28 February 2012

Atakilte L Mekuria

CELTA +PTLLS

CELTA
Assignment 4: Preparing to teach in
the Lifelong Learning Sector
Task 2
Teacher Role and responsibilities
College of North West London Code of Practice and Learner contracts
The colleges Code of Conduct is printed at the back of the Learning
Agreement form which must be signed and dated by all students at the time
of enrolment. The Code of Conduct briefly outlines what is expected of
students and includes:

Student responsibilities (on time attendance, handing in of

coursework and homework, proper use of the College resources)
Environmental awareness (proper use of litter bins, using designated
areas to eat and drink, refraining from using mobile phones in class)
Inappropriate/unacceptable behaviour (bullying, misuse of centres
computers and fire fighting equipments, use of illegal drugs
/alcohol ,carry or use a weapon)
Outside the classroom the Code of Conduct is clearly displayed with
colourful posters on notice boards and walls around the campus to remind
students of its importance. Students can also access the Code of Conduct
from the Colleges website.
Inside the classroom the Code of Conduct is enforced through teachers and
students briefing, visual prompts and enforcement measures such as strict
attendance record taking, prohibition and confiscation of hand held/ wireless
technology.
Equal Opportunity Legislation
The Equality Act 2010 replaced all previous equality legislation such as the Race
Relations Act, Disability Discrimination Act and Sex Discrimination Act.
The College is committed to the active pursuit of a Single Equality Scheme which will
address the needs and rights of everyone in the College and ensure that everyone is
treated with dignity and respect, in an environment where a diversity of backgrounds
and experiences is valued and celebrated.

Outside the classroom this commitment is transmitted visually through posters

identifying and celebrating ethnicity, gender and nationality.
Inside the classroom teachers are briefed to treating students as individuals of equal
worth
regardless of gender, race, background and to enable students to participate in all activities
with safe clothing appropriate to religious belief; to plan work that builds on their cultural

28 February 2012

Atakilte L Mekuria

CELTA +PTLLS

experiences; to avoid gender or ethnic stereotyping in grouping procedures; to provide

positive role models. The teacher also needs to consider, for example, whether equal
numbers of women and men are portrayed in resource materials,

Health and Safety Legislation

The Health and Safety Act 1974 and the Management of Health and Safety at Work
Regulations 1999
These Acts seek to prevent accidents and to ensure that the college/workplace is as free from
risk as possible
Outside the classroom Students and teachers undertake regular fire
safety training and fire drills. The location of fire extinguishers and emergency exits are
clearly labelled. The college personnel are trained to give first aid.
Inside the classroom the teacher should be told, who is responsible for Health and Safety
matters in the college, and what the procedures are in respect of health and safety, e.g.
dangerous substances or equipment, reporting accidents, first aid treatment. The classrooms
should be free of cable wirings that might trip students or any kind of obstructions that may
hinder free movement in the class.

Disability and Discrimination Legislation

The College is fully aware of its legal responsibilities under the Disability and Discrimination
Act 1995 as amended by the Special Educational Needs and disability Act 2001.
Outside the classroom all the staffs are briefed on the implications of the Disability
Discrimination Act. The College has established a Disability and Mental Health Working Group
to oversee the implementation of the Disability Action Plan and has identified specialist staff
to manage and support disabled students. Facilities have been modified and specialist
equipment purchased to meet the needs of disabled students.
Inside the classroom the students in the class have to be prepared to accept the disabled
student and must understand the needs of the student. The classroom and resources must be
prepared and must be adequate. The teacher should prepare the lesson tasks and activities
to accommodate students with disabilities.

Child protection

Under the Children Act, 1989 and following a series of high-profile legal cases, the issue
of child protection has become a matter for schools and teachers.
Outside the classroom Schools and teachers must be vigilant to observe signs of abuse and
harm,
defined as physical injury, neglect, sexual abuse, emotional abuse and mental abuse. Schools
are obliged to have protocols and procedures for action in the event of abuse being
suspected, and teachers should only act in accordance with these, and not take the law into
their own hands here.
Inside the classroom If a teacher suspects that abuse and non-accidental injury have taken,
or is taking
place, then he or she must report it to the head teacher or the designated person in the
school, as there are legal procedures to be observed. Sometimes this may be as a result of
something that a child has said, or that the teacher has observed

28 February 2012

Atakilte L Mekuria

CELTA +PTLLS

http://www.education.gov.uk/aboutdfe/policiesandprocedures/equalityanddiv
ersity/a0064570/the-equality-act-2010
http://www2.cnwl.ac.uk/UserFiles/File/Safeguarding%20Children%20and
%20Safer%20Recruitment%20Practices%20in%20Education.pdf
http://www2.cnwl.ac.uk/Equality.php
Louis Cohen, Lawrence Manion and Keith Morrison, A Guide to Teaching
Practice 5th edition
(This edition published in the Taylor & Francis e-library , 2005)