Achieving Your Award in Education and Training by Liz Keeley-Browne

By Liz Keeley-Browne

A precious guide addressing the 5 center useful educating ability devices for the recent point IV certificates in schooling and coaching.

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Are your skills in using technology to enhance learning improving? Using ILPs The standard ‘model’ ILP combines a number of functions: planning the student’s programme, keeping a student record and monitoring the student’s progress. For most students, the ILP brings together various documents that are used at different stages of their programme. The ILP provides the tutor with a guide to what work needs to be covered with the student, and a structured record in which to log outcomes and actions.

Such needs may be connected to the learners’ abilities and or disabilities or to language difficulties resultant from national membership and dominant language spoken by the learner. (Keeley-Browne 2007: 5) Using initial and diagnostic assessment to agree individual learning goals with learners Initial assessment It is a requirement that all learners in full-time education, and those enrolled on apprenticeships when registered with an education provider, receive an initial assessment of their functional core skills in numeracy, literacy and ICT.

Entry requirements According to the specifications for the new qualification there are no nationally specified entry requirements for the Level 4 Certificate training route. However, local arrangements may involve expectations in terms of previous vocational experience. There will undoubtedly be some confirmation required that you understand what it is to be a teacher and have spent some time observing a number of teaching sessions. Mention has already been made of the expectation that intending teachers are proficient in the core skills of numeracy, literacy and ICT.

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