awarding organisation guidance learning support pract & initial teachers quals

AWARDING ORGANISATION GUIDANCE

Revised March 2010

Learning Support Practitioner Rolesand Initial Training Qualifications

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Contents

Learning support practitioner roles and initial training qualifications

Glossary of terms 3

Introduction 5

This document is divided into the following sections:

Section One – Learning support roles and associated responsibilities 6This section details the role of the learning support practitioner. It indicates the differences in responsibilities between both generalist roles and the role of the literacy, language and numeracy learning support practitioner.

Section Two – Initial training qualifications 9This section provides guidance for awarding organisations and higher education institutions (HEIs) that wish to develop initial training qualifications for learning support practitioners.

It provides guidance on the following qualifications:

• Level 3 Certificate in Learning Support

• Level 2 Award in Preparing to Support Learning


Section Three – Qualification pathways 16This section provides guidance for awarding organisations and HEIs that wish to develop initial training qualifications for literacy, language and numeracy learning support practitioners. It provides guidance on the following qualifications:

• Level 3 Certificate in Learning Support (literacy, language and numeracy)

Section Four – Units of assessment for initial training qualifications 21This section details the mandatory and the optional units of assessment for:

• Level 3 Certificate in Learning Support


• Level 3 Award in Preparing to Support Learners

Section Five – Units of assessment for qualification pathways 51This section details the units of assessment for:


This document is available on the Lifelong Learning UK website: www.lluk.org

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Glossary of termsAwardA qualification within the Qualifications and CreditFramework (QCF). The qualification has a valuebetween 1 and 12 credits (see also Certificate).

CertificateA qualification within the QCF. The qualificationhas a value between 13 and 36 credits (see also Award).

Credit (award of)A method of recognising learner achievement.Within the QCF, credit is awarded for thesuccessful completion of units of assessment.One credit represents the notional equivalentof 10 hours of learning

Learner InvolvementLearner Involvement facilitates the engagementof the learner and prospective learner whereverlearning takes place; to facilitate learner voiceand to advocate on behalf of the learner (whereappropriate) and to signpost where the learnercan obtain support to enhance and enrich thelearning experience.

Learning supportLearning support contributes to the provision of inclusive learning opportunities. It enablesidentified learning needs to be met and learners’independence, achievement and progression tobe promoted.

Learning support practitionerThis term is used to denote a person whoperforms a learning support role. Learningsupport practitioners work directly with thelearners, within the learning process and underthe direction of the person(s) leading the learning.

Learning support rolesLifelong Learning UK was able to identify twolearning support roles:• A generalist role: the practitioner has

knowledge, understanding and skills across awide range of provision and contributes to thesupport of learners with a range of differingneeds and / or over a range of settings.

• A specialist learning support role: thepractitioner has knowledge, understandingand skills in a particular area or aspect oflearning provision. The practitioner appliestheir expertise mainly to this particular areaor aspect of provision.

Most responsibilities are common to both roles,but can be contextualised for the role with anarea of specialism.

Legacy qualificationsQualifications which have been superseded bythe introduction of the new initial qualificationfor learning support practitioners.

Units of assessment A unit is defined as a coherent and explicit setof learning outcomes and related assessmentcriteria with a title, credit value and level.Within the QCF the term ‘unit’ refers to a unit of assessment. Units for the QCF share acommon set of characteristics, are submittedon a template and can be combined to supportthe creation of coherent programmes oflearning and qualifications.

Mandatory units are those in which creditmust be achieved in order to meet therequirements of a qualification.

Optional units are those that a learner mayselect in order to achieve credits that meet therequirements of a qualification.

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Abbreviations and acronyms Meaning Definition

AO Awarding organisation Body recognised by the Qualifications Regulators (Ofqual, Council for the Curriculum Examinations & Assessment (CCEA) and Department for Children, Education, Lifelong Learning and Skills, Wales (DCELLS)) to award qualifications in the QCF.

AI Awarding institutions Any organisation that can award a qualification, including awarding organisations and higher education institutions.

AP(E)L Accreditation of Prior The process of recognition of someone’s prior (Experiential) Learning qualifications and/or experience.

CAT(s) Credit Accumulation The process by which learners can accumulate credit and Transfer (system) and use it towards a full or further qualification.

GLH Guided learning hours Hours in which a teacher/tutor/trainer is available and contributing to the learning process. The Learning and Skills Council currently funds on the basis of GLH.

HEI Higher education The term for an individual university or college of institution higher education.

LLUK Lifelong Learning UK The Sector Skills Council responsible for the development of standards and qualifications frameworks for teachers, tutors and trainers in the UK lifelong learning sector.

QCF Qualifications and This is a unit-based framework and is underpinned by Credit Framework a system of credit accumulation and transfer, enabling

learners to ‘bank’, ‘build’ or ‘save’ credit awarded for achievement. There are 9 levels within the QCF covering entry level to level 8.

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Introduction

This document provides guidance for awardingorganisations involved in the development ofqualifications for learning support practitioners. Itprovides details of the initial generic qualificationsthat are intended to meet the needs of generalistpractitioners. These qualifications will provideaccredited professional developmentopportunities for those currently and newlyworking in the lifelong learning sector. Thisdocument also provides guidance for developing a qualification pathway for literacy, language andnumeracy learning support practitioners. LifelongLearning UK will update this guidance when otherqualification pathways are developed.

These new initial qualifications are intended tosupport the professionalisation of the learningsupport workforce and enable a widerrecognition of the valuable role it plays inteaching and learning. The value of learningsupport and its role in attracting new learners is increasingly recognised by sector employers.Learning support practitioners make animportant contribution to the continuousimprovement of learning and teaching and havea significant impact on achievement.

Lifelong Learning UK has encouraged thedevelopment of these qualifications to ensurethat nationally recognised accredited professional

development opportunities are available forlearning support practitioners and employers.Through consultation, Lifelong Learning UK hasidentified strong support from stakeholders forthis development. However, it must be notedthat there is no requirement to undertakethese qualifications at this time. Qualificationswill be available for those who identify accreditedopportunities as best meeting their needs. Thequalifications will support career progressionwithin the area of learning support and alsoprogression into other related roles.

The qualifications are underpinned by theNational Occupational Standards for learningsupport staff, and will provide a nationallydeveloped initial training route. The assessmentcriteria in the mandatory units of assessmentdefine the essential knowledge, understandingand professional practice required of acompetent practitioner. Optional credit providesopportunities to address professionaldevelopment needs which are specific toparticular sections of this diverse workforce.Optional credit is also significant in providingopportunities that support progression.


Section One Learning support roles and associated responsibilities

This section details Lifelong Learning UK’sapproach to describing the learning supportpractitioner role, the identified generalist roleand the role in a particular area of specialism.There is also a consideration of the wider jobroles they may undertake. Finally, information isprovided about the new NOS which underpinthe new qualifications.

Learning support contributes to the provision ofinclusive learning opportunities. It enablesidentified learner needs to be met and learners’independence, achievement and progression tobe promoted. Learning support practitionersprovide support to meet a range of needs, acrossall areas of learning and in a wide range of formaland informal settings. They can be found workingacross the lifelong learning sector in a diverserange of job titles and practice. Despite suchdiversity, the role of learning support practitionercan be identified by shared aspects of practice:

• they support learners within the learningprocess

• they work directly with learners

• they work under the direction of theperson(s) leading the learning

Working under the direction of the person(s)leading the learning is particularly important forunderstanding the role. It helps to distinguish itfrom that of teachers and other professionalswho lead learning. Employers, managers andpractitioners have requested further guidanceon these relationships and Lifelong Learning UKcontinues to develop this in consultation withthe sector.

Learning support practitioner roles and responsibilitiesThe learning support role description wasdeveloped using current published research and additional research undertaken by LifelongLearning UK. Consultation activity took place

as part of the development of NOS, which also informed the development of the roledescription. The research identified thatlearning support practitioners undertake a widerange of tasks, activities and duties. To assist indescribing the role, these were grouped bypurpose and then organised under what aretermed key responsibilities.

Key responsibilities relate to what is widelyconsidered the most important function of therole, which is the promotion of learner inclusion,participation, independence and self-determination. These responsibilities includeeffective communication, building relationshipsfor learning and engaging and motivatinglearners. Also identified as important wereresponsibilities in relation to the teaching andlearning cycle, and their contribution to planning,assessment, delivery and evaluation of learning.This grouping of responsibilities was used to setstandards. Information relating to thesestandards can be found below. Lifelong LearningUK intends to develop further guidanceregarding the responsibilities of learning supportpractitioners in relation to standards.

A generalist role and a role in a particulararea of specialismAs part of work to develop new teachingstandards in England, Lifelong Learning UK hasidentified two teaching roles - an associate and afull teaching role. Those working in a full rolewere found to undertake a broader range ofcurriculum development responsibilities, whichwas an important distinguishing feature betweenthe two. In the development of new learningsupport standards, no such difference was found.However, differences were identified that relatedto generalist practice and practice in an area ofspecialism. Some detail of the different roles isincluded within this document and LifelongLearning UK intends to provide more detailedguidance when current research is complete.

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The generalist learning support practitioner roleIt is clear from the available research that manylearning support practitioners undertakeresponsibilities that relate to a broad range oflearners, subjects and contexts. Sector employersare clear that a substantial part of the workforceneeds preparation in order to respond to thechallenges of the changing learning landscape.Many practitioners will have, or wish to have, aparticular focus for their work at times, but maynot have the same expertise or training as thoseworking in an identified area of specialism. Theimplication of this is that any accreditedprofessional development needs to facilitateeffective training for a significant number ofpractitioners for this generalist role, whilst alsoproviding opportunities to develop a specialistfocus. It is suggested that any focus within ageneralist role would most easily be supportedthrough optional credit.

The learning support practitioner roleworking in an identified area of specialismIt is clear from the available research that manylearning support practitioners undertakeresponsibilities that relate to particular learners,subjects or contexts. These practitioners and theiremployers value this skill. They recognise that thisknowledge and expertise plays an important rolein the inclusion, participation, independence andself-determination of learners. They also recognisethat these particular skills and knowledge may begreater than that of the person leading thelearning, whose focus may be more general or in adifferent area of specialism. It is clear that a subjectfocused learning support practitioner working in aparticular area of specialism needs a significantamount of training and/or experience.

There are current learning support practitionerroles that focus on a particular area of practice.This includes those practitioners concerned withlearners with learning difficulties and/or disabilities.

One role, that of education communicationsupport worker, is a case in point. However, thereis an opportunity to identify and define new areasof specialism where sector employers see a needfor particular accredited professional development.An important part of this training will be a focus onhow learning support practitioners work with andunder the direction of others to ensure their roleis effective. This is a separate concern to how theyare managed.

