Minimum Core Elements In Teaching Practice

This assignment is about analyse ways in which minimum core elements can be demonstrated at all stages in teaching practice for learners. However, it is important that all teachers are able to demonstrate minimum core top level 2 to enable effective support for learners (Gravells and Simpson, 2014).

The purpose of minimum core is to ensure sufficient emphasis on how to teach vocational and other areas of specialism in ways that meet the needs of learners whose levels of literacy, language, numeracy and ICT skills would otherwise undermine their chance of success (LLUK, 2013).

The aim of minimum core is to:

• promote an understanding that underpinning literacy, language, numeracy and ICT skills may be needed for learners to succeed and achieve

It is important that teachers are competent and confident with their personal skills as they may make mistakes without realising (Gravells and Simpson, 2014). Teachers who are aware of their skills level will be able to consider ways of improving the skills of the learners (Gravells and Simpson, 2014). For example, as a Human Resource Directors deputy, I was the lead on transforming an organisation, which involved making people redundant, including myself in previous employment helps me to tell the stories and provide the ‘appropriate’ level of learning for the unemployed learners.

Task 3 asks how minimum core can be demonstrated at all stages of inclusive teaching and learning in your particular practice when planning, delivering, assessing and using resources with the

The teacher needs to aware of a range of personal, social and cultural factors including: attitudes in the wider society, motivation, age, gender, socio-economic status, ethnicity and disability or learning difficulty (LLUK, 2013).

In their 2007 publication, The Sector Skills Council, see diagram 1,for lifelong learning site a diagrammatic overview of the planning process adapted from the Gold Dust resources website. N.B. the website is no longer assessable. The chart provides a useful template to check that all elements of the plnning stage are covered.

Planning to meet learner outcomes on the Employability Skills Programme is a challenge that requires last minute adjustments. For example, when teaching on the Traineeship programme, from the initial assessment and diagnostic I know which of the learners will require additional support, if I need to make changes to resources to meet the needs of a learner with Dyslexia or consider extension activities. The first time I meet the learners on the Employability Skills Programme is day 1 of the 5-day programme. It is only then that I am able to ascertain the levels of ability of the learners, although I have tried to encourage one learning centre to ask the learners to undertake BKSK and VARK on the Friday prior to the start of the