Resources - Teacher Training and Support

Learning Support Practitioner Qualifications

Please view this PowerPoint presentation for further information.

Learning support takes place in a range of settings across the whole of the lifelong learning sector. In the past, many different job titles have been given to those who carry out this role, with different expectations of what the role entails.

The introduction in 2008 of National Occupational Standards (NOS) has helped to define the role and gives recognition to the significant impact that this support role has on the quality of teaching and learning.

The qualifications developed from the new standards aim to provide an initial training route for all learning support practitioners and support the professionalisation of the learning support practitioner workforce.

It should be noted that at this time there is no statutory requirement for those working in a support role to undertake these qualifications. However, the lifelong learning workforce has been instrumental in bringing about their introduction, and with the increasing professionalisation of the sector as a whole, it is likely that they will in future become a benchmark of quality learning provision.

The role of the learning support practitioner
Learning support practitioners:

• work directly with the learners
• work under the direction of the person(s) leading the learning
• promote learners' independence as well as contributing to achievement and progression

Generalist or specialist?
Many existing learning support practitioners work with a range of learners across a number of subjects, contexts and/or settings. Some, however, may be considered as specialists, offering expertise in one or more areas of specialism. This may relate to working with learners with a particular learning need, working in a particular subject area, or working in a particular context. It is therefore possible to take a qualification for a 'generalist' role or for a more specialist role.

The 'generalist' qualification
This qualification to support practitioners in a more general role has now been developed by awarding bodies and includes mandatory and optional units (see page 3 for details). The choice of optional units help to provide a flexible qualification which allows for the wide range and types of support that exist within the sector.

Currently awarding bodies are in the process of validating centres who wish to offer these latest qualifications. For the most up-to-date information on availability of courses, please contact the awarding bodies directly or visit their websites.

The 'specialist' qualifications
Supporting learners with literacy, language or numeracy needs After consultation with the sector, a specialist pathway has now been developed for those supporting numeracy, literacy and ESOL (English for Speakers of Other Languages). This specialist qualification will be available during 2010. Those practitioners who wish to specialise in supporting the numeracy, literacy and language needs of learners are advised to contact awarding bodies for availability of courses.  Further details of this qualification can be found on page 6 of this document.

Supporting learners with learning difficulties and/or disabilities LLUK is currently undertaking work to develop a specialist pathway for learning support practitioners who support learners with learning difficulties and/or difficulties. Please check the LLUK website for updates on progress.

Career progression
Opportunities for career progression within the area of learning support will be supported by accredited continuing professional development (CPD). Progression into other related roles or further training could be accessible through choice of optional units, some of which are shared with other frameworks, for example, the teacher qualification framework and family learning. Further opportunities will also exist through newly developed courses, such as the Foundation Degree 'Literacies for Life' which has recently been validated by Lancaster University.

What is the value of the qualification?
A new framework for recognising and accrediting qualifications has recently been introduced to simplify the current system. All qualifications will fit into this framework which is called the Qualifications and Credit Framework (or the QCF). Every unit of every qualification will have a credit value (1 credit represents 10 hours of study) and a level (between Entry Level and Level 8).

There are three sizes of qualifications in the QCF:

• Awards (1 to 12 credits)
• Certificates (13 to 36 credits)
• Diplomas (37 credits or more)

The qualification type award, certificate or diploma represents the size of the qualification and not how difficult it is. Further information about the QCF can be found at www.qca.org.uk/qca 8150.aspx

Level 3 Certificate in Learning Support

The new generic qualification consists of 4 mandatory units with a value of 6 credits each. These must be completed by all course participants (24 credits). In addition to these mandatory units, everyone chooses from a range of optional units that have a combined value of 6 credits. So the credit value of the qualification is 30. Guided learning hours are set at 100-150.

The chart below introduces the different units that make up the qualification and gives details of the mandatory and optional unit titles. All unit titles are followed by the unit credit value and level:

* These optional units are also included in the Level 2 Award in Literacy, Language, Numeracy and ICT Awareness. Those who have already achieved these units can transfer the credits into this qualification.

Credit value of the qualification

* A maximum of 12 credits can be at Level 2

Course entry requirements
There are no entry requirements for this certificate, but there is an initial assessment of skills in English, mathematics and ICT so that course providers can ensure learners receive appropriate support in order to benefit fully from the programme.

Learning support practice
Practice should provide experience of working with individuals and groups of learners for at least 30 hours. This may be achieved through a range of means which may include:

• Employed practice
• Voluntary practice
• Placements in a learning support role.

Practice will be assessed for a minimum of 3 hours on at least 3 occasions. The locations of learning support practice must enable trainee practitioners to meet the National Occupational Standards. The following guidelines should be followed:

• Learning support is directed by a person who is leading the learning
• The learning support practitioner has access to specialist expertise where relevant, which would include other learning support practitioners, teachers and those in a range of learner support roles
• The trainee is practising in a context that allows him/her to meet the standards that must be achieved within the qualification
• The learner and trainee are supported by a mentor.

It is also possible to take the first mandatory unit as a standalone unit. This 6 credit unit leads to the Level 2 (or Level 3) Award in Learning Support (30 guided learning hours).

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

Application of the professional standards
LLUK has developed an application of the National Occupational Standards (NOS) for learning support in order to support the development of this specialist qualification for learning support practitioners working to support learners with literacy, language and numeracy needs.

The application document details the knowledge, understanding and professional practice to be demonstrated by literacy, language and numeracy learning support practitioners. It provides the content for the level 3 Certificate in Learning Support (literacy, language, numeracy) and is mapped to course assessment.

All units are mandatory
This specialist qualification incorporates the four mandatory units listed for the generalist learning support certificate, but three of these will be contextualised for the area of literacy, language and numeracy. In addition there will be 2 further specialist mandatory units with a total credit value of 12 points at Level 3. All the mandatory units are set out in the chart below:

Credit value of the qualification

* A maximum of 6 credits can be at Level 2

Course entry requirements
LLUK has introduced an entry requirement for those wishing to join a course leading to this qualification. Potential learning support trainees wishing to work in this specialist area will need to evidence level 2 personal skills in English and mathematics.

These can be evidenced by qualifications in English and mathematics. It may be useful to refer to the lists of approved qualifications for evidencing personal skills in literacy and numeracy for teachers in the FE sector in England. These can be found on the SVUK website at: http://www.standardsverificationuk.org/evidencing-approved-qualifications-at-level-2.htm.

Learning support practice
Practice should provide experience of working with individuals and groups of learners.

• 40 hours of learning support practice should be undertaken to reflect the greater demands of working in the area of specialism
• At least 1 0 hours of learning support practice should be in the area of literacy and/or language
• At least 1 0 hours of learning support practice should be in the area of numeracy.
• It is recommended that the learning support practitioner has access to specialist expertise in the relevant area of the specialist pathway.

Assessment of learning support practice
Assessment of practice should take place through observation on at least four occasions totalling four hours. All observations must be of the specialist role and must include at least

• one observation of learning support practice in literacy and/or language and
• one observation of learning support practice in numeracy.

These observations should be undertaken by specialists with appropriate subject expertise. Observations should be for at least 45 minutes on each occasion.

Guided learning hours
150 hours.

Links to awarding body websites