Areas of expertise have also been identified forhigher level training for learning support rolesand Lifelong Learning UK continues to undertakeresearch in this area. This will focus on higherlevel training and exploration of the concept of‘advanced practitioner’. At the current time,Lifelong Learning UK has developed an approachto provide training for learning supportpractitioners working in a specific subject area aspart of level 3 developments, as detailed below.Sector employers need to determine those roleswhich are a priority for development. RecentLifelong Learning UK consultation has suggestedthat current priorities are for those learningsupport practitioners working with learners withlearning difficulties and/or disabilities and in thearea of literacy, language and numeracy.Development work on both of these roles beganin 2007/08. Following further research andconsultation with the sector in 2008/9, the roleof learning support practitioner (literacy,language and numeracy) has been recognised,initially by the provision of a qualification at level3, for those learning support practitionersspecifically supporting the literacy, language andnumeracy needs of their learners.

Learning support practitioner job roles and other standardsAlthough they may have been initially recruited aslearning support practitioners, many practitionersmay find they have responsibilities beyond thosedefined within this role. An example would be

those with responsibilities relating to teamleadership and management. Another example,often raised during consultation, would beresponsibilities relating to the provision of care.This can, in the main, be considered as a learnerinvolvement role and not learning support1. Thisis an important distinction and one that LifelongLearning UK explored further through thedevelopment of NOS for learner involvement.

Whilst recognising that the examples above are notconsidered to be learning support responsibilities,Lifelong Learning UK acknowledges the wide rangeof jobs that practitioners undertake, or wish toprogress into, and wishes to support thedevelopment of qualifications that provide suitableaccredited professional development opportunities.It is suggested that these aspects of the job role canbe addressed through optional credit. Units ofassessment for these aspects could be developedspecifically for the learning support practitionerqualifications, but also could be imported fromother qualification frameworks. In all cases, theunits should be underpinned by the appropriatestandards where they exist. This is the approachLifelong Learning UK has taken in developing theinitial generic and new subject specific qualificationsfor learning support practitioners.

National Occupational Standards forlearning support staffThe initial qualifications for learning supportpractitioners are underpinned by the NOS forlearning support staff. These standards weredeveloped by Lifelong Learning UK and wereapproved in 2009.

The NOS apply across the UK and provide abenchmark for performance. They also underpinprofessional development opportunities includingthe development of qualifications. Thesestandards are overarching and appropriate for alllearning support practitioners. The NOS arecontext and level free and can be applied to

practitioners at all stages of their career across awide range of settings. It is important to recognisethat practitioners are not expected to meet all ofthe standards at any particular point in time.

There are three standards:

Standard A: Learning support

Standard B: Planning and assessment for learning support

Standard C: Specialist learning support

The UK Commission for Employment and Skillshas approved the NOS and these may be foundon the Lifelong Learning UK website athttp://www.lluk.org/3036.htm and on the UKStandards website: www.ukstandards.org.uk.

Application of the professional standardsLifelong Learning UK has developed anapplication of the professional standards tosupport the development of the Level 3Certificate in Learning Support (literacy,language and numeracy) for learning supportpractitioners working to support learners withliteracy, language and numeracy needs.

Awarding organisations will use these to developcontextualised qualifications. The applicationguidance for awarding organisations may befound on the Lifelong Learning UK website.

Application of the National OccupationalStandards for learning support staff forliteracy, language and numeracy learningsupport practitioners (2009)The application guidance details the knowledge,understanding and professional practice to bedemonstrated by learning support practitionerssupporting the specific literacy, language andnumeracy needs of their learners. It provides thecontent for the Level 3 Certificate in LearningSupport (literacy, language and numeracy). Theapplication guidance is mapped to the units ofassessment in the qualifications.

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1In any consideration of the provision of care, its primary purpose should be identified.

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Section TwoInitial training qualifications

Title of qualificationLevel 3 Certificate in Learning Support National awarding organisations are required touse this title. Higher education institutions canname their own qualifications, but areencouraged to adopt similar terminology sothat practitioners and employers are able toidentify appropriate qualifications.

Credit valueThe qualification has a minimum credit value of 30and a maximum credit value of 36. It comprisesmandatory units with a total credit value of 24,and optional units with a minimum credit value

of 6. A maximum of 12 credits may be achievedat level 2, with the remaining 18 to be achieved at a minimum of level 3.

The mandatory unit titled Preparing to supportlearning and optional credit may be taken at level2. The three mandatory units titled Learningsupport in the lifelong learning context, Learningsupport principles and Approaches to learning, mustbe taken at level 3.

Units of assessmentThe qualification comprises four mandatory unitsand optional unit(s) with a credit value between 6 (minimum) and 12 (maximum).

This section details the initial qualifications for generalist learning support practitioners. The qualification is at a minimum of level 3.

The Level 3 Certificate in Learning Support

Level 3 Certificate in Learning Support

Level 3

Preparing to support

learning

Learningsupport inthe lifelong

learningcontext

Learningsupport

principles

Approachesto learning

Optionalcredit

Optionalcredit

Level 2

Preparing to supportlearning*

Optionalcredit*

Optionalcredit*

Each box represents 6 credits*For awarding institutions operating in the QCF, the majority of the credit must

be achieved at the level of the qualification.

Qualification designThe Level 3 Certificate in Learning Supportcontains mandatory credit and optional credit.The introductory unit, Preparing to supportlearning, should be delivered first. This could be combined with optional units to provide aparticular focus for the introductory part of aprogramme. A holistic approach may be taken

by awarding organisations with the threeremaining mandatory units and optional credit.All awarding organisations may allow units to becontextualised in order to meet the needs of anindividual or cohorts of practitioners. Rules ofcombination specify the current range ofoptional units of assessment.

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Mandatory units of assessment

Preparing to support learning This mandatory unit can be achieved at either level 2 or level 3. It has a credit value of 6. This unit should be taken first in order to meet the needs of those new to a learning support practitioner role.

Learning support in the lifelong learning context

Learning support principles

Approaches to learning

Optional units of assessment

Equality and diversity

Inclusive approaches to providing information

Literacy, language, numeracy and ICT needs for work education and life

Managing behaviours in the learning environment

Practice based investigation

Preparing for the mentoring role

Principles and practice of family learning

Providing learners with personal care support

Skills check and signposting for literacy, language, numeracy and ICT

Supporting and promoting a responsive service

Supporting learners in a subject or vocational area

Supporting the learning of 14-19 year olds

Using ICT to support learning

Each unit is offered at level 3 and has a credit value of 6. The content of these three remaining mandatory units can be covered in any order. Providers may therefore choose to adopt a holistic approach when designing any taught or blended programme.

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Entry requirementsThere are no entry requirements for thiscertificate. Trainees should undertake initialassessment of their skills in literacy, numeracy andICT. Awarding organisations will wish to ensurethat learners receive appropriate guidance andsupport so that they are able to access andbenefit from undertaking the programme.

Themes for successThis guidance document identifies theknowledge and understanding expected of alllearning support practitioners in relation to theliteracy, language, numeracy and ICT needs oflearners. Awarding organisations and theircentres can use this guidance to inform thecontent of their programmes.

Personal skills in literacy, numeracy and ICTAll learning support practitioners need to beconfident in their own personal skills in English,mathematics and ICT at level 2 (QCF).Programmes should support the development ofpersonal skills in literacy, numeracy and ICT atlevel 2 and develop an appropriate assessmentstrategy. They may wish to signpost trainees toother learning opportunities.

Learning support practice Practice should provide experience of workingwith individuals and groups of learners. Traineesshould undertake at least 30 hours of learningsupport practice. This can be achieved through arange of means, which may include:

• employed practice

• voluntary practice

• placements into a learning support role.

Assessment of learning support practiceThis can include formative and summativeassessment. A trainee’s practice should beobserved for a minimum of three hours. It shouldbe assessed on at least three occasions.

Locations for learning support practiceAlthough these qualifications have beendeveloped particularly for the lifelong learningsector, they will be of value in other locations.The only requirement for locations is that theymust enable trainee practitioners to meet theNational Occupational Standards for the class ofqualification (preparatory award and certificate)through the particular settings in which theypractice.

The following guidelines offer direction for thecontext of learning support practice:

• learning support is directed by a person whois leading the learning

• the learning support practitioner has access to specialist expertise where relevant, whichwould include other learning supportpractitioners, teachers and those in a range of learner support roles

• the trainee is practising in a context thatallows him/her to meet the standards thatmust be achieved within the qualification

• the learner and trainee are supported by a mentor.

Guided learning hours100 – 150 hours

Rules of combination

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Level 3 Certificate in Learning SupportTotal credit value of qualification: Minimum 30 credits (maximum 36 credits)

Credit value at level 2 Maximum 12 credits

Credit value at level 3 Minimum 18 credits

Credit value of mandatory units 24

Credit value of optional units 6 minimum (12 maximum)

Group 1 mandatory units Level Credits

Preparing to support learning 2 6


6 credits must be obtained from Group 1. This credit can be achieved at either level 2 or level 3. Credit may be brought forward from eitherthe Level 2 or Level 3 Award in Preparing to Support Learning.

Barred combination: The level 2 unit Preparing to support learning cannot be combined with the level 3 unit Preparing tosupport learning.


Learning support in the lifelong learning context 3 6

Learning support principles 3 6

Approaches to learning 3 6

18 credits must be obtained from Group 2. This credit must be achieved at level 3.

Group 3 optional units Level Credits

Equality and diversity 3 6

Inclusive approaches to providing information* 2 1

Literacy, language, numeracy and ICT needs 2 2for work education and life*

Managing behaviours in the learning environment 3 6

Practice based investigation 3 6

Preparing for the mentoring role 3 3

Principles and practice of family learning 2 3

Principles and practice of family learning 2 3

Providing learners with personal care support 3 3

Skills check and signposting for literacy, language, 2 1numeracy and ICT*

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Supporting and promoting a responsive service* 2 1

Supporting learners in a subject or vocational area 3 6

Supporting the learning of 14-19 year olds 3 6

Using ICT to support learning 3 6

At least 6 credits must be obtained from Group 3.This credit can be achieved at either level 2 or level 3.

*These units are also included in the Level 2 Award in Literacy, Language, Numeracy and ICTAwareness, and may be brought forward to the Level 3 Certificate in Learning Support.

Trainees can opt to take an additional 6 credits from Group 3. This credit can be achieved at level 2or level 3, subject to the overall requirement of awarding organisations operating in the QCF that themajority of the total credit should be achieved at the level of the qualification. For example, if atrainee has achieved 6 credits at level 2 from the Preparing to support learning unit and 6 credits atlevel 2 from the required optional units, and wishes to select 6 additional credits, some of thisadditional credit would need to be achieved at level 3 to satisfy this requirement.

