APPLICATION GUIDE
Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners March 2010
Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners
Contents Glossary of terms
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Introduction
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The learning support role
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Structure of the guidance
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Section 1: Elements
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Section 2: Guidance on extent
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Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners
Glossary of terms Learning support
Discrete provision
Learning support contributes to the provision of inclusive learning opportunities. It enables identified learning needs to be met and learners’ independence, achievement and progression to be promoted.
Learning where the learner’s primary learning goal is literacy, language and numeracy, acknowledging that the learner may have a particular purpose for developing and practising these skills.
Learning support practitioner This term is used to denote a person who performs a learning support role. Learning support practitioners work directly with the learners, within the learning process and under the direction of the person(s) leading the learning.
Literacy, language and numeracy learning support practitioner This term is used to denote a person who performs a learning support role with a specific focus on literacy, language and numeracy. Literacy, language and numeracy learning support practitioners work directly with the learners, within the learning process. They work under the direction of the person(s) leading the learning and teacher(s) of literacy, language and numeracy as appropriate.
Agreed range The term ‘agreed’ is applied to learning resources, learning support approaches and activities, skills checks and initial assessments, and quality standards. This indicates that the teacher leading the learning determines the range of these and that the literacy, language and numeracy learning support practitioner is familiar with the range and knows and understands how to use them.
Embedded literacy, language or numeracy provision Learning where the learner’s primary learning goal is vocational or for another programme of learning, but where particular literacy, language and/or numeracy skills are needed for understanding and successful achievement and are developed in the context of that programme of study.
Person/people with appropriate expertise This will usually be the literacy, language or numeracy teacher, but may also be someone with other relevant expertise, such as in learning difficulties and disabilities, or a particular vocational subject.
Qualifications and Credit Framework (QCF) This is a unit-based framework and is underpinned by 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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Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners
Introduction This document details the skills, knowledge and understanding expected of literacy, language and numeracy learning support practitioners. It is an application of the National Occupational Standards for Learning Support Staff. It does not detail personal skills in English and mathematics. The document can support learning support practitioners and their employers in a number of ways, including: identifying skills gaps, developing job descriptions and informing professional development opportunities. The document can also be used by awarding institutions when developing guidance on the content of accredited professional development programmes.
The learning support role Lifelong Learning UK (LLUK) is continuing to develop and refine the description of the learning support role. The work of learning support practitioners was described at the time of the development of the first National Occupational Standards for Learning Support Staff in 2007: Learning support practitioners work under the direction of a person leading the learning. They contribute to the provision of learning opportunities that promote the achievement and progression of the learners they support. Important aspects of the role identified include: • to provide learning support for individuals and/or groups • to work with others to provide learning support • to promote learner independence and self-determination • to promote inclusion and participation.
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As part of the research to develop national occupational standards, Lifelong Learning UK identified two types of learning support role: • A generalist role: the practitioner has knowledge, understanding and skills across a wide range of provision and contributes to the support of learners with a range of differing needs and / or over a range of settings. • A specialist learning support role: the practitioner has expertise in learning support but also has knowledge, understanding and skills in a particular area or aspect of learning provision. The practitioner applies their expertise in learning support to this particular area or aspect of provision. Most responsibilities are common to both roles, but can be contextualised for the role with an area of specialism. Although the role is described as having an area of specialism this does not mean that learning support practitioners should be referred to as specialists. The level of responsibility and training expected of this role clearly does not warrant the use of this term. At the time of the consultation on the standards and the piloting of the role, representatives of learning providers were concerned that these practitioners should not be considered as specialists in the area or aspect of learning provision. In particular, there should be as clear a distinction as possible between this role and that of teachers in the same area of learning or aspect of provision. The literacy, language and numeracy learning support practitioner will work in many contexts. They may work in discrete provision where the learner’s primary learning goal is literacy, language and numeracy. They may work in embedded provision, where the primary learning goal relates to a vocational, academic or other programme, but where the learner needs to develop literacy, language and
National Occupational Standards for the role of Learning Support Practitioner in the lifelong learning sector, LLUK (2007)
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numeracy skills in order to achieve and progress. They may work in community centres or colleges, in offender learning or the workplace. Every learning context will differ but it is essential that these practitioners are directed and supported by people with appropriate expertise. Their role and their training do not equip them to lead learning. They will, therefore, always work under the direction of the person(s) leading the learning and teacher(s) of literacy, language and numeracy, as appropriate. This does not mean, of course, that they must always work alongside this person. They can work independently when appropriate. When working as part of a team, they can be supported to use their skills effectively and be valued and respected for the important contribution they make to learners’ achievement and progression.
