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PTLLS Qualification Guide

Posted by: CTC Training

Do you aspire to become a teacher but have no prior experience of training or teaching? The PTLLS qualification (now known as the AET qualification) is your first step towards a challenging and rewarding teaching career .

In this guide, you’ll find out exactly what the qualification is, why it is useful, and everything you need to know about the course.

If you would rather watch the video guide, please find this below:

What is a PTLLS qualification?

PTLLS stands for ‘Preparing to Teach in the Lifelong Learning Sector’. It is a nationally-recognised qualification needed for starting your teaching career.

PTLLS is widely recognised as the name of the level 3 teaching qualification, but the name has recently been changed to the Award in Education and Training (AET).  The AET and PTLLS qualifications are broadly similar but small updates to the qualification structure and criteria have been made to refresh and modernise the content.

The course is offered as a first step towards teaching in post-16 education. It is the foundation level for teaching and covers all the basic teaching skills.

What does a PTLLS qualification allow you to do?

The PTLLS qualification provides you with the basic knowledge and tools for becoming an effective and inclusive teacher. It is the foundation needed to proceed onto more advanced courses and move up the ladder towards a teaching role.

What does the course involve?

The course will help you to understand the essential aspects of working as a teacher, including health and safety and equal opportunities. There are three units within the course: UNIT NO: 1 — Understanding the Roles, Responsibilities and Relationships in Education and Training This introductory unit helps you to understand the introduction of teaching including health and safety, equal opportunities and the other professionals you may have to work with.

UNIT NO: 2 — Understanding and using inclusive learning and teaching approaches in education and training. This unit helps you to understand how people learn, the ways in which people communicate and how to use a range of different teaching methods and resources to help you meet your learners’ individual needs.

UNIT NO: 3 — Understanding the principles and practices of assessment. This unit identifies what assessment is and how to deliver excellent assessment practice. The unit is ideal for anybody with an interest in assessing workplace achievement or those delivering regulated qualifications and awards.

How long does the course take?

The level 3 teaching qualification takes approximately 120 hours to complete. With CTC, you can complete the course at your own leisure. Enrol in the course through CTC and you’ll gain 24/7 access to the student portal, where you can view course content and upload assignments. The 120 hours can be spread across a maximum of 12 months, meaning you can complete the course on a schedule that suits you.

If you’re interested in becoming a teacher, enrol with CTC Training today. Find out more about the Level 3 Award in Education and Training here .

For more information about what CTC Training can offer you, contact our team today.

Give us a call on 0195 276 9025 for advice.

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PTLLS Micro Teach Ideas

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Aims -What you plan to achieve in the teaching session

Objective-how you intend to achieve the aims

The learning outcome-what learners would learn and understand at the end of the teaching sessions.

Teacher activities- what the teacher hope to be doing at various times of the teaching session

Resources-The resources to  be used at each session of the teaching.e.g flip chart, posters, etc

Assessments-The assessment  that would be carried out at each session to justify knowledge gained

Timing -the time spent on each session normally  in mins

PTLLS Assignment 2 maybe different in some awarding bodies and could be the contents are normally worded  the same

Category : PTLLS Assignment 2

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ptlls assignment 2

• PTLLS Assignment 2

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Hopwood Hall PTLLS: Preparing to Teach in the Lifelong Learning Sector

Assignment 2: Understanding inclusive learning and teaching in lifelong learning(Learning outcomes and assessment criteria: 1.1, 1.2, 1.3, 2.1, 2.2, 2.4, 3.1, 3.2, 3.3)In this assignment you will explain what you understand by inclusive learning and how adopting inclusive learning approaches supports learners to achieve their learning goals.

IntroductionBriefly outline the purpose of the assignment.

Current teaching and learning strategies (1.1, 1.2)Summarise (level 3)/ analyse (level 4) the teaching and learning methods and activities currently used in your teaching / training context. How successful do you think these approaches are at meeting the needs of your learners?