If an awarding organisation wishes to import units from other qualifications frameworks for use asoptional units within the Level 3 Certificate in Learning Support, please contact S&[email protected]

Level 2 Award in Preparing to Support LearningTotal credit value of qualification: 6 credits


Credit value of mandatory unit 6

Mandatory unit Level Credits


There is no optional credit in the Level 2 Award in Preparing to Support Learning.

Level 3 Award in Preparing to Support Learning

Total credit value of qualification: 6 credits


Credit value of mandatory unit 6

Mandatory unit Level Credits


There is no optional credit in the Level 3 Award in Preparing to Support Learning.

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Preparing to support learning: Developing the unit of assessment as an Award


The Preparing to support learning unit ofassessment provides the basis for an introductoryprogramme which is appropriate for new andexisting learning support practitioners. Itrepresents a minimum standard for practiceavailable at levels 2 and 3.

Credit may be offered:

• within a larger qualification, for example theLevel 3 Certificate in Learning Support

• as a stand-alone award available at two levels.

Title of qualification Level 2 Award in Preparing to Support Learning

Level 3 Award in Preparing to Support Learning

National awarding organisations are required touse these qualification titles. Higher educationinstitutions can name their own qualifications,

but are encouraged to adopt similar terminologyso that trainee practitioners and employers areable to identify appropriate qualifications.

Credit valueThe unit Preparing to support learning has a creditvalue of 6. Credit may be achieved at either level2 or level 3. The unit is mandatory within theLevel 3 Certificate in Learning Support.

Units of assessment:There are two units of assessment:

1. Preparing to support learning at level 2

2. Preparing to support learning at level 3

Trainee learning support practitioners who haveachieved accreditation for Preparing to supportlearning at level 2 or 3 can progress to the Level3 Certificate in Learning Support (genericqualification or subject specific pathways).

Level 3


learning

Providesprogression to

Remaining units of the Level 3 Certificate in Learning Support

Level 2


learning

�

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Entry requirementThere is no entry requirement for the Level 2 orLevel 3 Award in Preparing to Support Learning.

Learning support practice There is no requirement to undertake learningsupport practice other than as micro practice forassessment purposes.

Micro learning support practice will provide anopportunity for candidates to develop anunderstanding of practice and begin to developrelevant skills. Programmes may provide otheropportunities such as observation of actualpractice, video practice or a training class.

Assessment of learning support practiceCandidates should be involved in at least onehour of micro learning support practice. Eachcandidate must deliver at least one 15 minutesession which should be observed and assessedby a member of the delivery team. For theadditional 45 minutes, candidates can deliveradditional sessions or observe other candidates.Assessed practice can take place within anappropriate location.

Locations for learning support practiceIf a candidate wishes to use a practice location forassessment purposes, the location must enable atrainee candidate to meet the NationalOccupational Standards for this award withintheir practice settings.

The following guidelines offer direction for thecontext of learning support practice:

• learning support is directed by a person whois leading the learning

• the learning support practitioner has access tospecialist expertise where relevant, whichwould include other learning supportpractitioners, teachers and those in a range oflearner support roles

• the trainee is practising in a context thatallows him/her to meet the standards thatmust be achieved within the qualification

• the learner and trainee are supported by a mentor.

Personal skills in literacy, numeracy and ICTAll learning support practitioners need to beconfident in their own personal skills at level 2 ofthe QCF. Trainees should be provided withsupport and resources that will enable them toassess their personal skills in literacy, numeracyand ICT with reference to the learning supportrole. It is recommended that all learning supportpractitioners should have or be working towardsachievement at level 2 of their personal skills inliteracy, numeracy and ICT. Providers may wishto signpost trainees to other learningopportunities.

Guided learning hours: 30 hours

Section ThreeQualification pathways

Title of qualificationLevel 3 Certificate in Learning Support(literacy, language and numeracy)National awarding organisations are required to use this title for the literacy, language andnumeracy pathway within the Level 3Certificate qualification. Higher educationinstitutions can name their own qualifications,but are encouraged to adopt similar terminologyso that trainee practitioners and employers areable to identify appropriate qualifications easily.

Credit value The qualification has a credit value of 36 credits.All six units, of 6 credits each, are mandatory. Amaximum of 6 credits may be achieved at level 2,with the remaining 30 to be achieved at aminimum of level 3.

The mandatory unit titled Preparing to supportlearning may be taken at either level 2 or level 3.

The other mandatory units must be taken at aminimum of level 3:• Learning support in the lifelong sector

(literacy, language and numeracy)• Learning support principles (literacy, language

and numeracy)• Approaches to learning (literacy, language

and numeracy)• Knowledge and understanding for supporting

literacy and language• Knowledge and understanding for supporting

numeracy units

There is no proposal to develop a diplomaqualification within the QCF for this role at thepresent time. Those not working within the QCFmay wish to develop qualifications with a highercredit value.

Units of assessmentAll units of assessment in the literacy, languageand numeracy pathway will be mandatory.

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Level 3 Certificate in Learning Support (literacy, language and numeracy)

Level 3


learning

Learningsupport in the lifelong

learning context (area of specialism)

Principles of learning

support(area of

specialism)

Approachesto learning

(area ofspecialism)

Approaches to learning(literacy,

language andnumeracy)

Knowledge and

understandingfor supporting

literacy andlanguage

Level 2

Preparing to supportlearning*

Each box represents 6 credits

Level 3 Certificate in Learning Support (literacy, language and numeracy)

This section details pathways within the level 3 learning support qualification for a specialistlearning support role. At this time, one pathway is available for literacy, language and numeracylearning support practitioners. Two additional pathways are currently under development. One forthose supporting learners with learning difficulties and/or disabilities and one for those supportingdeaf learners as educational communication support workers. This guidance will be updated whenthose developments are complete.

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Preparing to support learning This can be achieved at either level 2 or 3 and has a credit value of 6 credits. It is not expected that this would be contextualised for literacy, language and numeracy.

Learning support in the lifelong learning context (literacy, language and numeracy)

Principles of learning support (literacy, language and numeracy)

Approaches to learning (literacy, language and numeracy)

Supporting knowledge and The learning outcomes and assessment criteria of this subject understanding of literacy unit reflects the knowledge and understanding of literacy and and language language required by the literacy, language and numeracy

learning support practitioner to support the literacy and language needs of learners.

Supporting knowledge and The learning outcomes and assessment criteria of this subject understanding of numeracy. unit reflect the knowledge and understanding of numeracy

required by the literacy, language and numeracy learning support practitioner to specifically support the numeracy needs of learners.

The learning outcomes and assessment criteria are identical to those in the units of assessment for the generic pathway.

These units of assessment are contextualised for theparticular subject area. The application of the professionalstandards for learning support practitioners working in thesubject area of literacy, language and numeracy provides theknowledge understanding and practice content forcontextualising these units.

These will therefore be different units within the QCF using abracketed extension to the title to identify the subject area.

Candidates who have undertaken the generic units will be ableto take these subject specific units. These units are each at level3 and have a credit value of 6.

Qualification designThe Level 3 Certificate in Learning Support(literacy, language and numeracy) contains sixmandatory units.The introductory unit, Preparing tosupport learning, should be delivered first. A holisticapproach may be taken by awarding institutionswith the five remaining mandatory units. Awardingorganisations may wish to provide guidance tocentres for the further contextualising of units interms of setting/context. This may meet the needsof an individual or cohorts of practitioners. Therules of combination specify the qualificationdesign for this subject specific pathway.

Entry requirementsLifelong Learning UK has introduced an entryrequirement to be met by those wishing to joinprogrammes leading to the Level 3 Certificate inLearning Support (literacy, language andnumeracy). Potential learning support traineeswishing to work in this specialist area will need toevidence level 2 personal skills in English andmathematics. These can be evidenced byqualifications in English and mathematics. Centresmay find it useful to refer to the lists of approvedqualifications for evidencing personal skills inliteracy and numeracy for teachers in the furthereducation sector in England. These can be foundon the Standards Verification UK website:http://www.svuk.eu/evidencing-personal-skills-in-literacy-and-numeracy.htm.

Content of programmesTwo documents should be used to inform thecontent of programmes – Themes for Successand the Application of the National OccupationalStandards for Learning Support Staff for literacy,language and numeracy learning supportpractitioners. Elements from the latter aremapped to the units of assessment.

Learning support practicePractice should provide experience of workingwith individuals and groups of learners:

• 40 hours of learning support practice shouldbe undertaken to reflect the greater demandsof working in the area of specialism

• at least 10 hours of learning support practiceshould be in the area of literacy and/or language

• at least 10 hours of learning support practiceshould be in the area of numeracy

• it is recommended that the learning supportpractitioner has access to specialist expertisein the relevant area of the specialist pathway.

Assessment of learning support practiceAssessment of practice should take place throughobservation on at least four occasions totallingfour hours.

All observations must be in the subject of the pathway. They must include at least oneobservation of learning support practice inliteracy and/or language and at least oneobservation of learning support practice innumeracy. These observations should beundertaken by specialists with appropriatesubject expertise. These observations should be for at least 45 minutes on each occasion.

Locations for learning support practiceAs for the generic qualification.

Guided learning hours 150 hours

Accreditation of prior learningIn line with the requirements of awardinginstitutions and appropriate regulatory bodies.

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Rules of combination

Level 3 Certificate in Learning Support (literacy, language and numeracy)Total credit value of qualification: Minimum 36 credits

Credit value at level 2 Maximum 6 credits


Credit value of mandatory units 36




6 credits must be obtained from Group 1. This credit can be achieved at either level 2 or level 3. Credit may be brought forward from eitherthe Level 2 or Level 3 Award in Preparing to Support Learning.

Barred combination: The level 2 unit Preparing to support learning cannot be combined with the level 3 unit Preparing tosupport learning.


Learning support in the lifelong learning context 3 6(literacy, language and numeracy)

Learning support principles (literacy, language and numeracy) 3 6

Approaches to learning (literacy, language and numeracy) 3 6

Knowledge and understanding for supporting literacy and language 3 6

Knowledge and understanding for supporting numeracy 3 6

30 credits must be obtained from Group 2.This credit must be achieved at Level 3.

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Section FourUnits of assessment for initial training qualifications

Level 3 Certificate in Learning SupportThe units listed below are offered within this qualification. Please refer back to section two for detailsof the specific structure of the qualification.

The units listed below are offered within the following qualifications:• Level 2 Award in Preparing to Support Learners• Level 3 Award in Preparing to Support Learners• Level 3 Certificate in Learning Support

Please refer back to sections two and three for details of the specific structure of each qualification.