Department for Innovation Universities and Skills, March 2009
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The need for a clear distinction of role between teachers and learning support practitioners has been referred to above. This is particularly important in the area of literacy, language and numeracy. It should be emphasised that this role is different from that undertaken by teachers of literacy, numeracy and ESOL when providing support for learners. Those teachers provide additional teaching support. They will work closely with the person(s) leading the learning but they do not work under their direction. Some learning providers in the further education sector in England have employed people in this role for some time. Some of these agreed to be part of an LLUK project to better define the literacy, language and numeracy learning support practitioner role and explore models of provision using these practitioners. From this work LLUK is supporting employers to recognise the benefits to learners that this role can bring and organise provision that uses their skills effectively. LLUK believes these practitioners will make an important contribution to achieving the challenging ambition in Skills for Life: Changing Lives2 - the ambition that by 2020, 95 per cent of adults will possess at least functional (entry level 3) numeracy and functional (level 1) literacy skills.
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Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners
Structure of the guidance The National Occupational Standards for Learning Support Staff were approved in 2009. There are three standards in all. Standard A: Providing learning support to individuals or groups of learners Standard B: Planning and assessing for learning support Standard C: Providing specialist learning support Standard A and Standard B define the skills, knowledge and understanding of all learning support practitioners. Standard C defines the skills, knowledge and understanding of those in a specialist learning role. The standards do not go as far as to list current knowledge and skills for any area of specialism, as there are so many different areas of specialism across the lifelong learning sector. In most cases there are recognised sources of information about the knowledge and understanding that is appropriate for learning support practitioners working in that area. Where there are no recognised sources of information it is helpful to provide more detail.
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In developing this guidance, the skills identified in Standard C have been used to provide more detail in relation to the area of literacy, language and numeracy. In Standard C the skills are referred to as performance criteria and there are seven in all. They are prefixed with CP and a number, For example ‘CP1 Use knowledge of learning support in their specialist area(s) to provide high quality learning support’. These performance criteria apply to learning support practitioners in any area of specialism. In this document you will find them on the left hand side of each page. In section 1, detailed on the right, are the skills, knowledge and understanding for a learning support practitioner working in the area of literacy, language and numeracy. These are named as elements. Some performance criteria have more elements detailed than others. In all there are 32 elements listed. In section 2 examples of each element are provided as further guidance. These examples are named as extent.
Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners
Section One: Elements Literacy, language and numeracy learning support practitioners are able to:
Standard C: Providing specialist learning support
CP1 Use knowledge of learning support in their specialist area(s) to provide high quality learning support
Element CP1.1 Understand own role and that of colleagues Element CP1.2 Contribute to the provision of an adult environment for learners that supports the development of literacy, language and numeracy skills. Element CP1.3 Know how standards and curricula in common usage for English (literacy and ESOL) and mathematics (numeracy) are structured and can be used to support such learning Element CP1.4 Know about learning difficulties and disabilities and how they impact adult learning of literacy, language and numeracy Element CP1.5 Know about language and how language is used Element CP1.6 Know and understand the factors that can affect adult learning of literacy and language skills Element CP1.7 Know how to support learners to develop their reading and writing skills Element CP1.8 Know how to support learners to develop their speaking and listening skills Element CP1.9 Use appropriate terminology to describe English and mathematics Element CP1.10 Know and understand the factors that can affect adult learning of numeracy skills Element CP1.11 Know and understand the mathematics (numeracy) skills and processes in curricula in common usage
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Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners
Literacy, language and numeracy learning support practitioners are able to:
Standard C: Providing specialist learning support Element CP1.12 Know and understand the selection and use of appropriate mathematical strategies and approaches Element CP1.13 Know and understand the role mathematical communication plays in the learning process and effective subsequent use Element CP1.14 Know and understand common errors and misconceptions and how they can be addressed Element CP1.15 Know and understand the implications of embedding mathematics (numeracy) in other contexts
CP2 Use their specialist knowledge to identify and address individual learners’ learning support needs
Element CP2.1 Know how to use a range of literacy, language and numeracy assessment methods for planning future learning Element CP2.2 Know how to interpret individual learners’ literacy, language and numeracy support needs, as expressed in individual learning plans Element CP2.3 Organise and personalise support sessions for small groups and individuals working with people with appropriate expertise Element CP2.4 Know and understand that different approaches may be needed to support learning in discrete and embedded literacy, language and numeracy teaching and learning contexts
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Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners
Literacy, language and numeracy learning support practitioners are able to:
Standard C: Providing specialist learning support
CP3 Use learning support activities relevant to their specialist area(s)
Element CP3.1 Support the practice and development of learners’ literacy, language and numeracy skills Element CP3.2 Support learners to produce evidence of their literacy, language and numeracy progress and achievement, for a range of purposes
CP4 Evaluate learner response to specialist learning support and use this information with colleagues in the planning of further support
Element CP4.1 Contribute to planning and review of learning with teachers, learners and relevant others Element CP4.2 Give feedback to learners about progress in literacy, language and numeracy skills, in positive ways that support learners’ motivation, engagement and achievement Element CP4.3 Know how to identify and respond to support needs for literacy, language and numeracy as they arise in support sessions
