Key Aspects of Legislation, Regulatory Requirements, and Codes of Practice

This document provides a summary of the key aspects of legislation, regulatory requirements, and codes of practice that teachers need to be aware of in their role and responsibilities. It covers topics such as equality act, data protection act, health and safety work act, safeguarding vulnerable groups act, and more.

Award in Education and Training
Level 3
Assignment template – Unit 301
Name of the candidate Date of submission
The assignment will be graded PASS (P) or REFER (R).
Question 1 – Summarise the key aspects of legislation, regulatory requirements and
codes of practice relating to your role and responsibilities as a teacher.
Among all the legislations, the most significant legislation are equality act (2010) that
states that employee is need to be similar by gender, age, race, belief, religion, pregnancy,
and maternity. Data Protection act (1998) include the regulation for protecting the
information regarding the individual. Health and safety work act (1974) highlights that
the risk assessment should be undertaken in order to enable the activity that will take
place and to ensure its safety. As compare to this Safeguarding Vulnerable Groups Act
(2006) states “protect from all the discrimination groups including the records of
criminal. The most essential regulatory requirement is to control the substance hazards of
health if an organization work with any of the hazardous material. Besides this, every
organization should have the code of practice including dress code, time keeping,
behavior and discipline. 1
1 Abdul-Raheem, J., ’Faculty diversity and tenure in higher education’ ,Journal of cultural
diversity, vol. 23, no. 2, 2016.
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Award in Education and Training
Level 3
Question 2 – Explain ways to promote equality and value diversity.
The most essential thing is that teachers should be ensured the fair and equal treatment
for each of the learner. Teachers cannot make judgment based on the learner’s role, age,
belief, religion or sexual orientation. The promotion of equality should remove the
bullying, discrimination, and harassment behavior that considers the diversity issue as
well as equality. It is true that diversity and equality promoted where leaners are treated
equal, and all feel them as the part of group. The teachers are also required to afford the
respect as well as dignity for all the leaners during the process of learning. It should also
promote the experience of diversity and equality, respect the confidence of leaner as well
as do not discriminate in any way. 2
Question 3 – Explain the teaching role and responsibilities in education and
training.
The significant role of any trainer or teacher is to effectively teach or trained in
their subject in such a way that will actively ensure the engagement of learner in
each of the session. The best way to motivate people is to make the best use of
talent in a creative way. The key for nay effective teacher is proper planning.
Planning also involves the several activities that include the initial assessment.
2 Izadinia, M., ‘A closer look at the role of mentor teachers in shaping preservice teachers'
professional identity’, Teaching and Teacher Education, vol. 52, 2015, pp.1-10.
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Award in Education and Training
Level 3
Assessment can take place in formal manger in which questions can be asked in
order to confirm the skills and knowledge using tasks, quizzes, and discussion.
The assess of the result will help in planning the session logically as well as
resources and materials can be used. For a teacher, the essential role is to never
underestimating the amount of time that they are required to dedicate
Question 4 – Explain why it is important to identify and meet individual learner
needs.
Leaders are those who have the physical impairments (hearing, or visual), may be fast for
various religion or culture. It can also affect the concentration. Learners with the English
as second language also need the help from second person or may need the much time for
completing any of the tasks. Leaners also have different styles to learn something. From
the work of Kolb’s as well as from the Honey and Mumford’s model, it can learn the
several leaning style that can be taken into account. As compare to this, activist are those
who learn something by doing things such as puzzles, brainstorming, and role playing.
On the other hand, reflector are those who can learn by observing activities such as by
using questionnaires or collecting data. Theorists are those people who understand the
theory that us sued behind the action such as background information or statistics. 3
3 Butler, Y.G., ‘Self-assessment of and for young learners’ foreign language learning.
In Assessing young learners of English: Global and local perspectives’, vol. 20, 2016.
© Copyright Carlton Training Ltd. 94 Judd Street, London, WC1H 9NT tel [phone] email: [e-mail]

