipment and different approaches. While it is easier to prepare lessons for one general group, all students, regardless of ability, deserve high standards and equal representation. (Bentham, Susan. 2002. Special Education Needs, Routledge. Cited in SCCD Hand Notes “Inclusive Education Laws and policies: From Warnocks to present. (2012). Pp 20-40)


1. Kronowitz Unit 6 5/4/07 6:15 PM Page 298

2. Appreciating and valuing Diversity. Cited in SCCD Hand notes “Developing Differentiation and Lesson planning skills.” 2012

3. Moore, Carol, 1992. Learning styles- Classroom adaptation. “Understanding Different Learning Styles”. Cited in SCCD Hand notes. “Developing Differentiation and Lesson planning skills.” (2012)

4. http://www.anqdevelopment1-linux.co.uk/04-TheoryTasks/Theory1.htm http://www.musicteachers.co.uk/support/code

5. Davidson W. Jane, 2004, ‘THE MUSIC PRACTITIONER, Research for the music performer, teacher and listener’

6. Brophy S. Timothy, 2009, ‘The Practice of assessment in Music Education, Frameworks, models and designs’s

7. Vaughan, Mark. Milestones to the road to inclusion 1970-2002. Cited in SCCD Hand Notes “Inclusive Education Laws and policies: From Warnocks to present. (2012).

8. Warnock and SEN. www.specialeducationneeds.org.uk Cited in SCCD Hand Notes “Inclusive Education Laws and policies: From Warnocks to present. (2012). Pp 17-19

9. Bentham, Susan. (2002). Special Education Needs. Routledge. Cited in SCCD Hand Notes “Inclusive Education Laws and policies: From Warnocks to present. (2012). Pp 20-40

10. “What is an IEP? Cited in SCCD Hand Notes “Inclusive Education Laws and policies: From Warnocks to present. (2012). Pp 41-52

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