Numeracy and IT Observations
Numeracy and IT skills in today’s world is very significant. It’s imperative that a teacher of language facilitates their students to gain these skills through sub-skills and other learning objectives.
Numeracy can be easily incorporated in a languages lesson without having to focus on the skill itself. I observed a lesson where a teacher was explaining the use of singular and plural grammar by focusing on money. The teacher brought out lots of coins and asked the students whether it would be sensible to either point to the coins and say “some monies” or count exactly how many coins there where and say “some 98p” for example.
Numeracy skills can also be embedded by including various methods of calibrating measuring equipment, making actual measurements and calculations. In addition, accuracy, reliability, errors and by comparison to true values. Using time and calendars, which the students are also very familiar with, can allow easy embedding. Students can be shown and told to use calendars or time to illustrate tenses an also other grammatical structures.
I observed a lesson where a teacher used a scale and also a thermometer to illustrate vocabulary like “Freezing” or the degree of a word e.g. “awful”.I also observed another lesson where a teacher was illustrating speed by using km/p to show slow and fast.
According to the Dfes Juy03 it states that “In today’ society, we believe it is…important that everybody can use ICT. So we shall offer basic ICT skills as a third area of adult basics skills alongside literacy and numeracy” this shows a strong focus on also ICT. Not only can the use of ICT motivate learners and support the delivery of the curriculum but all ICT skills can be furthered. Embedding ICT can be achieved when using a computer to research and obtain material that is relevant which will give an indication to their ability to read and understand. The level of writing and ICT skills can be tested by getting them to produce a report using a word processor including all its inbuilt functions, such as Spell check, Grammar, Thesaurus, layout and Printing etc,. In addition, presenting data in a structured way using a spreadsheet and develop presentation skills by designing and powerpoint presentation.

Teachers role and responsibilities
The most fundamental role of the teacher is to impart knowledge, but to teach successfully, a teacher must be many things. As Einstein said, to inspire the student is in itself ‘a supreme art’. To achieve this, a teacher must be a facilitator, an instructor, a manager, a consultant, and a commentator. It is also intrinsic to the role to be knowledgeable, professional, enthusiastic, responsive, passionate, considerate, inspirational, patient, confident and humorous.

The role of the teacher is a multi-faceted one and therefore complex to define and review. The teacher’s role changes and adapts in accordance with new legislations and laws, however a teacher must identify the student’s needs, treating each learner as an individual, taking into account, age, ability (including any learning difficulties), prior knowledge and experience. After the needs are identified and assessed, a plan and design is initiated to organise how to implement and deliver the relevant knowledge. The next step is to assess and evaluate the success of the whole process. Subsequently, the cycle is repeated, refining and improving each aspect to achieve an improved result.
The key aspects of policies and procedures
Disability and the Equality Act 2010
The Equality Act 2010 aims to protect disabled people and prevent disability discrimination. It provides legal rights for disabled people in the areas of: * education * access to goods, services and facilities including larger private clubs and land based transport services * buying and renting land or property * functions of public bodies, for example the issuing of licences
The Protection of Children Act