Introduction
This apprenticeship offers education and development to practising or aspiring teachers and trainers in the education, training and skills sector such as further education (FE) colleges, private sector training providers and the criminal justice system (offender learning/prison education). The apprenticeship develops participants’ knowledge and understanding of the principles and practice of teaching, assessment and learning, and teachers’ wider professional engagement in the sector.
It offers a challenging, supportive and rewarding experience to promote informed, reflective and effective teaching and professional development. 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 (aged 16+) 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.
Off the Job Training:
A key requirement of an Apprenticeship is Off-the-job training. This must make up at least 20% of the apprentice’s contracted hours, over the total duration of the apprentice’s planned training period. Off-the-job training must be directly relevant to the apprenticeship standard and must take place within the apprentice’s normal working hours. The new learning must be documented and reflected on through the Learner Journal on e-portfolio.
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Entry Requirements
The Apprentice will need to be in a relevant role and show a willingness to undertake the knowledge, skills and behaviours required. They will also need to have Level 2 Maths and English (GCSE at Grade 4/C or above or equivalent) or be prepared to attend a block study period for Maths and English if this is required. 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.
Once they have been accepted on to the programme all apprentices will be required to attend a Lincoln College Induction. Apprentices will require access to a tablet/computer to access their e-portfolio.
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Assessment and Progression
Assessment is done through a combination of practical tasks, written assignments, oral discussions and online assessments throughout the programme.
• One to one support from a dedicated, professional assessor/instructor allocated to the learner for the duration of the programme.
• Work based assignments and projects to be completed in an e-portfolio (Smart Assessor).
• Case studies and once a week in College course days.
• Job shadowing and mentoring, cross training in other departments.
• Independent learning and research as directed by the assessor.
• Review of progress every 10-12 weeks with the Apprentice, Manager and Assessor, evaluating and contributing to what has been learnt and what the next steps to take are.
End Point Assessment:
There will be an End Point Assessment (EPA) as the final stage of an Apprenticeship. The Apprentice must demonstrate their learning to an Independent End Point Assessor (IPA) and the overall grade available is distinction, pass or fail. The EPA process consists of two assessment processes:
Professional Discussion (PD):
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). In this time-period, the IA will ask the LST a minimum of 15 prepared questions, based on an evaluation of the TCS and OP in relation to the relevant themes to be assessed and their associated KSBs. The purpose of the questioning will be to confirm the validity and sufficiency of the evidence presented in the professional discussion in relation to the relevant KSBs mapped to this assessment method within the context of the Themes.
Observations:
Apprentices will be observed delivering 2 teaching sessions, enabling direct assessment of the professional behaviours, knowledge and skills. It is also essential that the LST is observed teaching ‘normally’ with ‘real’ learners and that the TO is, in no way, simulated. At least one of the observations will be in a formal setting, for example a lecture theatre, workshop or classroom (minimum 60 minutes).
The second observation could be carried out in a different teaching environment, for example the natural work environment. The duration of the two teaching observations, combined, will be 120 minutes (variance +10% where the assessor has the discretion to increase the time of the teaching observations by up to 10% to allow the apprentice to complete this method of the EPA).
Question and Answer Session: A further 20 minutes question and answers (with a variance of +10% where the assessor has the discretion to increase the time of the questioning by up to 10% to allow the apprentice to complete this method of the EPA) should be set-aside, during and/or following both TOs. The question-and-answer session is to clarify any aspects of the TOs. explore KSBs that the LST was unable to demonstrate, naturally, during the observed sessions.
Qualifications:
Level 2 Safeguarding, this must be achieved before the end-point assessment.
Progression:
With the employer’s approval, the LST could progress onto curriculum/training leadership roles following an adequate period of experience teaching at this level, within the sector. When qualified at L5 the LST will be eligible to apply for Qualified Teacher Learning Skill Status (QTLS) or Advanced Teacher Status (ATS).
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Fees
As an Apprentice, you will pay no course fees. However, your employer may have to pay towards your training as well as providing you with a wage. All Apprentices are entitled to the national minimum apprentice wage within their first year of training from their employer, although they can, and often do, pay more. In the second and subsequent years of an Apprenticeship programme, if you are aged 19 or over, the national minimum wage for your age would apply [https://www.gov.uk/national-minimum-wage-rates]
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