Roles Responsibilities Boundaries Ptlls Assignment 1

The first of the assignments is Theory 1 (T1). You will likely get set this on your first session and it will be due back quickly, probably at the next session. Check out the full list of Ptlls assignments if you need a different one.

Level 3 – Describe your role, responsibilities and boundaries as a teacher/trainer/tutor in terms of the teaching/training cycle. Recommended word count 300-500 words.

Level 4 – Review your role, responsibilities and boundaries as a teacher/trainer/tutor in terms of the teaching/training cycle. Recommended word count 500-700 words.

So, to kick off, some good basics on the staples of the course. It’s part of section 1, specifically about understanding your own role, responsibilities and boundaries of your role so includes T2 on legislation, T3 on equality and diversity and T6 on records – giving you a clue right there about this introductory essay.

Role, responsibilities and boundaries

The key here is roles as distinct from responsibilities and how boundaries fit in to that. Literally look at the dictionary definitions.

role: the function assumed or part played by a person or thing in a particular situation

responsibilities: a thing which one is required to do as part of a job, role, or legal obligation

boundaries: a limit of something abstract, especially a subject or sphere of activity

So responsibilities fit within roles and it shouldn’t be too hard to figure out what the boundaries are.

A few things to tick off for role would be

  • Creating / facilitating opportunities for learning
  • Plan lessons, find and prepare materials, do research, assess learners and yourself
  • Keep records: lesson plans, attendance, assessment etc

And similarly on responsibilities you’re looking at

  • Keeping yourself up to date in both teaching and your field
  • Maintaining high standards in your work and conduct
  • Complying with the rules of the organisation you are part of as well as legislation and codes of practice (this is the main focus of the next essay)

The boundaries part would be

  • Maintaining professional relationships
  • Taking care with communication methods (and increasingly social media use)

The teaching / training cycle

The “teaching/training cycle” is the stuff you should have covered about identifying needs, planning and designing, delivering and facilitating, assessing and finally evaluating before it all starts again. If you can expand a little on each of those you’ll show your grasp of the concepts (remembering you’ve only got 700 words max!)

There’s also Kolb and Fry and their model of concrete experience, reflective observation, abstract conceptualisation and active experimentation. That’s some good stuff to get your teeth in to. You need to show that you understand this doesn’t apply just to your learners but to yourself as well.

Level 3 and 4

The level difference is subtle but important. Describing is very different from reviewing. Again, dictionary definitions…

describe: give a detailed account in words of

review: survey or evaluate (a subject or past events)

If you’re aiming at the level 4 that means not necessarily getting more in depth but maintaining perspective and asking a bit more of the “why” rather than the “what”.

Okay! Hope that helped. Drop a comment if you have anything to add. The rest of the essays are on the Ptlls assignments page if you need a different one.


Page 2 PTTLS Assignment 2


Role and Responsibilities


January 2011


Aminder K Nijjar 

the course, wh

ich will help me better meet learners’ needs. If appropriate, I may also

administer a literacy and numeracy assessment and use the results to gain an

insight to the learners’ competencies and needs.

In the first stage of the cycle in

which learners’ needs

would be identified, I would need to ensure that I do notinfluence the learners in any way so as to bias the outcomes. By setting an activity, Iwould then step back and allow them to be honest in identifying their needs.The second stage of planning and designing would involve me considering thelength of the course and of each lesson; the syllabus and assessments; theresources available during class (for example a teaching room with computers for each student and a screen at the front of the class) and that students can accessaway from the class (for example the internet); the outcomes from the first stage(identifying needs); the requirements of the awarding body for the course; a lessonplan for each session; and I would practise the delivery. It would be worthwhile for me to spend some time especially on considering the results of the preferredlearning styles questionnaires, and as much as possible integrating a range of teaching methods to suit the four distinct learning preferences as defined by Honeyand Mumford (2000), as Activist, Theorist, Pragmatist and Reflector. In this planningand designing stage of the cycle, I would maintain my boundaries by allocating tasksand responsibilities to my learners and myself appropriately, taking into account their needs identified within the first stage.The third stage would involve me actually delivering what I had developed in thesecond stage. Although I would have planned the sessions, it would be important for me to remain flexible and not assume that I now know and can predict everything.Parts of sessions may need to be adapted due to unforeseen circumstances such asextreme weather, a learner being ill or equipment not working. In this delivery stage,I would need to also maintain boundaries, for example during a group-based activity;I would adopt a facilitative approach, as opposed to directing learners.In the fourth stage, even when there is no formal assessment as part of the course, Iwould integrate assessment into the course as advocated by Laurillard (2010) as it

“...functions as a bridge between teaching and learning” (p.7). I would take ongoing

responsibility of behaviour management within the session and ensure an open

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