Roles, responsibilities and relationships in lifelong
learning
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By signing this statement of unit achievement you are confirming
that all learning outcomes, assessment criteria and range
statements have been achieved under specified conditions and that
the evidence gathered is authentic.
This statement of unit achievement table must be completed prior to
claiming certification.
Unit code Date achieved Learner signature Assessor initials
IV signature (if sampled)
Assessor number (optional)
Assessor tracking table
Statement of unit achievement
All assessors using this Record of Assessment book must complete
this table. This is required for verification purposes.
UV40764 Roles, responsibilities and relationships in lifelong
learning
The aim of this unit is to develop your understanding of the roles
and responsibilities of a teacher in lifelong learning and the
relationship between different professionals in lifelong learning.
It includes responsibility for maintaining a safe and supportive
learning environment for learners.
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GLH
Learning outcomes Evidence requirements
1. Understand own role and responsibilities in lifelong
learning
2. Understand the relationships between teachers and other
professionals in lifelong learning
3. Understand own responsibility for maintaining a safe and
supportive learning environment
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1. Working environment There is no requirement for you to be
observed/assessed in a work environment.
2. Teaching practice There is no requirement for you to undertake
teaching practice.
3. Achieving assessment criteria There must be valid, authentic and
sufficient evidence for all assessment criteria. Holistic
assessment is encouraged and one piece of evidence may be used to
meet the requirements of more than one assessment criterion.
4. Knowledge outcomes There must be evidence that you possess all
the knowledge and understanding listed in the ‘Knowledge’ section
of this unit. This evidence may include projects, assignments, case
studies, reflective accounts, oral/written questioning and/or other
forms of evidence.
5. Tutor/Assessor guidance You will be guided by your
tutor/assessor on how to achieve learning outcomes in this unit.
All outcomes must be achieved.
6. External paper There is no external paper requirement for this
unit.
Achieving knowledge outcomes
Developing knowledge
You will be guided by your tutor and assessor on the evidence that
needs to be produced. Your knowledge and understanding will be
assessed using the assessment methods listed below:
• Observed work • Witness statements • Audio-visual media •
Evidence of prior learning or attainment • Written questions • Oral
questions • Assignments • Case studies
UV407644
Knowledge
You can: Portfolio reference / Assessor initials*
a. Summarise key aspects of legislation, regulatory requirements
and codes of practice relating to own role and
responsibilities
b. Analyse own responsibilities for promoting equality and valuing
diversity
c. Evaluate own role and responsibilities in lifelong
learning
d. Review own role and responsibilities in identifying and meeting
the needs of learners
*Assessor initials to be inserted if orally questioned.
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Outcome 2
You can: Portfolio reference / Assessor initials*
a. Analyse the boundaries between the teaching role and other
professional roles
b. Review points of referral to meet the needs of learners
c. Evaluate own responsibilities in relation to other
professionals
*Assessor initials to be inserted if orally questioned.
UV407646
Understand own responsibility for maintaining a safe and supportive
learning environment
You can: Portfolio reference / Assessor initials*
a. Explain how to establish and maintain a safe and supportive
learning environment
b. Explain how to promote appropriate behaviour and respect for
others
*Assessor initials to be inserted if orally questioned.
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Outcome 1: Understand own role and responsibilities in lifelong
learning
Unit content
This section provides guidance on the recommended knowledge and
skills required to enable you to achieve each of the learning
outcomes in this unit. Your tutor/assessor will ensure you have the
opportunity to cover all of the unit content.
UV407648
Legislation, regulatory requirements and codes of practice:
Appropriate legislation and codes of practice (health and safety,
equal opportunities), own role in promoting equality (teaching
materials, translating legislation in practice, diversity and
inclusion, impact on teaching and classroom practice, range of
differences which might present in a classroom situation),
promoting (data protection, consumer legislation and other
legislation relating to subject specialism), regulatory
requirements, safeguarding, child protection), Every Child Matters
(ECM), be healthy, stay safe, make a positive contribution, achieve
and enjoy, achieve economic wellbeing, record keeping), codes of
practice (Institute for Learning, subject specialist codes of
practice, boundaries of teaching role).
Responsibilities for promoting and valuing diversity: Understanding
diversity in race, culture, religion, language, gender, education
and age; language acquisition, recognising differences in
perspectives and perceptions, equality of opportunity, awareness of
learning disabilities and difficulties, inclusive approaches,
promoting social integration, impact of legislation and policies on
own practice and teaching (including how to deal with prejudice and
discrimination), organisational policies and procedures,
establishing ground rules, promoting diversity, inclusive practice,
different teaching and learning methods to accommodate different
learning preferences and different abilities and/ or needs,
minimising potential barriers
to ensure curricula are accessible to all, special assessment
arrangements.
Evaluating own roles and responsibilities: Teaching and training
cycle (identify needs, plan, design, deliver/ facilitate, assess,
evaluate, CPD and professionalism), Information, Advice and
Guidance (IAG), signposting, liaising with other professionals,
meeting organisation’s requirements, systems, procedures;
maintaining standards, quality assurance; keeping records,
registers, learner work, results; health and safety in the
workplace, policies and practice in organisations, keeping up with
own professional requirements.
Reviewing own role and responsibilities in identifying and meeting
the needs of learners: Self-reflective practice, learning
preferences, knowledge of specific learning difficulties and
disabilities, lesson planning, teaching and training cycle,
planning and negotiation skills, differentiation, reviews and
feedback, embedding Literacy, Language and Numeracy (LLN) and ICT,
use of feedback from a range of suitable sources (self, learners,
peer/tutor observations).
Outcome 2: Understand the relationships between teachers and other
professionals in lifelong learning
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Boundaries between the teaching role and other professional roles:
Role of collegiality and collaboration in local and regional areas,
role of support agencies, learner referral, signposting, learner
support opportunities, learning support opportunities, the
different teams with which you interact in your daily work (e.g.
external support agencies, external regulatory bodies, internal
administrative support, internal quality assurance teams), limits
of responsibility.
Reviewing points of referral to meet the needs of learners:
Identifying support needs of learners, screening, initial
assessment, diagnostic assessment, identifying key staff within
organisations responsible for referral, identifying sources of
learner support and learning support.
Evaluating own responsibilities in relation to other professionals:
Record keeping in relation to learner information, record keeping
with reference to organisational procedures, record keeping with
reference to quality assurance, professional code of conduct,
qualitative evaluation.
Outcome 3: Understand own responsibility for maintaining a safe and
supportive learning environment
Safe and supportive learning environment: Concept of the safe
learner (including identification of hazards, risks and controls,
identifying own health and safety responsibilities, completion of
hazard surveys, identifying key health and safety staff members,
recording of emergency procedures currently in place,
identification of applicable work procedures, identification of
prohibitions and restrictions), safeguarding (e.g. Every Child
Matters (ECM), be healthy, stay safe, make a positive contribution,
achieve and enjoy, achieve economic wellbeing), data protection
legislation, organisational policies and practice (e.g. equality
and diversity, bullying, harassment, complaints, appeals and
personal safety policies), updated/amended equality legislation
(bringing together legislation it has replaced and extension to
other groups),
impact of legislation on own practice, motivational theory (e.g.
Mazlow, Herzberg, McGregor).
Promoting appropriate behaviour and respect for others: Legislation
(health and safety, equality, data protection, freedom of
information, human rights) and its impact on own practice, ground
rules, classroom management, inclusive practice, differentiation,
organisational policies, (equality and diversity, bullying,
harassment, complaint and appeals), how to deal with prejudice and
discrimination.
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