Explain the five stages of the Training Cycle, describing your role, responsibilities and professional boundaries

Topics: Learning, Education, Data Protection Act 1998 Pages: 7 (1589 words) Published: February 12, 2014
Assignment 1
Explain the five stages of the Training Cycle, describing your role, responsibilities and professional boundaries as a teacher at each stage. Identify current legislative requirements and codes of practice relevant to your subject specialism and the type of organisation within which you work/would like to work. I confirm that the submitted assignment is my own work

This assignment will discuss the following;
-5 stages of the Training Cycle
-The tutor’s role and responsibilities at each stage
-Professional boundaries that apply to all stages of the Training Cycle. - The Equality Act 2010 and the impact it had on all teachers. -Any legislation that applies to teaching Physical Education (PE) and Sport. -Codes of practice that are relevant in teaching Sport

-How this assignment has increased my knowledge and understanding of the teachers role and legislative requirements in the Lifelong Learning Sector.

The Training Cycle

Gravels (2011), discusses the teaching and learning cycle by stating that it is so called as it can start at any stage and keep on going. It is advised that all stages must be addressed for teaching and learning to be effective.
Identifying Needs and Planning

EvaluatingDesigning

AssessingFacilitating

Diagram 1. The 5 stages of the Training Cycle

The tutors role and responsibilities at each stage are as follows;

Identifying needs and planning

It is essential for tutors to learn about their class and their individual requirements. In some cases individuals may have learning or physical disabilities and as tutor, you need to be prepared and make changes to your session plan and facility where appropriate. This could be achieved by carrying out assessments prior to the start of the course or session.

It is imperative that the tutor is dressed appropriately and follows the organisations policies and procedures at all times.

Designing

Once you have obtained the relevant information about your class you can then plan your session, or sessions, in order to ensure what will be taught and when. This could be done through a scheme of work which will give you an overview of the course and provide individual session plans.

It is important to prepare the teaching environment to ensure it is safe and accessible for all learners and visitors. This could be done with a risk assessment.

It is the tutor’s responsibility to provide appropriate material and resources while ensuring you deliver the relevant syllabus. It is also key to have a contingency plan in the event that something unexpected occurs. For example, technology failure.

Facilitating

When delivering sessions and classes it is vital to communicate in an effective and appropriate manor using a range of different teaching methods. You must establish ground rules from the onset and this can be done with the learners in order to get a proper understanding and “buy-in”.

During the session it is key for the teacher to act and speak appropriately at all times and have knowledge of the topic you are delivering.

Gravels (2011), acknowledges the tutor must follow health and safety, equality and diversity and safeguarding requirements.

Assessing

This is used in order to check the progress of the learner and the class.

“For a given lesson, ensure you have an effective strategy to discover what and whether your students have learned. Use this to self-assess the lesson. Try to do this often.” (Petty, 2004)

It is important to assess for both the learner and the tutor. Through assessment you can identify what progression, if any, has been made. It is key to assess at regular intervals throughout a course as you can then ensure nobody has been left behind.

Evaluating

It is essential that you can see how well the sessions and the overall programme was planned and delivered....
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