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This apprenticeship standard is in development and is not yet ready to use

Why is this apprenticeship not ready for delivery?

An apprenticeship standard is only available for delivery when both the standard and assessment plan is approved and a funding band (core government contribution) has been assigned to the standard.

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If you'd like to get involved and contribute to the development of this standard, please read about developing standards and assessment plans. You can email the trailblazer contact using the details on this page.

Reference Number: ST0149

Details of standard

This apprenticeship standard is currently in development and its contents are subject to change

Role/ Occupation

Learning and Skills Teacher (LST)

Duration

Minimum 24 months

The Learning and Skills Teacher (LST) is ‘dual-professional’, having first achieved competence in a vocational or subject specialism and then subsequently trained as a teacher.  This means that many teachers in the Education and Training Sector (ETS) begin teaching as a second, or even later, career. The LST role is pivotal to the success of traineeship and apprenticeship programmes, in delivering effective vocational education and training that meets both learners’ and employers’ needs. 

LSTs teach young people and adults within all parts of the ETS, including: work based/independent training provision; further, adult and higher education; offender-learning; and the voluntary sector.  LSTs are responsible for planning and delivering learning that is current, relevant, challenging, and that inspires learners to engage and achieve their full potential.  LSTs collaborate closely with colleagues and other ETS professionals in supporting learner progress. LSTs ensure the physical, psychological and social wellbeing of learners.

The LST apprenticeship requires development of the following professional behaviours, skills and knowledge:

Professional behaviours. The Learning and Skills Teacher will:

  1. Operate at all times to ethical and legal standards and within professional boundaries
  2. Value diversity and actively promote equality of opportunity and inclusion
  3. Be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control
  4. Promote a passion for learning and high expectations of all learners
  5. Model exemplary communication skills with learners and in all professional relationships
  6. Be a role model for the effective use of current, digital and mobile technologies in support of teaching and learning
  7. Underpin their practice by reference to professional standards and evidence-based teaching and learning

 

The Learning and Skills Teacher  will be able to:

The Learning and Skills Teacher will understand:

 

Plan learning to:

S1   meet programme requirements and deliver learning outcomes in a realistic context

S2   ensure that learning activities are authentic in relation to workplace practice

S3   encourage learners to develop:

  • autonomy and resilience
  • personal and interpersonal effectiveness
  • social awareness and respect for others
  • essential employability skills

Design and deliver learning sessions and activities to:

S4   engage learners to establish standards of behaviour, mutual respect and safe working

S5   avoid and overcome unfair disadvantage and barriers to learning

S6   develop mathematics and English skills necessary for vocational achievement

S7   actively engage and inspire all learners and encourage them to set challenging goals

S8   use resources that are inclusive and add value to learners’ development

S9   use digital and mobile technologies in ways that are safe and support effective learning

Facilitate individualised learning through:

S10  access to up-to-date information, advice and guidance

S11  reference to initial and diagnostic assessment of learners’ needs obtained at the start of and throughout the learner’s journey

S12  varied learning activities that naturally allow all learners to contribute

S13  facilitate regular 360° feedback that empowers learners in their own development

S14  regular formative assessment processes and updated individual learning plans

S15  coaching (or referral) of learners’ to address unhelpful behaviours or viewpoints

S16  collaboration with relevant colleagues and professionals to support individual action plans

Quality assure outcomes for learners through:

S17  compliance with internal and external regulations, legislation and guidance in respect of:

  • teaching, learning and assessment
  • recording, storing and sharing information relating to learners and learning
  • the physical and psychological safety of all learners

S18  seeking feedback from learners, colleagues and relevant others to support quality improvements in teaching and learning

S19  continually updating their own knowledge and skills as a teaching professional and a subject specialist

S20  using aggregated assessment data to review and develop own and others’ practice and to report emerging gaps in progression and achievement amongst groups of learners

S21  supporting organisational development and quality improvement interventions

 

Principles of effective programme design

K1   how to organise and combine syllabus outcomes into meaningful/realistic learning opportunities

K2   current and emerging workplace practice

K3   evidence-based strategies to ensure that the learning process develops individuals to be highly effective within the workplace, with their families and in their communities

Principles of effective learning

K4   how to engage learners in maintaining ground-rules for safe and effective learning

K5   the causes of unfair disadvantage and barriers to learning, and ways to overcome them

K6   mathematics and English in the vocational context and opportunities and support for their development

K7   how to ensure that learning activities actively engage and challenge all learners

K8   when best to use learning resources to support learners without excluding others

K9   current and emerging learning technologies and how they can be used safely and effectively

Principles of individualised (differentiated) learning

K10  sources of current information, advice and guidance

K11  effective use of initial and diagnostic assessment and their application at the start of or during a programme

K12  ways for learners to develop or acquire skills and knowledge individually or as part of a team-based task

K13  how to involve learners in understanding their own progress, and updating their learning records and plans

K14  valid processes of Assessment for Learning and ways to ensure that ILPs support the entire learning journey

K15  recognised coaching techniques and the circumstances in which referral may be necessary

K16  how and where to access support for learners in achieving agreed developmental targets

Quality assurance within the education context

K17  the requirements and implications of:

  • organisational policies and procedures
  • OFSTED Common Inspection Framework
  • awarding organisations
  • funding agencies
  • legislation (e.g. equalities and safeguarding)

K18  effective methods of securing valid feedback from stakeholders (e.g. learners, colleagues, employers) to support improvements, and how to triangulate feedback from a range of relevant sources

K19  ways to access personal and professional development and to maintain vocational currency

K20  the use of aggregated assessment data to inform personal and professional development and to identify and report gaps in progress for groups of learners

K21  organisational, collaborative quality improvement strategies 

Entry Requirements

Individual employers may set any entry requirements but these may typically include:

  • Competence in vocational and/or specialist subject at an appropriate level
  • Confirmation of current vocational/specialist subject knowledge
  • Up to date knowledge of workplace practice

Candidates may have achieved maths, English and ICT skills at Level 2 (equivalent to GCSE Grade C, or above) prior to commencing their training. Those that have not must achieve this prior to completion of the apprenticeship.

Qualifications

Outcomes of this standard must include:

  • Level 5 Diploma in Education and Training or equivalent
  • Level 2 Safeguarding

All the above outcomes must be achieved before the end-point assessment.

Progression

With the employer’s approval, the LST could progress onto curriculum/training leadership roles following an adequate period of experience teaching at this level, within the sector. 

Review

The apprenticeship standard should be reviewed, after a maximum of 3 years.

Change log:

Last updated 11th April 2018

DATE CHANGE PREVIOUS VERSIONS
11th April 2018 Minor changes to the wording and titles in standard  Current standard 
Standard first published  Learning and Skills Teacher_01 

 


Crown copyright © 2017. You may re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. Visit www.nationalarchives.gov.uk/doc/open-government-licence

Status: In development
Proposal approved Standard approved Assessment plan approved
Level: 5
Reference: ST0149
Route: Childcare and education
Trailblazer contact(s): jownorth@gmail.com
Employers involved in creating the standard: ITCSkills Limited, CETTAcademy, Canterbury University, Youthforce, Babington Group, Halesowen College, Michaeljohn Training, FOAP(T) RNAC – MOD, Derby University, Bedford College, Hull Training and Adult Education, Hull City Council, Bowling College, Hull City Council, City and Guilds, Fircroft College of Adult Education