01 -Understanding Roles, Responsibilities and Relationships in Education and Training 1.1 1.2 1.3 1.4 - AI
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Academic writing and Harvard referencing
🔹 Starter
Items in this lesson
Recap previous session!
Academic writing and Harvard referencing
🔹 Starter
Understanding Roles, Responsibilities and Relationships in Education and Training
This session looks at the teacher’s role, key responsibilities, legal requirements, and professional relationships. We’ll cover how to create safe, inclusive learning environments, promote equality and diversity, meet individual learner needs, and maintain professional boundaries.
Understanding Roles, Responsibilities and Relationships in Education and Training
Session Objectives
Review the
teaching role
legal responsibilities
equality and diversity
and the importance of meeting individual learner needs.
This session supports assessment criteria 1.1, 1.2, 1.3 and 1.4.
ROLE & RESPONSIBILITIES(1.1)
This unit covers the teacher's role and responsibilities in education and training, including maintaining a safe, supportive learning environment. It also explores the relationships between different education professionals. It is broken into four sections.
2. Safe learning environment
Understand ways to maintain a safe and supportive learning environment
3. Professional relationships
Understand the relationships between teachers and other professionals in education and training
💬 Word cloud:
“What does it mean to be a
teacher?”
You have 5 mins to write them on
the word cloud
“What does it mean to be a
teacher?”
Understanding Post-16 Education
We are going to look at post-16 education and the teacher’s role. We’ll cover key laws that shape responsibilities and why it’s important to treat everyone fairly, respect different backgrounds, and meet learners’ needs.
Teachers work in many different settings. Post-16 education changes quickly to meet job needs, government rules, and qualifications.
Further education settings
Understanding Post-16 Education
📝 Task: List some common further education settings.
Sixth Form College
Further Education College
Adult and Community Education
Independent Specialist College
Private Training Providers
Distance Learning
Roles in post-16 education
Teachers in further education may have different job titles, such as:
Teacher
Lecturer
Instructor
Trainer/Assessor
Personal Tutor/Pastoral Support
Learning and Development Coach/Mentor/Assessor
What is the main role of a teacher?
“Your main role as a teacher is to help learners achieve their goals by planning and delivering effective learning.”
— Ann Gravells, The Award in Education and Training
What is the main role of a teacher?
✍️ Group Task: In pairs list teacher responsibilities under the headings:
Teaching & Learning
Assessment
Communication & Support
Teachers' responsibilities
1
Planning & Delivery
Plan lessons that meet course requirements and help learners achieve their goals.
2
Assessment & Feedback
Assess work fairly and give clear feedback to help learners improve.
3
Record Keeping
Keep accurate records of attendance, progress and assessment decisions.
4
Supporting Learners
Recognise individual needs, offer support, and refer learners when extra help
is needed.
5
Communication with Others
Work with colleagues and support staff to share information and support learners.
6
Promoting Equality
Treat learners fairly, use inclusive resources, and make reasonable adjustments.
The teaching and learning cycle
“The teaching, learning and assessment cycle is a continuous process which ensures learning is taking place. Each stage links to the next and the process carries on until the learner has achieved their goals.”
— Ann Gravells, The Award in Education and Training
The teaching and learning cycle
The teaching and learning cycle is the process teachers follow to support learners effectively.
Identify needs – Find out what learners need, including any extra support.
Plan – Prepare lessons by thinking about the environment, resources, activities, and assessments.
Deliver – Teach the lesson, either in person or online, using different methods to help learners develop skills such as English, maths, and ICT.
Assess – Check learners’ understanding and progress, and give clear feedback
Reflect and evaluate – Review what worked well and what needs changing in planning, teaching, or assessment.
1
2
3
4
5
Break!
LEGISLATION & PROFESSIONAL
REQUIREMENTS (1.2)
There are eight legislative themes that we will look at. Specific legislation is associated with each of the eight themes.
Legislation key pints - The Equality Act 2010
The Equality Act 2010 brings together earlier legislation and strengthens it in parts
It applies specifically in education as part of the Public Sector Equality Duty.
The Public Sector Equality Duty means organisations like schools and colleges must not discriminate. They also have to actively support equal opportunities and positive relationships. Because of this, they have policies such as anti-bullying rules, equality policies, and reasonable adjustments to support people with disabilities.
The Equality Act 2010 sets out nine protected characteristics. If you are discriminated against due to one of the nine protected characteristics.