Level 2 Level 3 Credit Value

Introductory mandatory unit

Preparing to support learning � � 6

Other mandatory units

Learning support in lifelong learning contexts � 6

Principles of learning support � 6

Approaches to learning � 6

Optional units

Equality and diversity � 6

Inclusive approaches to providing information* � 1

Literacy, ESOL, numeracy and ICT needs � 2for work, education and life

Managing behaviours in the � 6learning environment

Practice based investigation � 6

Preparing for the mentoring role � 6

Principles and practice of family learning � � 3

Providing learners with personal care support � 3

Skills check and signposting for literacy, � 1language numeracy and ICT*

Supporting and promoting a responsive service* � 1

Supporting learners in a subject � 6or vocational area

Supporting the learning of 14-19 year olds � 6in the lifelong learning sector

Using ICT to support learning � 3

* These units are also included in the Level 2 Award in Literacy, Language, Numeracy and ICT Awareness.


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Unit title: Preparing to support learning

Level: 2

Credit value: 6

This unit has five learning outcomes.

Learning outcomes Assessment criteria

The learner will: The learner can:

1. Demonstrate knowledge 1.1 Describe the contribution of learning support in raising and understanding of learner achievement. lifelong learning 1.2 Describe the importance of learning in enabling learners to

participate effectively in work and the community and to achieve their personal goals.

1.3 Outline a range of progression routes for learners in a particular context or setting.

2. Demonstrate knowledge 2.1 Describe key responsibilities of a learning support and understanding of practitioner.learning support practice 2.2 Describe how to work with others to support learning

in a particular context.2.3 Identify key aspects of relevant current legislative

requirements and organisational codes of practice within a particular context.

Unit aims:This unit aims to develop the learner’s knowledge and understanding of key issues relating to learning support practice and to enable the learner to evaluate and improve learningsupport practice.

National Occupational Standards mapping:AP1, AK 1.1, 1.2, 1.3, AP2, AK2.1, 2.2, 2.3, AP4, AK4.1, AP5, AK5.1, 5.2, 5.3, AP6, AK6.1, 6.2,AP7, AK7.1, AP7, AK8.1, 8.2, 8.3, AP9, AK9.1, 9.2, AP11, AK11.1, AP12, AK12.1, 12.2, 12.3,AP13, AK13.1, 13.2, AP15, AK15.1, 15.2, AP16, AK16.1, 16.2, AP17, AK17.1, 17.2, 17.3

BP1, BK 1.1, 1.2, 1.3, BP2, BK2.1, 2.2, BP3, BK3.1, 3.2, 3.3, BP4, BK4.1, 4.2, 4.3, BP5, BK5.1, 5.2, BP6, BK 6.1

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3. Demonstrate knowledge and 3.1 Identify values and principles which underpin learning understanding of key support practice.principles underpinning 3.2 Describe key features of an inclusive learning environment.learning support practice 3.3 Describe strategies to promote independent learning

and self determination. 3.4 Describe the importance of effective

communication strategies. 3.5 Explain the importance of literacy, language, numeracy,

ICT and wider key skills for independent learning.

4. Demonstrate knowledge and 4.1 Describe how individual learner needs may be addressed understanding of approaches through the planning, delivery, assessment and review to learning of learning.

4.2 Describe how a learning support practitioner may contribute to the planning, delivery, assessment and review of learning.

4.3 Explain how to use learning support activities to engage and motivate learners.

4.4 Explain how to address individual learner needs through the selection, adaptation and use of resources, including assistive technologies and ICT.

4.5 Describe a range of effective communication strategies including the use of assistive technologies and ICT.

5. Demonstrate knowledge and 5.1 Explain the effectiveness of an observed learning understanding of how to support session. evaluate and improve 5.2 Describe own strengths and development needs in relationlearning support practice to learning support practice.

5.3 Plan for opportunities to meet own identified development needs in literacy, numeracy, ICT and wider key skills.


Unit title: Preparing to support learning Level: 2

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Level: 3

Credit value: 6




1. Demonstrate knowledge and 1.1 Explain the contribution of learning support in raising understanding of lifelong learner achievement. learning 1.2 Discuss the value of learning for individual learners.

1.3 Describe a range of progression routes and opportunities for learners in own context.

2. Demonstrate knowledge and 2.1 Explain key responsibilities of a learning support practitioner.understanding of learning 2.2 Explain how to work with others to support learning in asupport practice particular context.

2.3 Identify key aspects of relevant current legislative requirements and organisational codes of practice within a particular context.



BP1, BK 1.1, 1.2, 1.3, BP2, BK2.1, 2.2, BP3, BK3.1, 3.2, 3.3, BP4, BK4.1, 4.2, 4.3,BP5, BK5.1, 5.2,BP6, BK 6.1

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3. Demonstrate knowledge and 3.1 Discuss values and principles which underpin learningunderstanding of key support practice.principles underpinning 3.2 Explain key features of an inclusive learning environment.learning support practice 3.3 Describe strategies to promote independent learning and

self determination. 3.4 Explain the importance of effective communication

strategies.3.5 Explain the importance of literacy, language, numeracy,


4. Demonstrate knowledge and 4.1 Explain how individual learner needs may be addressedunderstanding of approaches through the planning, delivery, assessment and review to learning of learning.

4.2 Explain how a learning support practitioner may contribute to the planning, delivery, assessment and review of learning.


4.4 Explain how to address individual learner needs through the selection, adaptation, use and review of resources, including assistive technologies and ICT.

4.5 Describe the effective use of a range of communication strategies including the use of assistive technologies and ICT.

5. Demonstrate knowledge and 5.1 Reflect on the effectiveness of an observed learning understanding of how to support session.evaluate and improve 5.2 Reflect on own strengths and development needs in relationlearning support practice to learning support practice.

5.3 Plan for opportunities to meet own development needs in literacy, numeracy, ICT and wider key skills.


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Unit title: Learning support in lifelong learning contexts

Level: 3

Credit value: 6

This unit has six learning outcomes.



1. Demonstrate knowledge and 1.1 Identify key features of a range of learning and teaching understanding of the nature settings which provide a context for learning support. and purpose of learning 1.2 Explain the potential impact of learning support practice on support in a range of the quality of provision in a particular context.contexts 1.3 Explain key features of successful collaborative approaches

to the planning and delivery of learning support in a range of contexts.

2. Demonstrate knowledge and 2.1 Explain key factors which inform strategies for learning understanding of the role of and teaching in a range of settings, identifying barriers context in learning support and boundaries.

2.2 Explain how the nature of learning support provision may vary in different contexts.

2.3 Identify benefits and limitations of thematic approaches to learning support.

2.4 Explain ways in which learning can be generalised and transferred between different settings.

Unit aims:This unit aims to develop the learner’s knowledge and understanding of the nature, purposeand key features of learning support in different lifelong learning contexts and to enable thelearner to evaluate and improve learning support practice.

National Occupational Standards mapping:AP1, AK 1.4, AP2, AK2.1, AP4, AK4.1, AP7, AK7.1, AP9, AK9.1, AP12, AK12.1, 12.2, 12.3, AP13,AK13.1, 13.2, AP14, AK14.1, AP15, AK15.1, 15.2, AP16, AK16.2, AP17, AK17.1, 17.2, 17.3

BP1, BK 1.1, 1.2, 1.3, BP2, BK2.2, BP3, BK3.1, 3.2, BP7, BK7.2

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3. Demonstrate knowledge and 3.1 Explain the relationship between the learning support understanding of the role and practitioner and the person leading the learning. responsibilities of a learning 3.2 Explain the relationship between own role and the roles support practitioner of other relevant parties in supporting learning.

3.3 Explain own responsibilities with reference to current and relevant legislation and codes of practice within a particular context.

4. Demonstrate knowledge and 4.1 Work with other relevant parties to support individual understanding of how to learning needs, demonstrating good practice.work with others to 4.2 Communicate effectively with appropriate and relevant support learning parties to meet the needs of learners.

5. Demonstrate and understand 5.1 Identify ways in which own knowledge, understanding andknowledge of ways that personal skills in literacy, language, numeracy and ICT literacy, language, numeracy impact on learning and teaching processes. and ICT knowledge and skills 5.2 Plan appropriate development opportunities to improveboth impact on and may be own knowledge, understanding and personal skills in developed through learning literacy, language, numeracy and ICT in order to effectivelyin different contexts support learners.

6. Demonstrate knowledge and 6.1 Reflect on the effectiveness of own learning support understanding of how to practice in different settings drawing on a range of indicatorsevaluate and improve own including the views of learners and colleagues.learning support practice in 6.2 Identify and plan for opportunities to improve own practice.a range of contexts

Unit title: Learning support in lifelong learning contexts Level: 3

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Unit title: Principles of learning support

Level: 3

Credit value: 6




1. Demonstrate knowledge and 1.1 Explain the values and principles which underpin understanding of the values effective learning support practice. and principles that underpin 1.2. Reflect on the impact of own values and judgements onlearning support practice learning support practice.

2. Demonstrate knowledge and 2.1 Explain how the learner is central to the process in theunderstanding of learners negotiation, planning and delivery of learning support.and their learning support 2.2 Explain how social, cultural and personal factors, including needs limited literacy, language numeracy and ICT skills can

impact on learner motivation, confidence and achievement within a specified learning programme.

2.3 Use varied learning support strategies flexibly to support the needs of learners.

3. Demonstrate knowledge and 3.1 Explain key features of an inclusive learning environment. understanding of key 3.3 Explain the responsibilities of the learning support features of an inclusive practitioner in promoting an inclusive learning environment.learning environment 3.4 Explain how to use communication to promote inclusive

learning, including the use of ICT and assistive technology.

Unit aims:This unit aims to develop the learner’s knowledge and understanding of key values andprinciples underpinning learning support practice, key features of an inclusive learningenvironment and how to promote inclusive and independent learning.

National Occupational Standards mapping:AP1, AK 1.5, AP2, AK2.1, 2.2, 2.3, 2.4, 2.5,AP3, AK3.1, 3.2, 3.3, AP4, AK4.1, AP5, AK5.1, 5.3, AP6,AK6.1, AP7, AK7.1, AP9, AK9.1, 9.2, AP10, AK10.1, 10.2, 10.3, AP11, AK11.1, AP16, AK16.2

BP1, BK 1.2, BP2, BK2.1, 2.2, BP4, BK4.1, BP5, BK5.1, 5.2, 5.3, BP6, BK6.1

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4. Demonstrate knowledge and 4.1 Explain ways in which particular strategies, including the understanding of how to use of technology, can enhance learning.promote inclusive learning 4.2 Explain ways of encouraging behaviours that contribute to

an inclusive learning environment.4.3 Explain the use of a range of inclusive learning strategies to

engage and motivate learners. 4.4 Identify opportunities and strategies which enable learners

to provide feedback to inform practice.

