Learning Skills Teacher Level 5

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:

Principles of effective programme design

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

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

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

K2  current and emerging workplace practice

S3  encourage learners to develop:

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

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

Design and deliver learning sessions and activities to:

Principles of effective learning

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

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

S5  avoid and overcome unfair disadvantage and barriers to learning

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

S6  develop mathematics and English skills necessary for vocational achievement

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

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

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

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

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

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

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

Facilitate individualised learning through:


Principles of individualised (differentiated) learning

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

K10  sources of current 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

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

S12  varied learning activities that naturally allow all learners to contribute

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

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

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

S14  regular formative assessment processes and updated individual learning plans

K4  valid processes of Assessment for Learning and ways to ensure that ILPs support the entire learning journey

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

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

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

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

Quality assure outcomes for learners through:


Quality assurance within the education context

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

K17 the requirements and implications of:

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

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

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

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

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

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

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

S21  supporting organisational development and quality improvement interventions

K21  organisational, collaborative quality improvement strategies

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