Award in Education and Training
Level 3
Question 5 – Explain how the teaching role involves working with other
professionals.
Assessment of each leaner is quite essential to identifies them properly and knowing their
any other interest. It same case, it can also have relations, financial or emotional need that
is essential to know the other profession. We can also find out the careers, financial,
housing, counseling, mental and health service. Some things are also keep in mind at the
time of working with other professionals such as giving proper contribution, attending the
meeting of team, making communication with the administrative staff, contacting the
companies to hire and purchase the equipment. In addition to this, it is also essential to
liaising with the learning supporting staff for address all the needs of individual learners,
making relations with the external and internal quality assurer to make check for each
work and at last obtaining the technical staff support. Respecting the profession of other,
collaborate as well as politeness is also essential thing while working with the others. 4
Question 6 – Explain the boundaries between the teaching role and other
professionals.
4 Pantić, N., ‘ A model for study of teacher agency for social justice’. Teachers and Teaching, vol.
21, no.6, 2015, pp.759-778.
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Award in Education and Training
Level 3
Trainers or teachers are required to work with the other professional roles. It is also
essential to not trying too much of that thing that belongs to other person. There is also
the greater need to find out about these people at the organization. It will also prove to be
helpful to make understand somewhat about their job. It can also be aware to not cross
the line of job or the ways to support others. It is also quite significant to know that social
networks such as Twitter, and Face Book are the boundaries and cannot be crossed
easily5
Question 7 – Describe the points of referral to meet the individual needs of learners.
Leaners can be found out at the initial assessment or at the time of enrolment. Some of
5 Vähäsantanen, K., ‘Professional agency in the stream of change: Understanding educational
change and teachers' professional identities’, Teaching and teacher education, vol. 47, 2015,
pp.1-12.
© Copyright Carlton Training Ltd. 94 Judd Street, London, WC1H 9NT tel [phone] email: [e-mail]

Award in Education and Training
Level 3
the additional learning support can also be arranged with the appropriate department in
the organization. Trainers or teacher have the essential duty of care toward each of the
learner who is attending the training. In case if any of the learner have any kind of
problem to share but if it is not in the trainer field or teacher, it can be pass the leaner
member to the proper external or internal service. Various external service includes the
careers department, financial staff, housing, human resource staff, learning support staff,
external and internal quality assurers, union staff, support workers, as well as caretakers.
If the problem is included in the training, trainer o teacher should deliver the extra
support to solve the problem of learner.
Question 8 – Explain ways to maintain a safe and supportive learning environment.
A safe leaning environment follows the entire safety and health act and keeps the register
for safety from fire. All the learners also feel safety in expressing their opinions. Suing
small, work in pair or in group also provide the connection between the leaners. Trainers
or teachers should also set the example for each learner so that treatment can be done
equally. Supporting each of the group, listing everyone’s opinion, and showing interest
are some of the basic thing in creating the supporting the safe environment for leaners.
Among all these thing, the most essential thing is to avoid the harassment and
discrimination. 6
6 Cooper, D., ‘Effective safety leadership: Understanding types & styles that improve safety
performance’ Professional Safety, vol. 60, no. 2, 2015, pp.49-53.
© Copyright Carlton Training Ltd. 94 Judd Street, London, WC1H 9NT tel [phone] email: [e-mail]

Award in Education and Training
Level 3
Question 9 – Explain why it is important to promote appropriate behaviour and
respect for others.
It is true that learning take place in the social environment that requires good atmosphere.
Learner should also feel ease at the workplace so that they feel comfortable and safe in
expressing their opinions. Each student might have different beliefs and culture, so it is
essential to be open-minded. Learners will also feel focused and motivated, voice their
opinions and able to participate effectively. 7
References
Abdul-Raheem, J., ’Faculty diversity and tenure in higher education’ ,Journal of cultural
diversity, vol. 23, no. 2, 2016.
Izadinia, M., ‘A closer look at the role of mentor teachers in shaping preservice teachers'
professional identity’, Teaching and Teacher Education, vol. 52, 2015, pp.1-10.
7 Ee, J. and Cheng, Q.L., ‘Teachers’ perceptions of students’ social emotional learning and their
infusion of SEL’, Journal of Teaching and Teacher Education, vol.1, no.02, 2016.
© Copyright Carlton Training Ltd. 94 Judd Street, London, WC1H 9NT tel [phone] email: [e-mail]

Award in Education and Training
Level 3
Butler, Y.G., ‘Self-assessment of and for young learners’ foreign language learning.
In Assessing young learners of English: Global and local perspectives’, vol. 20, 2016.
Vähäsantanen, K., ‘Professional agency in the stream of change: Understanding
educational change and teachers' professional identities’, Teaching and teacher
education, vol. 47, 2015, pp.1-12.
Cooper, D., ‘Effective safety leadership: Understanding types & styles that improve
safety performance’ Professional Safety, vol. 60, no. 2, 2015, pp.49-53.
Ee, J. and Cheng, Q.L., ‘Teachers’ perceptions of students’ social emotional learning and
their infusion of SEL’, Journal of Teaching and Teacher Education, vol.1, no.02, 2016.
Pantić, N., ‘ A model for study of teacher agency for social justice’. Teachers and
Teaching, vol. 21, no.6, 2015, pp.759-778.
© Copyright Carlton Training Ltd. 94 Judd Street, London, WC1H 9NT tel [phone] email: [e-mail]