5. Demonstrate knowledge and 5.1 Explain ways in which learning support practitioners may understanding of how to promote self advocacy for learners in relation to the promote independent planning, implementation and review of learning activities.learning

6. Understand and demonstrate 6.1 Discuss the importance of literacy, language, numeracy a knowledge of ways that and ICT skills for inclusive and independent learning.inclusive and independent 6.2 Explain inclusive approaches to supporting learner learning may be enabled development of literacy, language, numeracy, ICT and through the development wider key skills. and application of knowledge and skills in literacy, language, numeracy and ICT

Unit title: Principles of learning support Level: 3

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Unit title: Approaches to learning

Level: 3

Credit value: 6




1. Demonstrate knowledge 1.1 Explain key principles of learning. and understanding of the 1.2 Explain key factors in effective learning.learning process

2. Demonstrate knowledge and 2.1 Explain the process for negotiating and agreeing individual understanding of the learning goals.planning, delivery and 2.2 Explain the planning, delivery, assessment and review cycle assessment cycle of a of an identified learning programme.learning programme 2.3 Describe approaches to assessment which promote

learning and progression. 2.4 Explain the roles and responsibilities of a learning support

practitioner and of other relevant parties in the planning, delivery and assessment of a learning programme.

2.5 Contribute to the planning, recording and review of learning support provision which meets the individual needs of learners.

Unit aims:This unit aims to develop the learner’s knowledge and understanding of the learning process,the planning delivery and assessment cycle and the use of strategies and resources to supportinclusive learning.

National Occupational Standards mapping:AP1, AK1.2, 1.5, AP2, AK2.1, 2.2, 2.3, 2.4, 2.5, AP3, AK3.1, AP4, AK4.1, AP5, AK5.1, 5.2, 5.3, AP7,AK7.1, AP9, AK9.1, AP14, AK14.1, AP15, AK15.1, AP16, AK16.1, AP17, AK17.3

BP1, BK1.1, 1.3, BP2, BK2.1, 2.2, BP4, BK4.1, 4.2, 4.3, BP5, BK5.1, 5.2, BP6, BK6.1, 6.2, BP7, BK7.1

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3. Demonstrate knowledge and 3.1 Use a range of appropriate strategies, including e-learning, understanding of strategies to engage and motivate learners. to support learning 3.2 Use different types of assessment for and of learning to

meet the individual needs of learners. 3.3 Use of a range of learner-centred and applied activities for

developing, practising and applying literacy, language numeracy and ICT skills.

3.4 Support the recording and reporting of learner progress and achievement in line with internal and external requirements.

4. Demonstrate knowledge and 4.1 Explain ways in which resources, including e-learning understanding of how to use resources and those using new technologies, can be used resources inclusively to meet particular learning needs, identifying benefits and

limitations. 4.2 Adapt learning resources, as appropriate, working with the

person leading the learning and the learners.

5. Understand and demonstrate 5.1 Explain how literacy, language, numeracy, ICT and wider knowledge of ways to key skills can be developed through their integration in promote effective learning learning support practice. through support for the 5.2 Integrate support for learners’ literacy, language, numeracy,development of learners’ ICT and wider key skills into learning support practice literacy, language, numeracy, as appropriate.ICT and wider key skills

Unit title: Approaches to learning Level: 3

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Optional units of assessment

Unit title: Equality and diversity

Level: 3

Credit value: 6




1. Understand the key features 1.1 Explain the meaning and benefits of diversity and theof a culture which promotes promotion of equality. equality and values diversity 1.2 Explain forms of inequality and discrimination and their

impact on individuals, communities and society. 1.3 Identify and outline the relevant legislation, employment

regulations and policies and codes of practice relevant to the promotion of equality and valuing of diversity.

2. Understand the importance 2.1 Explain how the promotion of equality and diversity can of the promotion of equality protect people from risk of harm.and valuing of diversity for 2.2 Explain action taken to value individuals and its impact. effective work in the sector 2.3 Explain good practice in providing individuals with

information.

3. Understand and demonstrate 3.1 Explain and demonstrate ways of communication and behaviour appropriate to the behaviour which support equality and diversity. promotion of equality and 3.2 Explain impact of own behaviour on individuals and their valuing of diversity experience of the organisation’s culture and approach.

3.3 Explain how own behaviour can impact on own organisation’s culture.

3.4 Explain how working with other agencies can promote diversity.

Unit aims:This unit aims to develop the learner’s knowledge and understanding of key issues relating topromoting equality and valuing diversity and to enable the learner to promote equality andvalue diversity effectively within own practice.

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4. Understand how to actively 4.1 Describe actions by individuals which can undermine help others in the promotion equality and diversity and review strategies for dealing with of equality and valuing of these effectively. diversity 4.2 Explain strategies for dealing with systems and structures

which do not promote equality and diversity.

5. Understand how to review 5.1 Identify own strengths and areas for development in own contribution to promoting equality and valuing diversity, using reflection promoting equality and and feedback from individuals. valuing diversity 5.2 Identify and use appropriate sources for support in

promoting equality and valuing diversity, explaining why this is necessary.

Unit title: Equality and diversity Level: 3

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Unit title: Inclusive approaches to providing information

Level: 2

Credit value: 1

This unit has two learning outcomes.



1. Demonstrate knowledge and 1.1 Describe ways in which information can be provided understanding of ways to effectively.provide information 1.2 Describe ways in which information is made accessible.effectively 1.3 Demonstrate the skills required to communicate effectively

with people from diverse cultures.

2. Demonstrate knowledge and 2.1 Describe informal ways to signpost and refer potential understanding of ways to learners to learning provision.promote learning 2.2 Explain the importance of confidentiality and equality of opportunities access and opportunity in education.

Unit aims:This unit aims to develop the learner’s knowledge and understanding of inclusive approachesto providing information and to enable the learner to provide clear, accurate information tomeet the needs of learners.

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Unit title: Literacy, language, numeracy and ICT needs for work, education and life

Level: 2

Credit value: 2

This unit has three learning outcomes.



1. Demonstrate knowledge and 1.1 Describe the literacy, language, numeracy and ICT needs of understanding of adult people in a community in relation to key national and local literacy, language, numeracy priorities. and ICT needs within 1.2 Identify key social, cultural and economic factors that communities influence the levels of literacy, language, numeracy and

ICT skills in a community.

2. Demonstrate knowledge and 2.1 Describe how literacy, language, numeracy and ICT skills understanding of the role of enable individuals to participate actively in work, education literacy, language, numeracy and life.and ICT skills in enabling 2.2 Identify the impact of low level communication andactive participation in work, numeracy skills on life chances. education and life 2.3 Demonstrate the skills required to communicate in a way

that promotes inclusion.

3. Demonstrate knowledge 3.1 Describe opportunities to develop literacy, language,and understanding of numeracy and ICT skills at work and in everyday life. opportunities for developing 3.2 Identify ways in which literacy, language, numeracy and ICT literacy, language, numeracy learning provision can be offered to meet individual needs.and ICT skills

Unit aims:This unit aims to develop the learner’s knowledge and understanding of key issues relating toliteracy, language, numeracy and ICT skills in work, education and life and to enable thelearner to develop literacy, language, numeracy and ICT skills and awareness with their ownlearners and others.

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Unit title: Managing behaviours in the learning environment

Level: 3

Credit value: 6




1. Understand key factors that 1.1 Explain a range of factors that may lead to behaviours that can influence behaviour in contribute to an effective learning environment.the learning environment 1.2 Explain a range of factors that may lead to behaviours that

disrupt the learning environment.

2. Understand organisational 2.1 Describe organisational policies relevant to managing policies relating to managing behaviour in the learning environment. behaviour in the learning environment

3. Understand and demonstrate 3.1 Explain ways of encouraging behaviours that contribute to how to encourage behaviours an effective learning environment.that contribute to an 3.2 Use strategies for encouraging behaviours that contribute effective learning to an effective learning environment.environment

4. Understand how to manage 4.1 Explain ways of managing behaviours that disrupt an behaviours that disrupt effective learning environment.an effective learning environment

5. Understand how to evaluate 5.1 Reflect on own practice in managing behaviours in the the effectiveness of own learning environment, drawing on the views of relevant practice in managing parties, and identifying areas for development.behaviours in the learning environment

Unit aims:This unit aims to develop the learner’s knowledge and understanding of key issues relating tomanaging behaviours in the learning environment and to enable the learner to use strategiesfor encouraging behaviours and strategies that contribute to an effective learning environmentand to evaluate and improve own practice.

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Unit title: Practice based investigation

Level: 3

Credit value: 6

This unit has four learning outcomes.



1. Understand and apply 1.1 Identify the key features and purpose of practice based research methods investigation. appropriate to the 1.2 Explain a range of research methods relevant to practice investigation based investigation.

1.3 Select an area for an investigation relevant to own practice, explaining reasons for the choice.

1.4 Identify ethical considerations and issues of confidentiality relevant to the investigation, explaining how these are addressed.

2. Demonstrate a knowledge 2.1 Devise a realistic plan to implement the investigation. and understanding of the 2.2 Use research methods appropriate to the investigation, process for practice based explaining reasons for choice.investigation 2.3 Identify and draw on relevant research and/or literature.

2.4 Collect, present and interpret appropriate data.

3. Understand and demonstrate 3.1 Report objectively on the investigation and its outcome.how to present research 3.2 Explain conclusions reached and identify any conclusions recommendations or further action needed.

4. Understand how to evaluate 4.1 Reflect on own practice in carrying out an investigation,and improve own practice in making suggestions for improvement as appropriate.carrying out an investigation

Unit aims:This unit aims to develop the learner’s knowledge and understanding of how to conduct andreport on investigation of practice using appropriate research methods and protocols and toenable the learner to evaluate and improve own practice.

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Unit title: Preparing for the mentoring role

Level: 3

Credit value: 3




1. Understand own role and 1.1 Identify and describe the role and responsibilities of the responsibilities in relation mentor, indicating the boundaries of the role.to mentoring 1.2 Identify and explain the qualities and skills required in

a mentor.1.3 Identify and describe resources and/or materials required

for mentoring.

2. Understand ways to identify 2.1 Identify and describe individual learning needs that may be individual mentoring needs met through mentoring.

2.2 Identify and describe individual learning preferences that need to be considered when mentoring.

3. Understand key techniques 3.1 Identify and explain styles of mentoring to meet to establish and maintain learner needs.an effective mentoring 3.2 Explain the importance of and demonstrate a code of relationship conduct, ground rules and confidentiality in a mentoring

relationship.3.3 Explain and demonstrate ways of assisting mentees to

clarify their goals and explore options to facilitate their achievement.

3.4 Explain and demonstrate strategies which can be used to clarify situations and overcome misunderstandings.

3.5 Describe and demonstrate ways of building rapport with individuals in mentoring sessions.

3.6 Describe and demonstrate ways of creating an environment in which effective mentoring can take place.

Unit aims:This unit aims to develop the learner’s knowledge and understanding of key issues relating tothe roles and responsibilities of a mentor and to enable the learner to carry out the mentoringrole effectively and evaluate own practice.