Inclusive learning (1.3, 2.1)What is meant by the term ‘inclusive learning’? Describe (level 3)/ analyse (level 4) aspects of inclusive learning e.g. active learning, differentiation, co-operative learning, the use of e-learning and technology etc. that are relevant to your specific teaching / training context.

Learning styles and additional learning needs (2.2)Discuss some of the ‘barriers to learning’ that learners may face. Discuss how an understanding of different learning styles and an awareness of additional learning needs can help to promote inclusive learning.

Explain (level 3)/ analyse (level 4) how you would select teaching and learning techniques and resources to meet the needs of your learners.

Functional skills (2.4)Explain (level 3)/ review (level 4) ways in which you could provide opportunities for learners to practise functional skills (literacy, language, numeracy and ICT).

Motivation (3.1)Motivation is a crucial aspect of the learning experience. Describe ways in which a teacher can engage and motivate learners.

Feedback (3.3)Finally explain (level 3)/ review (level 4) different ways of giving constructive feedback that motivates learners.

ConclusionBriefly sum up the main point of this assignment.

Revised February 2012

Assignment guidelines: Please include practical examples from your own experience as a trainer or learner, as well as references to relevant learning theory.

Refer to your reading using direct quotes to support your points. Reference your work using the Harvard referencing system (Level 4) and include a bibliography.

Use subheadings as in the assignment brief and indicate where you are covering the learning outcomes i.e. 1.3Suggested word count 1500-2000 (level 3) or 2000-2500 words (level 4).

Assignment assessment cover sheet:Name: Assignment 2: Understanding inclusive learning and teaching in lifelong learning

Assessment Criteria Achieved? Comments

1.1 Summarise / analyse learning and teaching strategies used in own to teach own specialism.

1.2 Explain / evaluate how approaches to learning and teaching in own specialism meets the needs of learners.

1.3 Describe / analyse aspects of inclusive learning.

2.1 Explain / analyse how to select inclusive learning and teaching techniques.

2.2 Explain /analyse how to select resources that meet the needs of learners.

2.4 Explain / review ways to provide opportunities for learners to practice their functional skills.

3.1 Explain ways to engage and motivate learners in an inclusive learning environment.

3.3 Explain / review ways to give constructive feedback that motivates learnersGeneric Criteria Achieved? CommentsAccurate use of grammar, spelling and punctuation

Clear expression of ideas and arguments

Use of reading and research through inclusion of appropriate referencing

Accurate use of numerical calculations and interpretation of data

Commitment to working within a professional values base

This assignment meets the criteria for Level 3 / Level 4 (please delete as appropriate).

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Ptlls assignment 2

Experts can identify a person using only their teeth through x-ray, provided there are enough teeth present. Furthermore, they compare the teeth to pictures from the past to identify the deceased. Computer graphics are also utilized to reconstruct the face of the deceased using their teeth, aiding in identification. This method allows the public to assist in identifying a deceased person if dental records fail to determine their identity.

This technology has the capability to reconstruct or estimate bone structure and recreate the face of a deceased individual, enabling identification based solely on skeletal remains. Experts employ various methods to identify a person, starting with confirming if the remains are human. Once confirmed, they proceed to reconstructing the body using the remaining parts.

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Various bones can be utilized for the identification of factors including sex, race, and age. The stature and weight can be determined by examining leg or arm bones. Furthermore, it is crucial to consider any skeletal pathologies when identifying the remains, determining the cause of death, and potentially uncovering the perpetrator if homicide is involved. Throughout the examination of the body, characteristics like femur length and other pertinent factors should be considered. Extracting DNA from the remains is also essential for pinpointing the deceased individual’s identity.

An individual’s identity can be determined by thoroughly examining their skull, which provides valuable insight. This approach involves analyzing the existing bone structure and reconstructing how the person looked while alive. Although this method requires specialized knowledge in facial reconstruction and self-taught forensics, it is commonly done using 3-D imagery. Sculpting faces on skulls has been practiced since biblical times.

