This document provides information about the Chartered Institute of Environmental Health Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS). It introduces the course tutor, Lloyd Dean, and outlines expectations for both parties. The course structure and assessments are described. Students will complete assignments including planning and delivering a micro-teach session, and writing summaries addressing teaching roles and responsibilities. Topics that will be covered include roles and responsibilities, learning styles, teaching planning skills, teaching styles/communication, and assessment. Students must pass all assignments to receive the PTLLS qualification.

1. CIEH PTTLS
Chartered Institute of Environmental Health Award in
Preparing to teach in the lifelong learning sector
Lloyd Dean

2. Who am I?
Advanced Practitioner and teacher trainer for an Ofsted
Outstanding Further Education provider
Standards verifier for Edexcel
External examiner for OCR
Presenter at several eLearning conferences
Educational blogger

3. Expectations (Both parties)
Engage with discussions and activities
Planned sessions that relate to the outcomes of the
qualification
To be treated with respect and have your voice heard
To learn!

4. Now your turn to introduce….
Work with a partner and introduce them
1.Who are you?
2.What teaching background do you have?
3.What are you looking to gain from this
qualification?
4.How do you learn best?

5. Course Structure
5 topics to learn and be assessed on:
A.Role and responsibilities
B.Learning styles and preferences
C.Teaching planning skills
D.Teaching styles and communication
E.Teaching assessment

6. How am I assessed?
PTLLS is divided into two parts:
1.Micro-teach, which is assessed
2.Concludes the learning with two assignments

7. Assignment 1
 Produce a plan for a 25 minute micro-teach sessions. Which includes:
 An indication of how the session relates to a full teaching programme
 The nature of the target group
 The learning outcomes
 A selection of teaching and learning approaches to engage and motivate learners
 An appropriate method of testing to ensure learning has occurred
In delivering the micro-teach session you must demonstrate your ability to:
 Set the scene for effective learning
 Communicate appropriately and effectively with learners
 Give feedback to learners
You will obtain feedback from your peers and me, and complete a self-evaluation to
reflect on and review the effectiveness of your micro-teach session.

8. Assignment 2
Write a concise summary (approximately 1,200 words) to demonstrate your
understanding of your roles and responsibilities as a teacher in relation to:
Your responsibilities and those of others who have an effect on
your work
Legislation – how it might impact on your area and context of
teaching
Equality, diversity and inclusion – in what ways you can integrate
these principles into your teaching
Internal and external assessment requirements – what
requirements you need to follow in this area
Keeping records – what records you need to keep and why

9. Assignment 3
1.



Review a teaching session that you recently delivered and describe:
The teaching and learning approaches used
The effectiveness of learning that took place
Areas where you could improve your teaching
2.
Describe how you would extend this teaching session into a full
teaching programme.
3.
Produce two further session plans from the teaching programme.
They must include:






An indication of how the session relates to a full teaching programme
The nature of the target group
The learning outcomes
A selection of teaching and learning approaches to engage and motivate learners
An appropriate method of testing that learning occurred
An indication of where functional skills can be embedded into the teaching
programme

10. One more thing on assessments…..
You need to achieve a pass in all three assignments to be
awarded a CIEH PTLLS qualification
It takes approximately eight weeks for the centre to receive
your results

11. Initial Assessment
PTLLS Initial Assessment
Name:
Contact details
Home phone/ Mobile/
Email:
Access to a
PC/tablet/smartphone
with microphone /
webcam?
Highest English and
Maths qualification
Existing qualifications
relevant to teaching
area:
Do you have any access
or Individual support
needs?
What experience of
teaching/training do
you have? What do you
teach? Or what skill or
subject are you
considering
teaching/training?
Is there anything you
want to say about your
expectations, hopes or
concerns about joining
the PTLLS course?
Tutor’s end-of-course
feedback
Date:
(GCSEs? NVQ? Degree?)
(eg help with assignment writing/ Dyslexia / Study skills help )

12. A. Roles and responsibilities

13. Aims
By the end of this section you should be able to:
Identify teacher roles and teacher-related roles as recognised by the
lifelong learning sector.
Have an understanding of the responsibilities that teachers have and
who have an effect on their work.
Identify key aspects of current legislative requirements, codes of
practice and professional standards.
Recognise the importance of matching the teaching material to the
needs of the learners.
Identify issues of equality and diversity, and ways to promote inclusion.
Explain the need for record keeping and procedures that can be
adopted.

14. Teachers roles and responsibilities
White board splash
On the board, list three different roles that you think you
undertake as a teacher. Place your initial to each answer.
Roles of a teacher
Educator
Student
Friend
Role-model
Source of support
it?
Facilitator
Organiser
Counsellor
Disciplinarian
Is this is

15. Teachers roles and responsibilities
Responsibilities

16. Legislation, codes of conduct and
professional standards
BYOD (Bring your own device)
Research, using any access to the internet you have, a legal
topic that impacts your role as a teacher (1), one code of
conduct for teaching (2) and a professional standard that must
be maintained whenever teaching (3).
Get into groups, as per your number allocation, and collate evidence on
a flipchart paper.

17. Legislation, codes of conduct and
professional standards
Legislation
Health and Safety at Work Act (1974)
Data Protection Act (1998)
Equality Act (2010)
Freedom on information Act (2000)
Children and Young Persons Act (2008) & Designated Teacher (2009)
Codes of conduct
Continuous professional development
Safeguarding
Professional standards
Respect
Confidentiality
Trust
Feedback

18. Matching the teaching material to the
needs of the learners
Complete the worksheet “Meeting the learner’s needs”
How do you know the answers to the questions, from a learner
perspective, are correct?
Why is it important to meet learner’s needs?
What else could you know?
Complete learning styles questionnaire
What can this tell us?