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4. Understand how to review 4.1 Describe how to review the mentee’s progress, identifying progress action required.

4.2 Explain and use good practice in providing feedback to mentees on their progress.

5. Understand how to evaluate 5.1 Use reflective practice and feedback from others to review the effectiveness of own effectiveness of own mentoring role and identify areas for practice development.

Unit title: Preparing for the mentoring roleLevel: 3

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Unit title: Principles and practice of family learning

Level: 2

Credit value: 3




1. Demonstrate an 1.1 Describe ways in which parents can support their understanding of the children’s learning. benefits of parents 1.2 Describe how family learning and family literacy, language becoming more involved in and numeracy programmes support families.their children’s learning 1.3 Define intergenerational learning.

2. Demonstrate an 2.1 Outline ways in which two specified current key understanding of the government policies relate to family learning and family background and policy literacy, language and numeracy.context of family learning 2.2 Describe how family learning and family literacy, language provision and numeracy can support the agenda of a range of

government policies/departments.

3. Demonstrate an 3.1 Describe the differences between wider family learning and understanding of the key family literacy, language and numeracy. features of effective family 3.2 Describe key features of the effective delivery of family learning and family literacy, learning and family literacy, language and numeracy language and numeracy programmes. provision 3.3 Outline the benefits and challenges of a family learning or

family literacy, language and numeracy programme in a familiar setting.

3.4 Outline health, safety, security and safeguarding issues when working with parents and children in family learning or family literacy, language and numeracy programmes.

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4. Demonstrate an 4.1 Describe effective strategies for engaging parents and understanding of how to carers in family learning and/or family literacy, language engage target groups of and numeracy.learners for family learning 4.2 Explain a range of personal and institutional barriers that and family literacy, language can affect the participation of adults and children in family and numeracy learning and family literacy, language and numeracy.

4.3 Describe how parents/carers who have not benefited fully from the education system can support their children’s learning.

5. Demonstrate an 5.1 Outline the benefits of partnership between home and the understanding of the range formal setting.of partnerships needed to 5.2 Define the roles and responsibilities of key professional enhance working with partners in delivering family learning and family literacy, parents language and numeracy programmes.

5.3 Describe opportunities available to support parents with skills for life needs.

6. Demonstrate an 6.1 Describe how own practices in a support, teaching or understanding of own role facilitation role contribute to raising parents’ and children’s and responsibilities in confidence, self-esteem and skills. relation to working with 6.2 Outline the boundaries of own role in supporting parents families and children in family learning and family literacy, language

and numeracy.6.3 Describe appropriate referral routes for a range of needs

of parents and children.6.4 Use regular reflection and feedback from others to review

own practice.

Unit title: Principles and practice of family learning Level: 2

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Unit title: Principles and practice of family learning

Level: 3

Credit value: 3

This unit has seven learning outcomes.



1. Demonstrate an 1.1 Explain key factors which impact on children’s learning and understanding of the development including the role of parental support.rationale for encouraging 1.2 Explain how research findings support family learning and parental involvement in family literacy, language and numeracy developments. children’s learning 1.3 Explain the concept of intergenerational learning and its

benefits for adults and children in wider family learning and family literacy, language and numeracy.

2. Demonstrate an 2.1 Explain current policy contexts which impact on parents understanding of the and families.background and policy 2.2 Explain the contribution of family learning and family context of family learning literacy, language and numeracy to different policy contexts.provision 2.3 Explain key funding criteria affecting provision for wider

family learning and family literacy, language and numeracy.

3. Demonstrate an 3.1 Explain key features of the effective delivery of family understanding of the key learning and family literacy, language and numeracy features of effective family programmes.learning and family literacy, 3.2 Explain the benefits and challenges of a family learning or language and numeracy family literacy, language and numeracy programme in a provision given setting.

3.3 Explain health, safety, security and safeguarding issues when working with parents and children in family learning and family literacy, language and numeracy programmes.

Unit aims:This unit aims to develop the learner’s knowledge and understanding of key issues relating tothe principles and practice of wider family learning and family literacy, language and numeracyand to enable the learner to evaluate and improve own practice.

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4. Demonstrate an 4.1 Explain effective strategies for engaging parents in family understanding of how to learning and/or family literacy, language and numeracy.engage target groups of 4.2 Explain a range of institutional, personal, cultural and learners for family learning language barriers that can affect the participation of adults and family literacy, language and children in family learning.and numeracy 4.3 Describe and explain how parents/carers who have not

benefited fully from the education system can support their children’s learning.

5. Demonstrate an 5.1 Explain the importance of partnership between home and understanding of the range the formal setting.of partnerships needed to 5.2 Explain the roles and responsibilities of key professional enhance working partners in family learning and family literacy, language and with parents numeracy.

5.3 Describe key features of effective partnership working in family learning and family literacy, language and numeracy.

5.4 Explain opportunities available to support parents with skills for life needs.

6. Demonstrate an 6.1 Explain how own practices in a support, teaching or understanding of own role facilitation role contribute to raising parents’ and children’sand responsibilities in confidence, self-esteem and skills. relation to working with 6.2 Explain the boundaries of own role in relation to supporting families parents and children in family learning and family literacy,

language and numeracy.6.3 Describe appropriate referral routes for a range of needs

of parents and children.

7. Demonstrate an 7.1 Use regular reflection and feedback from others including understanding of how learners and partners to evaluate own practice in a family reflection, evaluation and learning context and identify areas for development.feedback can be used todevelop good practice inengaging parents and children in family learning provision

Unit title: Principles and practice of family learningLevel: 3

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Unit title: Providing learners with personal care support

Level: 3

Credit value: 3




1. Demonstrate knowledge 1.1. Explain the importance of providing learners with informed and understanding of the choices about their personal care needs. importance of learner self 1.2. Demonstrate good practice in providing learners with advocacy in the management informed choices about how their personal care of personal care needs requirements may be met within a learning environment.

1.3. Provide support for personal care needs which promotes learning and which encourages and enhances learner independence.

2. Demonstrate knowledge and 2.1. Explain the importance of a sensitive approach to providing understanding of how to personal care support to learners which promotes their provide support with self-image and self-esteem and maintains their dignity.personal care 2.2. Identify resources available for the provision of support

for eating and drinking.2.3. Demonstrate compliance with health and safety

requirements when providing support with personal care.

3. Demonstrate knowledge and 3.1. Reflect on the effectiveness of own practice in providing understanding of how to support in personal care, drawing on the views of learners evaluate and improve own and colleagues, making recommendations for improvementpractice in providing support as appropriate.with personal care

Unit aims:This unit aims to develop the learner’s knowledge and understanding of key issues relating tothe provision of personal care support, to enable the learner to provide effective support withpersonal care and to evaluate and improve own practice.

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Unit title: Skills check and signposting for literacy, language, numeracy and ICT needs

Level: 2

Credit value: 1




1. Demonstrate knowledge and 1.1 Describe a range of methods for identifying language, understanding of how to literacy, numeracy and ICT learning needs. identify literacy, language, 1.2 Demonstrate the communication skills required to identify numeracy and ICT needs language, literacy, numeracy and ICT learning needs.

2. Demonstrate knowledge and 2.2 Describe a range of techniques and tools to carry out initial understanding of how to assessment and skills checking.carry out initial assessment 2.2. Explain the importance of providing constructive feedback and skills checking when carrying out initial assessment and skills checking.

3. Demonstrate knowledge and 3.1 Describe ways to refer potential learners to learning understanding of ways to provision which meets their needs.refer potential learners to 3.2 Explain the importance of confidentiality and equality of relevant provision access and opportunity in education.

Unit aims:This unit aims to develop the learner’s knowledge and understanding of key issues relating toskills checking and signposting of literacy, language, numeracy and ICT needs and to enablethe learner to carry out initial assessment, skills checking and signposting, promoting inclusionand equality of opportunity.

46


Unit title: Supporting and promoting a responsive service

Level: 2

Credit value: 1




1. Demonstrate knowledge and 1.1 Describe key features of effective literacy, language, understanding of key features numeracy and ICT learning provision.of effective literacy, language, 1.2 Describe ways to identify and share good practice numeracy and ICT learning and resources. opportunities

2. Demonstrate knowledge and 2.1 Describe the key elements of a whole organisation understanding of a whole approach to literacy, language, numeracy and ICT provision.organisation approach to 2.2 Identify appropriate training opportunities for staff.literacy, language, numeracy 2.3 Demonstrate the skills required to communicate these and ICT opportunities effectively to staff.

3. Demonstrate knowledge and 3.1 Outline the role of own organisation within other understanding of the role of community, workplace or educational provision.own organisation in relation to literacy, language, numeracy and ICT needs

Unit aims:This unit aims to develop the learner’s knowledge and understanding of key issues relating tosupporting and providing responsive and effective literacy, language, numeracy and ICT provision.

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Unit title: Supporting learners in a subject or vocational area

Level: 3

Credit value: 6




1. Demonstrate a knowledge 1.1 Explain the aims of learning provision in own specialist area.and understanding of 1.2 Demonstrate knowledge and expertise in supporting own learning provision in a subject / vocational area.specific subject / vocational area

2. Demonstrate knowledge and 2.1 Explain the relationship between the role of the person understanding of working leading the learning and the subject / vocationally based with others to provide learning support practitioner.subject / vocational learning 2.2 Demonstrate good practice in working with others to support support learning in subject / vocational area.

3. Demonstrate a knowledge 3.1 Contribute to the planning, assessment and review of and understanding of learning in a specific subject / vocational context.inclusive approaches to 3.2 Explain and use a range of strategies to support learning in subject / vocational support subject / vocational area. of learning 3.3 Select, adapt and use a range of inclusive resources to

support subject / vocational teaching and learning.

4. Demonstrate knowledge and 4.1 Reflect on the effectiveness of learning support in subject understanding of how to or vocational context.evaluate and improve own 4.2 Identify and plan for opportunities to up date and develop learning support practice own knowledge and expertise in subject and / or in specific subject / vocational area.vocational area 4.3 Identify and plan for opportunities to develop own practice

in providing learning support in a particular subject or vocational area.

Unit aims:This unit aims to develop the learner’s knowledge and understanding of key issues relating tosupporting learners in a subject or vocational area and to enable the learner to support learningin a specific subject or vocational area effectively and to evaluate and improve own practice.

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Unit title: Supporting the learning of 14-19 year olds

Level: 3

Credit value: 6




1. Demonstrate knowledge and 1.1 Describe current provision for 14-19 year olds in theunderstanding of current compulsory and post compulsory sectors.provision in education and 1.2 Explain the relationship between the compulsory and post training for 14-19 year olds compulsory sectors with regard to provision for

14-19 year olds.1.3 Explain the impact on own practice of legislation relating

to working with 14-19 year olds.