CP5 Support learners, colleagues and others in the selection, development, use and evaluation of resources in providing specialist support
Element CP5.1 Know how to select learning resources to support literacy, language and numeracy skills that match learners’ needs and preferences Element CP5.2 Support learners in using learning resources effectively to practise and develop their literacy, language and numeracy skills Element CP5.3 Develop and adapt learning resources under the direction of a person with appropriate expertise Element CP5.4 Contribute to the evaluation of literacy, language and numeracy learning resources
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Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners
Literacy, language and numeracy learning support practitioners are able to:
Standard C: Providing specialist learning support
CP6 Engage in professional development in specialist area(s) and in relevant learning support
Element CP6.1 Review own skills, knowledge and understanding in English and mathematics Element CP6.2 Apply quality standards to own learning support practice and contribute to quality reviews of learning support provision in the organisation Element CP6.3 Understand the context of current developments and initiatives for providing literacy, language and numeracy learning support
CP7 Support progression and the transition of the learner in the context of the specialist area(s)
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Element CP7.1 Provide appropriate literacy, language and numeracy support that assists learners’ transition into and out of their current programme of learning
Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners
Section Two: Guidance on extent Literacy, language and numeracy learning support practitioners are able to:
Standard C: Providing specialist learning support
CP1 Use knowledge of learning support in their specialist area(s) to provide high quality learning support
Element CP1.1 Understand their own role and that of colleagues The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy, language and numeracy knows and understands: • The role of the literacy, language and numeracy learning support practitioner. • Their own role in relation to the person(s) leading the learning. • Their own role in relation to teachers of literacy, language and numeracy. • Their own role in relation to others involved with learners and learning programmes. • How relationships with colleagues are developed and maintained to support their own role. Element CP1.2 Contribute to the provision of an adult environment for learners that supports the development of literacy, language and numeracy skills The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy, language and numeracy: • Knows and understands the features of high-quality learning support in adult literacy, language and numeracy. • Works under the direction of a person with appropriate expertise at all stages of planning for and providing learning support. • Is respectful of and builds on adult literacy, language and numeracy learners’ experiences and other skills in life, learning and work. • Provides a learning support environment that acknowledges that adult literacy, language and numeracy learners bring background, experience, language awareness, particular goals and aspirations to their learning. • Encourages adult literacy, language and numeracy learners to be respectful of each other, with understanding and respect for other learners’ experience and skills. • Ensures that the learning environment is suitable for learners’ needs in terms of assuring confidentiality and promoting inclusiveness, confidence, engagement and motivation.
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Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners
Literacy, language and numeracy learning support practitioners are able to:
Standard C: Providing specialist learning support
Element CP1.3 Know how standards and curricula in common usage for English (literacy and ESOL) and mathematics (numeracy) are structured and can be used to support such learning The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy, language and numeracy knows and understands: • The structure of the adult core curricula for literacy, ESOL and numeracy. • The structure of the Functional Skills Standards. • The structure of other relevant standards or curricula appropriate to the learning environment such as: – the pre-entry curriculum framework – the financial capability framework – key/functional skills standards – national curricula for English and mathematics in schools. • How guidance documents may be used as source material to interpret the use of standards and curricula in order to support learners. • Ways that the standards and core curricula can be used creatively and imaginatively to develop learning programmes that will lead to progress and achievement in literacy, language and numeracy skills. The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy and/or language knows and understands: • That English (literacy and language) can be described in terms of the language skill areas of – reading – writing – speaking – listening. • That English (literacy and language) can be described at the levels of: • text • sentence • word
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Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners
Literacy, language and numeracy learning support practitioners are able to:
Standard C: Providing specialist learning support
• That English (literacy and language) levels of complexity can be described using the levels of the Qualifications and Credit Framework (QCF) and the core curricula. Factors that are taken into account when assigning a level may include – familiarity of context – degree of learner independence required to deal with language – formality/informality of the language required (and the extent to which speaking/writing needs to be adapted to different audiences) – complexity of language and amount of language required to complete a task – whether language is factual or conveys ideas and opinions The literacy, language and numeracy learning support practitioner when supporting a learner’s numeracy knows and understands: • That mathematics (numeracy) can be described in terms of the mathematical skill areas of: – number – measure – shape and space – data – handling – probability. • That mathematics (numeracy) can be described in terms of the process areas of: – understanding a situation – choosing an approach to tackle the problem – formulating a model using mathematics – using mathematics to provide answers – interpreting and checking the results – evaluating the model and approach – explaining the analysis and results – applying and adapting the experience in other situations as they arise. • That mathematics (numeracy) levels of complexity are described using the levels of the QCF and factors that affect levelling decisions include: – familiarity with context – learner independence – length of logic chain/mathematical process – mathematical skill area.
