Understanding Roles, Responsibilities and Relationships in Education and Training.
(ref. 1.1)

Identify Needs.

Asses the learner at interview to identify who may need additional training or additional support e.g. dyslexia or A.D.H.D.
Make sure the learner is on the course that will get them the right qualifications for their desired career.
Check qualifications to ensure they are applying for a course they are able to do.
Check for any disability that could affect their learning e.g. color blindness, hearing impairment or physical handicap, and ensure resources are available to be able to teach relevant students.

Planning Learning.

Check City & Guilds course work and ensure that you are able to teach to learners of all levels and have access to equipment and materials needed.
Liaise with other lecturers to understand requirements and quality of workmanship.

Facilitating Learning.

Explain standards that are expected and reasons e.g. a company will want employees to be able to do a respectable job in a minimum amount of time.
To ensure course content is being delivered correctly have lesson plans, schemes of work and progress charts to keep track of learning.
Observe and use constructive criticism (why not try it this way it may be better or easier).
Ask relevant questions to ensure they know what is required to get the results that they want to achieve.

Assessing learning.

Deliver refresher classes to ensure that the learners are able to what they have been taught in previous lessons and see if any new knowledge is able to improve what they have already done.
Assess learners in groups to compare work and talk to each other and see if they can improve quality and standards.

Evaluating Learning.

Look back at your teaching methods and see if you could improve on any lessons, some learners learn at different rates, some learners may have a bad attendance record and are being left behind due to illness or personal problems.
Talk to learners to be able to assess you teaching methods and see if any improvements can be made.
Make sure that learners are still wanting to do the specific course or are finding it too hard and wanting to do a different course.

Working with other professionals. (ref. 3.1)

During your career as teacher/lecturer you will meet other professionals who you will need to work with, these may include, co lecturers, potential student employers, student parents, internal and external quality assessors, student services and many more.
You should be respectful, polite and professional whenever there are times you should meet because you may need their support or help.
It is always good to get to know other departments and teaching staff as you may need at some point to make use of their classes and professionalism.
You will need to be available to go to meetings with your superiors to discuss any problems you may encounter and inform them of course progression.
Other professionals you may meet are,
Contacting companies for resources.
Technical support for computers or equipment.
Support staff for specific student needs.
Administrative staff to check registry and awarding organizations.
Heads of Department and fellow lecturers.
Internal and external verifiers.

Boundaries between Teacher/Training role and other professional roles.(ref.3.2 ref. 3.3)

Professional Boundaries.

As a lecturer/trainer you will come across situations where you will have to liaise with other professionals internally and externally. Certain circumstances will be out of your teaching/training role e.g. a student turns up to college with a distinct smell of cannabis, you should seek assistance from your mentor who will inform you of the procedure to get the student help or counselling or a learner has a bad attendance record, when you ask the learner why they are late so often or a learner has missed a number of lessons and is getting behind in their work, they tell you that they are living in temporary accommodation and find it