2. Demonstrate knowledge and 2.1 Explain key features of the cognitive, physical and emotional understanding of the learning development of 14-19 year olds.and emotional needs of 2.2 Explain approaches to learning support appropriate for 14-19 year olds 14-19 year olds which promote inclusion.

2.3 Explain and demonstrate communication methods appropriate to the needs of 14-19 year olds.

3. Demonstrate knowledge and 1.1 Explain how own role relates to that of others in own understanding of working organisation and in relevant external agencies. collaboratively to support 1.2 Explain and demonstrate good practice in collaborative and 14-19 year old learners cross sector working to support planning, the learning

provision, assessment and review. 1.3 Demonstrate effective communication on learner progress

and other relevant areas with all colleagues and partners.1.4 Explain the importance of confidentiality when working

collaboratively.

Unit aims:This unit aims to develop the learner’s knowledge and understanding of key issues relating tosupporting 14-19 year olds in current educational provision and to enable the learner toprovide effective learning support for 14-19 year old learners in lifelong learning settings andto evaluate and improve own practice.

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4. Demonstrate understanding 4.1 Support learners in transferring learning to new and/or and use of learning support different contexts, explaining good practice.strategies which meet the 4.2 Support learners in the development of learning strategies needs of 14-19 year which promote effective learning in different settings and old learners for different purposes, explaining good practice.

4.3 Demonstrate use of strategies to support learners in the development of functional skills, explaining good practice.

5. Understand how to evaluate 5.1 Reflect on own practice in supporting the learning of 14-19and improve own practice in year olds, drawing on the views of relevant parties, and supporting the learning of identifying areas for development as appropriate.14-19 year olds

Unit title: Supporting the learning of 14-19 year oldsLevel: 3

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Unit title: Using ICT to support learning

Level: 3

Credit value: 3


Learning outcomes Assessment criteriaThe learner will: The learner can:1. Demonstrate knowledge and 1.1 Explain key features of e-learning and e-assessment,

understanding of how the including ICT based initial assessment, tools to support application of ICT can learning and collaborative technologies.support and enhance 1.2 Explain the suitability of e-learning and e-assessment for learning a range of contexts.

1.3 Explain limitations of e-learning and e-assessment.2. Demonstrate knowledge and 2.1 Explain own role in supporting e-learning and e-assessment,

understanding of how to identifying good practice.support learners in 2.2 Support learners in the use of ICT based diagnostics/initial e-learning and e-assessment assessment, explaining good practice.

2.3 Support learners in the use of an e-learning activity, explaining how identified individual needs are met.

2.4 Support learners in the use of ICT to carry out an e-assessment activity, explaining how identified individual needs are met.

2.5 Demonstrate effective use of e-communication for record keeping and other appropriate aspects of role.

3. Demonstrate knowledge and 3.1 Reflect on support provided for e-learning and e-assessment understanding of how to and make recommendations for improvement, drawing on review the effectiveness of the views of others, including learners.support provided for e-learning and e-assessment

4. Demonstrate knowledge and 4.1 Reflect on own ICT user skills, identifying areas for understanding of how to development. evaluate and improve own 4.2 Plan, as appropriate, for the improvement of own ICT user ICT skills for supporting skills to support e-learning.e-learning and e-assessment 4.3 Reflect on own practice in the use of ICT to support learning.

4.4 Plan, as appropriate, for the improvement of knowledge and understanding of the application of ICT to learning processes.

Unit aims:This unit aims to develop the learner’s knowledge and understanding of key issues relating tothe use of ICT to support learning and to enable the learner to use ICT effectively to supportlearners and to evaluate and improve own practice.

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Section FiveUnits of assessment for qualification pathways

Level 3 Certificate in Learning Support (literacy, language and numeracy)The units listed below are offered within the following qualification:


Please refer back to sections two and three for details of the specific structure of this qualification.

Level 2 Level 3 Credit Value

Introductory mandatory unit

Preparing to support learning � � 6

Other mandatory units

Learning support in lifelong learning contexts � 6(literacy, language and numeracy)

Principles of learning support � 6(literacy, language and numeracy)

Approaches to learning � 6(literacy, language and numeracy)

Knowledge and understanding for � 6supporting literacy and language

Knowledge and understanding for � 6supporting numeracy

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Level: 2

Credit value: 6




1. Demonstrate knowledge 1.1 Describe the contribution of learning support in raising and understanding of learner achievement. lifelong learning 1.2 Describe the importance of learning in enabling learners to

participate effectively in work and the community and to achieve their personal goals.

1.3 Outline a range of progression routes for learners in a particular context or setting.

2. Demonstrate knowledge 2.1 Describe key responsibilities of a learning support and understanding of practitioner.learning support practice 2.2 Describe how to work with others to support learning

in a particular context.2.3 Identify key aspects of relevant current legislative

requirements and organisational codes of practice within a particular context.



BP1, BK 1.1, 1.2, 1.3, BP2, BK2.1, 2.2, BP3, BK3.1, 3.2, 3.3, BP4, BK4.1, 4.2, 4.3, BP5, BK5.1, 5.2, BP6, BK 6.1

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3. Demonstrate knowledge and 3.1 Identify values and principles which underpin learning understanding of key support practice.principles underpinning 3.2 Describe key features of an inclusive learning environment.learning support practice 3.3 Describe strategies to promote independent learning

and self determination. 3.4 Describe the importance of effective

communication strategies. 3.5 Explain the importance of literacy, language, numeracy,


4. Demonstrate knowledge and 4.1 Describe how individual learner needs may be addressed understanding of approaches through the planning, delivery, assessment and review to learning of learning.

4.2 Describe how a learning support practitioner may contribute to the planning, delivery, assessment and review of learning.


4.4 Explain how to address individual learner needs through the selection, adaptation and use of resources, including assistive technologies and ICT.

4.5 Describe a range of effective communication strategies including the use of assistive technologies and ICT.

5. Demonstrate knowledge and 5.1 Explain the effectiveness of an observed learning understanding of how to support session. evaluate and improve 5.2 Describe own strengths and development needs in relationlearning support practice to learning support practice.

5.3 Plan for opportunities to meet own identified development needs in literacy, numeracy, ICT and wider key skills.


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Level: 3

Credit value: 6




1. Demonstrate knowledge and 1.1 Explain the contribution of learning support in raising understanding of lifelong learner achievement. learning 1.2 Discuss the value of learning for individual learners.

1.3 Describe a range of progression routes and opportunities for learners in own context.

2. Demonstrate knowledge and 2.1 Explain key responsibilities of a learning support practitioner.understanding of learning 2.2 Explain how to work with others to support learning in a support practice particular context.

2.3 Identify key aspects of relevant current legislative requirements and organisational codes of practice within a particular context.

3. Demonstrate knowledge and 3.1 Discuss values and principles which underpin learning understanding of key support practice.principles underpinning 3.2 Explain key features of an inclusive learning environment.learning support practice 3.3 Describe strategies to promote independent learning and

self determination. 3.4 Explain the importance of effective communication

strategies.3.5 Explain the importance of literacy, language, numeracy,



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4. Demonstrate knowledge and 4.1 Explain how individual learner needs may be addressed understanding of approaches through the planning, delivery, assessment and review of to learning learning.

4.2 Explain how a learning support practitioner may contribute to the planning, delivery, assessment and review of learning.


4.4 Explain how to address individual learner needs through the selection, adaptation, use and review of resources, including assistive technologies and ICT.

4.5 Describe the effective use of a range of communication strategies including the use of assistive technologies and ICT.

5. Demonstrate knowledge and 5.1 Reflect on the effectiveness of an observed learning understanding of how to support session.evaluate and improve 5.2 Reflect on own strengths and development needs in learning support practice relation to learning support practice.

5.3 Plan for opportunities to meet own development needs in literacy, numeracy, ICT and wider key skills.


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Unit title: Learning support in lifelong learning contexts (literacy, language and numeracy)

Level: 3

Credit value: 6




1. Demonstrate knowledge and 1.1 Identify key features of a range of learning and teaching understanding of the nature settings which provide a context for learning support. and purpose of learning 1.2 Explain the potential impact of learning support practice support in a range of on the quality of provision in a particular context.contexts 1.3 Explain key features of successful collaborative approaches

to the planning and delivery of learning support in a range of contexts.

Unit aims:This unit aims to develop the learner’s knowledge and understanding of the nature, purposeand key features of learning support in different lifelong learning contexts and to enable thelearner to evaluate and improve learning support practice specifically to support literacy,language and numeracy needs.

Mapping to application of the learning support standards for literacy, language andnumeracy learning support practitioners:CP1.1, CP1.2, CP1.4, CP1.6, CP2.4, CP4.1, CP6.1, CP6.2, CP6.3

National Occupational Standards mapping:AP1, AK 1.4, AP2, AK2.1, AP4, AK4.1, AP7, AK7.1, AP9, AK9.1, AP12, AK12.1, 12.2, 12.3, AP13,AK13.1, 13.2, AP14, AK14.1, AP15, AK15.1, 15.2, AP16, AK16.2, AP17, AK17.1, 17.2, 17.3

BP1, BK 1.1, 1.2, 1.3, BP2, BK2.2, BP3, BK3.1, 3.2, BP7, BK7.2

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2. Demonstrate knowledge and 2.1 Explain key factors which inform strategies for learning and understanding of the role of teaching in a range of settings, identifying barriers and context in learning support boundaries.

2.2 Explain how the nature of learning support provision may vary in different contexts.

2.3 Identify benefits and limitations of thematic approaches to learning support.

2.4 Explain ways in which learning can be generalised and transferred between different settings.

3. Demonstrate knowledge and 3.1 Explain the relationship between the learning support understanding of the role practitioner and the person leading the learning.and responsibilities of a 3.2 Explain the relationship between own role and the roles of learning support practitioner other relevant parties in supporting learning.

3.3 Explain own responsibilities with reference to current and relevant legislation and codes of practice within a particular context.

4. Demonstrate knowledge and 4.1 Work with other relevant parties to support individual understanding of how to learning needs, demonstrating good practice.work with others to 4.2 Communicate effectively with appropriate and relevant support learning parties to meet the needs of learners.