19. Equality, diversity and ways to promote
inclusion
padlet.com/wall/dissptlls (Type this into your device and answer the
questions below)
What is equality and diversity?
What ways can we promote inclusion?
Equality and Diversity
9 protected characteristics to ensure everyone is treated as an equal
Ways to promote inclusion
Find the learners styles Plan assessments for the individual
small learning groups
Apply E&D to each learner
Create

20. Record keeping procedures
“When ever I finish delivering a qualification I just store the assessed
work in a cupboard in my office. It it not locked but I know no-one will
use it. Sometimes though, I do throw large files away if they take up
too much space. Some learners are assessed electronically and this is
stored on my computer. I make sure that I keep this locked with a
password though”
What statements are good practice, and what needs to
improved?
What else needs to be considered for this teacher?

21. B. Learning styles and preferences

22. Aims
By the end of this section you should be able to:
Identify and demonstrate relevant approaches to teaching and
learning, in relation to the specialist area.
Explain ways to embed elements of functional skills in the
specialist area.
Recognise factors that influence learning and use a simple but
effective structure for identifying and accommodating different
learning preferences in any teaching situation.
Have an understanding of how learners have preferences for
receiving and assimilating information.

23. Relevant approaches to teaching and
learning, in relation to the specialist
area
Things that you could
do
Are there any?
Things that you could
not do
For both questions consider
your own specialist area

24. Embedding functional skills
 English
 Maths
 ICT
 Why and how can you embed functional skills?
Key Point: Work the functional skills around the topic. Do not just make
something up in order to “box tick”. There will be sometimes when
embedding functional skills is not viable.

25. Learning styles and preferences
 Think of the best session you were ever involved with as a learner?
 Why was this?
 Probably, your own learning style was included in the session.
 Number of learning styles, but common approaches include:
Visual – Learners develop knowledge best by seeing various diagrams (Pinterest)
Auditory – Learners develop knowledge best by hearing information
(Podcasts/Theory input/Questioning)
Kinaesthetic – Learners develop knowledge best by “doing” or creating something.
(iMovie/Practical task)
Task
Go back to your earlier learning styles questionnaire. How could you fit your
micro teach topic to suit all learning styles?

26. C. Teaching Planning Skills

27. Aims
By the end of this section you should be able to:
Identify appropriate learning outcomes for a specific teaching
group.
Design teaching sessions by carrying out effective planning and
preparation that takes account of the needs of the learners.
Select different and diverse teaching resources for a specific
session.

28. Learning outcomes
 By the end of this sentence you should be able to analyse and
understand why cows “moo”.
 By the end of this slide you be able to identify the importance of clear
and precise learning outcomes.
 By the end of the PTLLS course you will be be an outstanding teacher
Which one is illustrating the point?
Design your learning outcomes for your micro-teach.

29. Designing sessions that take the needs
of learners into account
What would you do if the following was an issue:
Motivation
Dyslexia
Understanding
Environment
Disability

30. Selecting diverse and different
teaching resources
What I use:
Purposegames.com
Padlet
iMovie
Educreations
Work in pairs and present favourite teaching resource
No resources?
Articulate
Snowball fight
What’s the point; engaging assessment!

31. D. Teaching Styles and
Communication

32. Aims
By the end of this section you should be able to:
Explain ways to establish ground rules with learners, which
underpin appropriate behaviour and respect for others.
Use a variety of different ways of communicating information and
making teaching more accessible and interesting to learners.
Explain and demonstrate good practice in giving feedback to
learners to ensure a process of continuous improvement.
Communicate appropriately and effectively with learners.
Evaluate teaching to ensure a process of continuous improvement.

33. Ground rules and behaviour
How did our first meeting start as a group?
How do I/we agree ground rules?
What do you do, and why?
Does this really matter………………

34. Communication, interesting and
accessible learning
How can you communicate with learners to engage them
and/or enable them to access resources?
We’ve already covered a few. What were they?
GoogleDocs
Wikspaces
YouTube
Screencasting
Virtual learning environments

35. Evaluating teaching and CPD
“Ten years of teaching without reflection is just 1 year repeated 10 times”
Hands up who has never made a mistake delivering any
session/workshop?
Evaluation will help to ensure you know what aspects are the
strongest in your practice as well as what you can do to improve
Continuous professional development (CPD) can give these targets
structure (E.g. PTLLS!)
CPD is a requirement in teaching. Do you store yours as evidence in a
portfolio?

36. E. Teaching Assessment

37. Aims
By the end of this section you should be able to:
Understand a variety of different ways of assessing the
effectiveness of teaching measuring results.
Explain the use of assessment methods in different contexts,
including reference to initial assessment.
Explain procedures for recording internal and external assessment
information.

38. Procedures for recording internal and
external assessments
What would you do with paperwork?
How long does it have to be kept for?
What is the learner cycle and what role would an internal
and external quality assurer play in the assessment process?

39. Different ways to assess teaching
effectiveness
What is assessment?
Assessment for learning vs. assessment of learning
Why? What’s the difference?
Complete the “assessment for learning” task sheet and
feedback answers.

40. Different types of assessments
Initial assessments is one that we have completed.
Create a list for us to use in our session plans and teaching
practices under the “assessment” column

41. Review of course
What has gone well?
What has not gone as well as you
hoped?
What are your targets from here?
How would develop the delivery?