Protected Characteristics Under the Equality Act
Age
Disability
Gender reassignment
Marriage and civil partnership
Pregnancy and maternity
Race
Religion or belief
Sex
Sexual orientation
The Equality Act 2010 makes it unlawful to discriminate against individuals based on these
nine protected characteristics.
Regulatory Requirement
Ofsted is the regulatory body that inspects education and training providers in England to make sure learners receive high-quality, safe, and inclusive education. Ofsted focuses on areas such as the quality of teaching, learner behaviour and attitudes, personal development, leadership and management, and safeguarding.
Ofsted guidance influences everyday teaching practice by requiring lessons to be well planned, inclusive, and focused on learner progress. Teachers must follow safeguarding and Prevent policies, maintain professional boundaries, and use reflective practice to improve teaching and support learners’ individual needs.
Education & Training Foundation
The Education and Training Foundation (ETF) was established in October 2013 and grew out of the Institute for Learning. It is the expert body for professional development and standards in Further Education (FE) and Training in England.
The ETF outlines the professional standards for the further education and training sector.
The ETF recognises that in the post-16 sector teachers are ‘dual professionals’; they are both subject and/or vocational specialists and experts in teaching and learning.
Regulatory Requirement
Every education provider has a Code of Practice, usually found in the Employee Handbook. This explains how staff are expected to behave at work and what rules must be followed. It covers things like safeguarding, health and safety, equality and diversity, confidentiality, and professional boundaries.
As teachers, we are expected to follow the Employee Handbook at all times. This guides how we manage behaviour, communicate with learners and colleagues, report concerns, and know when to refer learners to other professionals. Following the Code of Practice helps keep learners safe and ensures staff act professionally and consistently.
Code of Practice / Employee Handbook
Promoting Equality and Valuing Diversity (1.3)
Practical Approaches
Use diverse images representing different ethnicities
and abilities
Include examples from various cultural backgrounds
Ensure accessible learning materials
Celebrate cultural events and awareness days
Use inclusive language
Resources
Equality Challenge Unit factsheets
Equality and Human Rights Commission
lesson plans
Gravells & Simpson: Equality and Diversity in the Lifelong Learning Sector
Promoting Equality and Valuing Diversity (1.3)
Practical Approaches
Use diverse images representing different ethnicities
and abilities
Include examples from various cultural backgrounds
Ensure accessible learning materials
Celebrate cultural events and awareness days
Use inclusive language
Resources
Equality Challenge Unit factsheets
Equality and Human Rights Commission
lesson plans
Gravells & Simpson: Equality and Diversity in the Lifelong Learning Sector
✍️ Group Task: Write three practical ways to promote equality and value diversity in your teaching.
IDENTIFYING & MEETING LEARNER NEEDS (1.4)
SEND Code of Practice and Children and Families Act 2014
The Special Educational Needs and Disability (SEND) Code of Practice is outlined within the Children and Families Act 2014. This comprehensive framework:
Age Range
Covers the 0-25 years age range, providing continuous support through educational transitions
Scope
Applies to children and young people with disabilities and those with special educational needs (SEN)
Support Framework
Establishes Education, Health and Care Plans (EHCPs).
Supporting Learners with EHCPs: Case Study
Mark's Case
Mark is 21 years old with an EHCP, attending college with entry-level qualifications in maths and English. He aspires to work in a restaurant and is joining a Level 1 Catering class.
As his teacher, you must:
Access relevant sections of his EHCP to understand his
specific needs
Report on his progress regularly to ensure appropriate
support
Involve him in planning his learning to promote autonomy and engagement
📋 Task: Based on Mark’s case, write down three actions the teacher should take to support him.
Identifying and Supporting Learner Needs
Identification
Recognise that learners have diverse needs, from learning difficulties like dyslexia to physical impairments or subject-specific challenges.
Support
Provide appropriate accommodations to help learners achieve their full potential, boosting confidence and self-esteem.
Collaboration
Work with specialist staff responsible for assessment and support, referring learners when additional needs are identified.
Teachers must be aware of previously identified needs and recommended support while remaining vigilant for emerging needs that require expert intervention.
Practical ways to meet learner needs:
Find starting points
Check what learners already know and can do, including English, maths, and ICT skills.
Identify Barriers
Notice any difficulties learners may have, such as learning needs, personal issues, or low confidence.
Provide Support
Use different teaching methods, give extra resources, and refer learners to specialist support when needed.
📝 Reflection Task:
On you own
Share a time you identified a learner’s needs and how you supported them.
Identify one improvement for next time.
Lesson recap!!
What do you remember?