5. Demonstrate knowledge 5.1 Identify ways in which own knowledge, understanding and and understanding of personal skills in literacy, language, numeracy and ICT ways that literacy, language, impact on learning and teaching processes. numeracy and ICT 5.2 Plan appropriate development opportunities to improve knowledge and skills both own knowledge, understanding and personal skills in literacy,impact on and may be language, numeracy and ICT in order to effectively support developed through learning learners. in different contexts

6. Demonstrate knowledge and 6.1 Reflect on the effectiveness of own learning support understanding of how to practice in different settings drawing on a range of indicatorsevaluate and improve own including the views of learners and colleagues.learning support practice in 6.2 Identify and plan for opportunities to improve own practice.a range of contexts

Unit title: Learning support in lifelong learning contexts (literacy, language and numeracy)Level: 3

58


Unit title: Principles of learning support (literacy, language and numeracy)

Level: 3

Credit value: 6




1. Demonstrate knowledge and 1.1 Explain the values and principles which underpin effective understanding of the values learning support practice. and principles that underpin 1.2 Reflect on the impact of own values and judgements on learning support practice learning support practice.

2. Demonstrate knowledge and 2.1 Explain how the learner is central to the process in the understanding of learners negotiation, planning and delivery of learning support.and their learning support 2.2 Explain how social, cultural and personal factors, including needs limited literacy, language numeracy and ICT skills can impact

on learner motivation, confidence and achievement within a specified learning programme.

2.3 Use varied learning support strategies flexibly to support the needs of learners.

Unit aims:This unit aims to develop the learner’s knowledge and understanding of key values andprinciples underpinning learning support practice specifically to support literacy, language andnumeracy needs, key features of an inclusive learning environment and how to promoteinclusive and independent learning.

Mapping to application of the learning support standards for literacy, language andnumeracy learning support practitioners:CP1.2, CP1.4, CP2.3, CP2.4, CP3.1, CP4.1, CP4.2, CP4.3, CP5.1, CP5.2, CP5.3, CP7.1

National Occupational Standards mapping:AP1, AK 1.5, AP2, AK2.1, 2.2, 2.3, 2.4, 2.5,AP3, AK3.1, 3.2, 3.3, AP4, AK4.1, AP5, AK5.1, 5.3, AP6,AK6.1, AP7, AK7.1, AP9, AK9.1, 9.2, AP10, AK10.1, 10.2, 10.3, AP11, AK11.1, AP16, AK16.2

BP1, BK 1.2, BP2, BK2.1, 2.2, BP4, BK4.1, BP5, BK5.1, 5.2, 5.3, BP6, BK6.1

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3. Demonstrate knowledge 3.1 Explain key features of an inclusive learning environment. and understanding of key 3.2 Explain the responsibilities of the learning support features of an inclusive practitioner in promoting an inclusive learning environment.learning environment 3.3 Explain how to use communication to promote inclusive

learning, including the use of ICT and assistive technology.

4. Demonstrate knowledge and 4.1 Explain ways in which particular strategies, including the understanding of how to use of technology, can enhance learning.promote inclusive learning 4.2 Explain ways of encouraging behaviours that contribute

to an inclusive learning environment.4.3 Explain the use of a range of inclusive learning strategies

to engage and motivate learners. 4.4 Identify opportunities and strategies which enable learners

to provide feedback to inform practice.

5. Demonstrate knowledge and 5.1 Explain ways in which learning support practitioners may understanding of how to promote self advocacy for learners in relation to the promote independent planning, implementation and review of learning activities.learning

6. Understand and demonstrate 6.1 Discuss the importance of literacy, language, numeracy and a knowledge of ways that ICT skills for inclusive and independent learning.inclusive and independent 6.2 Explain inclusive approaches to supporting learner learning may be enabled development of literacy, language, numeracy, ICT and wider through the development key skills. and application of knowledge and skills in literacy, language, numeracy and ICT

Unit title: Principles of learning support (literacy, language and numeracy) Level: 3

60


Unit title: Approaches to learning (literacy, language and numeracy)

Level: 3

Credit value: 6




1. Demonstrate knowledge and 1.1 Explain key principles of learning. understanding of the 1.2 Explain key factors in effective learning.learning process

2. Demonstrate knowledge and 2.1 Explain the process for negotiating and agreeing individual understanding of the learning goals.planning, delivery and 2.2 Explain the planning, delivery, assessment and review cycle assessment cycle of a of an identified learning programme.learning programme 2.3 Describe approaches to assessment which promote learning

and progression. 2.4 Explain the roles and responsibilities of a learning support

practitioner and of other relevant parties in the planning, delivery and assessment of a learning programme.

2.5 Contribute to the planning, recording and review of learning support provision which meets the individual needs of learners.

Unit aims:This unit aims to develop the learner’s knowledge and understanding of the learning process,the planning delivery and assessment cycle and the use of strategies and resources to supportliteracy, language and numeracy learning needs.

Mapping to application of the learning support standards for literacy, language andnumeracy learning support practitioners:CP2.1, CP2.2, CP2.3, CP2.4, CP3.1, CP3.2, CP4.1, CP4.2, CP4.3, CP5.1, CP5.2, CP5.3, CP5.4, CP6.2

National Occupational Standards mapping:AP1, AK1.2, 1.5, AP2, AK2.1, 2.2, 2.3, 2.4, 2.5, AP3, AK3.1, AP4, AK4.1, AP5, AK5.1, 5.2, 5.3, AP7,AK7.1, AP9, AK9.1, AP14, AK14.1, AP15, AK15.1, AP16, AK16.1, AP17, AK17.3

BP1, BK1.1, 1.3, BP2, BK2.1, 2.2, BP4, BK4.1, 4.2, 4.3, BP5, BK5.1, 5.2, BP6, BK6.1, 6.2, BP7, BK7.1

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3. Demonstrate knowledge and 3.1 Use a range of appropriate strategies, including e-learning, understanding of strategies to engage and motivate learners. to support learning 3.2 Use different types of assessment for and of learning to

meet the individual needs of learners. 3.3 Use of a range of learner-centred and applied activities for

developing, practising and applying literacy, language numeracy and ICT skills.

3.4 Support the recording and reporting of learner progress and achievement in line with internal and external requirements.

4. Demonstrate knowledge and 4.1 Explain ways in which resources, including e-learning understanding of how to use resources and those using new technologies, can be used resources inclusively to meet particular learning needs, identifying benefits and

limitations. 4.2 Adapt learning resources, as appropriate, working with the

person leading the learning and the learners.

5. Understand and demonstrate 5.1 Explain how literacy, language, numeracy, ICT and wider knowledge of ways to key skills can be developed through their integration in promote effective learning learning support practice. through support for the 5.2 Integrate support for learners’ literacy, language, numeracy, development of learners’ ICT and wider key skills into learning support practice literacy, language, numeracy, as appropriate.ICT and wider key skills

Unit title: Approaches to learning (literacy, language and numeracy) Level: 3

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Unit title: Knowledge and understanding for supporting literacy and language

Level: 3

Credit value: 6




1. Demonstrate knowledge and 1.1 Describe key differences between Standard English and understanding of English other varieties of English.language and literacy 1.2 Describe the differences between spoken and written

English.1.3 Explain how language changes in both spoken and

written forms.

2. Demonstrate knowledge and 2.1 Discuss the key features of common standards, curricula understanding of English and and frameworks used to describe literacy and language the relevant standards and learning. curricula 2.2 Explain how language is described at text, sentence

and word level.

Unit aims:This unit aims to develop the learning support practitioner’s confidence and competence inthe knowledge and understanding of literacy and language, to the standard required for thelearning support practitioner to support learners effectively, and to evaluate and improve ownlanguage and literacy skills.

Mapping to application of the learning support standards for literacy, language andnumeracy learning support practitioners: CP 1.3, CP 1.4, CP 1.5, CP 1.6, CP 1.7, CP 1.8, CP 1.9

63




3. Demonstrate knowledge and 3.1 Discuss the way that social and cultural factors determine understanding of factors that the use of language. influence and impact on 3.2 Discuss the potential impact of prior learner experiences literacy and language and situations on literacy and language learning. learning and use 3.3 Discuss popular perceptions of literacy and ESOL and how

these impact on learner motivation.

4. Demonstrate knowledge 4.1 Describe the processes involved in speaking and listening. and understanding of the 4.2 Describe the processes involved in reading and writing. processes and skills involved 4.3 Discuss the impact of technology on literacy and language in reading, writing, speaking skill development.and listening

5. Demonstrate knowledge 5.1 Discuss the ways that people learn other languages.and understanding of how 5.2 Explain common literacy and language errors and literacy and language is misconceptions.learned 5.3 Discuss the impact on literacy and language learning of a

range of learning difficulties and disabilities.

Unit title: Knowledge and understanding for supporting literacy and languageLevel: 3

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Unit title: Knowledge and understanding for supporting numeracy

Level: 3

Credit value: 6




1. Demonstrate knowledge 1.1 Discuss the key features of common standards, curricula and understanding of and frameworks used to arrange and describe mathematical mathematics and the learning up to and including QCF level 2. relevant standards and 1.2 Identify gaps in own mathematical knowledge in relation to curricula common mathematics standards, curricula and frameworks

up to and including QCF level 2.1.3 Plan for opportunities to meet own development needs in

relation to mathematical knowledge gaps, including those related to process.

2. Demonstrate knowledge and 2.1 Discuss the potential impact of prior learner experiences understanding of the factors and situations on mathematical learning.that affect and impact on 2.2 Describe the key features of learning difficulties and/or mathematical learning for disabilities which may impact on mathematical learning.adults 2.3 Describe techniques and equipment use which supports

mathematical learning in responding to the varying needs of adults.

Unit aims:This unit aims to develop the learning support practitioner’s confidence and competence in theknowledge and understanding of numeracy, building onwards from level 2 to the standard requiredfor the learning support practitioner to effectively support their learners to develop numericalskills. In addition to evaluate and improve their own conceptual development of numeracy.

Mapping to application of the learning support standards for literacy, language andnumeracy learning support practitioners:CP1.3, CP1.9, CP1.10, CP 1.11, CP 1.12, CP 1.13, CP 1.14, CP1.15, CP1, CP5.2

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3. Demonstrate knowledge 3.1 Describe a range of mathematical strategies and methods. and understanding of 3.2 Discuss how the selection/use of mathematical strategies mathematical strategies and methods may be influenced by varying mathematical and methods used in a situations and contexts.range of contexts 3.3 Discuss how the selection/use of mathematical strategies

and methods may be influenced by learner preferences.3.4 Discuss the impact of varying mathematical strategies and

methods on potential solutions in a range of mathematical situations and contexts.

4. Demonstrate knowledge 4.1 Explain the role, use and withdrawal of mathematical and understanding of the scaffolding in supporting learning and promoting learner mathematical learning independence.process 4.2 Describe the role of accurate use of mathematical

conventions in promoting successful learning and learner independence.

4.3 Describe common mathematical errors and misconceptions.4.4 Discuss the attributes of supporting learning that

successfully addresses common mathematical errors and misconceptions to promote learner independence.

Unit title: Knowledge and understanding for supporting numeracyLevel: 3

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