Learning and Skills Teacher (L5)

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About this role

This apprenticeship standard is designed as an 24 month programme and is for apprentices who wish to gain the skills, knowledge and behavioural competences required to work in a learning and skills teacher role.

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

LSTs teach young people and adults within all parts of the ETS, including: work based/independent training provision; further, adult and higher education; offender-learning; and the voluntary sector.

LSTs are responsible for planning and delivering learning that is current, relevant, challenging, and that inspires learners to engage and achieve their full potential. LSTs collaborate closely with colleagues and other ETS professionals in supporting learner progress. LSTs ensure the physical, psychological and social wellbeing of learners

On-programme

We provide a clear learning programme to take apprentices from entry through to the gateway for end-point assessment.

You can use our on-programme offer regardless of whether you are using Pearson as your end-point assessment organisation or not.

Qualifications

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

  • Competence in vocational and/or specialist subject at an appropriate level
  • Confirmation of current vocational/specialist subject knowledge
  • Up to date knowledge of workplace practice
  • A willingness to continue to develop personal ICT skills to a level in-line with the LST role
  • Reference to the Education and Training Foundation’s (2016) Minimum Core Guidance, and any subsequent updates.
  • Apprentices without level 2 English and maths will need to achieve this level prior to taking the end point assessment. For those with an education, health and care plan or a legacy statement the apprenticeship’s English and maths minimum requirement is Entry Level 3 and British Sign Language qualification is an alternative to English qualifications for whom this is their primary language.
  • Apprentices without Level 2 English and maths will need to achieve this level prior to taking the end point assessment.

As both a vocational and academic awarding organisation, we can offer a wide range of English and maths qualifications in line with your standards’ requirements from Functional Skills through to GCSEs.


Learning resources

Digital resources - Learning Hub
Learning Hub is a digital learning platform providing a range of dynamic online resources and courses to help deliver BTEC qualifications and apprenticeship programmes.

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English and maths resources
We have a wide range of resources and useful tools to complement your programme, including assessment tools, podcasts and training events.

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End-point assessment

End-point assessment

As an ESFA-approved Assessment Organisation, we provide a full range of assessment services, resources and support from our experienced EPA team to equip you and your learners with the diverse requirements of the apprenticeship standards.

You can use Pearson as your end-point assessment organisation, regardless of whether you choose to use our on-programme offer or not.

EPA specification is in development, due for publishing in March 2022

The EPA process consists of two assessment processes:

  • Professional Discussion (PD), informed by the Thematic Case-Study (TCS) and the Online Presentation (OP)
  • Teaching Observations

The PD will last for 60 minutes (with a variance of +10% where the assessor has the discretion to increase the time of the discussion by up to 10% to allow the apprentice to complete this method of the EPA)

The LST will prepare a Thematic Case Study (TCS), detailing evidence of their experience and understanding in relation to the themes tabled in the Assessment Plan.The LST should provide a narrative of their best examples of practice relating to each theme in-turn and ensure that the narrative is accurately cross-referenced (for example as Review Comments in Word) to the knowledge, skills and behaviours

Online Presentation (OP) The apprentice will prepare, record (e.g. Youtube, Vimeo, etc) 20 minute (variance +10%) online presentation and make it available to the EPAO.

The Professional Discussion (PD) is not the primary assessment method. The PD primarily focuses on the LST demonstrating the required knowledge and behaviours.

 

Our range of EPA resources such as EPA specification, additional resources document and practice knowledge test are designed to enhance learners’ knowledge and/or hone essential skills required.

They are available to our customers who have signed up to Pearson EPA and include information on:

  • Structure
  • Grading
  • Gateway requirements
  • Assessment content
  • Evidence requirement for each component

We have designed a step-by-step guide, with signposts to our key supporting information, resources and services available at every stage of the process.

End-point assessment - Childcare and Education
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