Forensic scientists and physical anthropologists have revived the technique of using published soft tissue thicknesses in different racial groups to identify human remains (Caitiff and Snow 1979). Additionally, techniques for sculpting a face onto a skull, which rely on these soft tissue thicknesses, have been developed (Phillips and Smuts 1996). Another method involves 2-D reconstructions using postmortem photographs and the remaining skull, which typically require the expertise of both an artist and a forensic anthropologist.

The method of facial reconstruction was developed by Karen T. Taylor in the sass’s. It involves using adhering tissues, depth markers, and an unidentified skull. Nowadays, computer software like F. A. C. E and C. A. R. E. S are used to generate and store 2-D images for crime scene technicians. Another type of reconstruction called Superimposition also exists, which requires some knowledge of the person’s beliefs or possible identity.

These reconstructions are produced by overlaying a photo of a person suspected of being associated with the unidentified skeletal remains onto an X-ray of the unidentified skull. These methods are used to uncover the identity of a deceased individual who has decomposed to the extent of only having teeth or bones. I believe that all of these methods yield a high success rate in determining the person’s identity. Just like a picture speaks volumes, bones and teeth also convey information; it’s up to the expert or crime scene technician to interpret it.

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Ptlls practical assignment 4.

Evaluate the teaching and learning approaches and effectiveness of resources for your observed session. Evaluate how your session met the needs of individual learners.

This essay should be prepared following completion of your micro-teach session, and it has two parts. The first part gives you an opportunity to discuss your approaches to teaching and the effectiveness of the resources you have used. Feedback from piers and the observer report will help you to complete the second part; which is evaluation of how you met the needs of the learner group.

My flexible lesson plan assumed learners did not have prior knowledge of the subject and I prepared it from the learner’s point of view. The session was multi-sensory, focused around the objectives, and included verbal, visual, and kinaesthetic activities.

The PowerPoint slides included major points to be covered – organised and clear. I wanted learners to understand these points and to accept my ideas. I knew it will not need much effort because the subject Employee Training (HRM) is partly related to the course PTLLS.

My approach combined a lecture with active teaching and learning strategies. Everyone was constantly engaged in the learning process through open questions, discussions, and two activities for applying what they have learnt. I encouraged learner’s feedback, listened carefully and re-instated responses where appropriate.

All learners knew what the handout was about, and were given enough time to look at its useful content. The assessment conducted at the end of the session indicated that the learners’ understanding of the subject has increased. However, my peers suggested there should be more activities and more fun. For sure I will consider their advice in future.

Throughout the session, I encouraged discussions relevant to the subject and its aims, giving learners room for expressing their own ideas and creativity. Learners generated a set of key points thus articulating my expectation. I chose appropriate and practical examples in advance and the learners also generated their own examples and illustrations.

I tailored my questions to the ability level of all learners and rephrased key terms when needed. The key terms were identified, explained and put together, and the learners copied them down.

The objectives were made clear at the start of the session and I gave explanation in clear language making full use of the auditory style; I repeated and emphasized important parts of the lecture. A short video was used to demonstrate real-life techniques, and the carefully selected images supported the text where I wanted Learners to remember important concepts.

The lecture was concluded by an interactive strategy which was engaging and provided real-life simulation situations; learners practised important parts of the subject and they were able to know how, in addition to why, we do things. Also, calling learners by their names during the session helped in reaching everyone.

Student-led question and answer session, debates and the feedback session, comments and critiques all made the session interesting and met the different students’ learning styles. The learners were comfortable, able to discuss new ideas and eager to learn. I believe careful planning and preparation have helped.

PTLLS training centres recommend these books: Preparing to Teach in the Lifelong Learning Sector: The New Award - 5th Edition Achieving Your PTLLS Award: A Practical Guide to Successful Teaching in the Lifelong Learning Sector Passing PTLLS Assessments (Further Education and Skills) Study Skills for PTLLS (Further Education and Skills) Practical Teaching A Guide to PTLLS & DTLLS Updated January 2015.