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Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners
Literacy, language and numeracy learning support practitioners are able to:
Standard C: Providing specialist learning support
Element CP1.4 Know about learning difficulties and disabilities and how they can affect adult learning of literacy, language and numeracy The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy, language and numeracy knows and understands: • The social model of disability. • The characteristics and effects on English (literacy and language) and mathematical (numeracy) learning of a range of learning difficulties and disabilities. • Effective strategies to respond to these learners needs, including those discussed in Access for All and ESOL Access for Al.l Element CP1.5 Know about language and how language is used The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy and/or language knows and understands: • That the English language is dynamic and variable and how this influences language and literacy use. • Some of the differences between Standard English and other varieties. • Some of the differences between spoken English and written English. • Ways that people develop their reading, writing, listening and speaking skills. • Ways people learn other languages. • That learners’ use of spoken and written language is determined by social and cultural factors. • That literacy and language skills are developed within the context of many home, social and workplace activities. • How the use of technology affects literacy and language use. Element CP1.6 Know and understand the factors that can affect adult learning of literacy and language skills The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy and/or language knows and understands: • That social, cultural, economic, personal and cognitive factors can affect language and literacy learning.
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Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners
Literacy, language and numeracy learning support practitioners are able to:
Standard C: Providing specialist learning support
• That contexts of interest and value to adult learners can be motivational in literacy and language skills development. • Popular perceptions of literacy and ESOL and their impact on learner motivation. • That learners for whom English is a second or further language may have variable experiences of education in their first language. Element CP1.7 Know how to support learners to develop their reading and writing skills The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy and/or language knows and understands: • The importance of reading and writing skills in social life, society and work and are also important for learning. • The processes involved in reading and writing. • How learners develop reading and writing skills. • How the development of reading and writing skills build confidence in life, learning and work. • Ways to support learners with text, sentence and word level work. • The use of technology in constructing and developing text. Element CP1.8 Know how to support learners to develop their speaking and listening skills The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy and/or language knows and understands: • The importance of speaking and listening skills in social life, society and work and are also important for learning. • The processes involved in speaking and listening. • How learners develop speaking and listening skills. • How the development of speaking and listening skills build confidence in life, learning and work. • Ways to support the development of learners’ speaking and listening skills, including those for who English is a second or further language.
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Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners
Literacy, language and numeracy learning support practitioners are able to:
Standard C: Providing specialist learning support
Element CP1.9 Use appropriate terminology to describe English and mathematics The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy, language and numeracy: • Encourages learners to talk about language and mathematical processes, using their own and specialist terminology, where appropriate. • Checks the understanding of and interprets instructions for learners using the correct meta-language of English where appropriate. • Checks the understanding of and interprets instructions for learners, using the correct language of mathematics but understands that learners may have experienced and used different terminology. Element CP1.10 Know and understand the factors that can affect adult learning of numeracy skills The literacy, language and numeracy learning support practitioner when supporting a learner’s numeracy knows and understands: • That social, cultural, economic, personal and cognitive factors can influence numeracy learning. • That earlier experiences of numeracy learning such as that in childhood or in other cultures may subsequently impact on learners’ numeracy knowledge and learning. • That context and practical application are important motivational factors for adult learners. • That ‘maths anxiety’ may have a negative impact on learning. • That learners’ prior numeracy experiences need to be used as the starting point for decision making in planning support. • That many learners need support with the language of mathematics. • That learners’ literacy and language skills may affect their numeracy.
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Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners
Literacy, language and numeracy learning support practitioners are able to:
Standard C: Providing specialist learning support
Element CP1.11 Know and understand the mathematics (numeracy) skills and processes in curricula in common usage The literacy, language and numeracy learning support practitioner when supporting a learner’s numeracy knows and understands: • Use of mathematics (numeracy) skills within curricula up to and including QCF level 2 across: – number – measure – shape and space – data – handling – probability • The conceptual links between and within these mathematical skill areas. • How estimation and accuracy impact on results gained using mathematics (numeracy) techniques across these skill areas. • The importance and use of mathematics (numeracy) processes within curricula up to and including QCF level 2: – understanding a situation – choosing an approach to tackle the problem – formulating a model using mathematics – using mathematics to provide answers – interpreting and checking the results – evaluating the model and approach – explaining the analysis and results – applying and adapting the experience in other situations as they arise. Element CP1.12 Know and understand the selection and use of appropriate mathematical strategies and approaches The literacy, language and numeracy learning support practitioner when supporting a learner’s numeracy knows and understands: • That mathematical strategies are selected and used both in the learning environment, and more widely in work and life.
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Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners
Literacy, language and numeracy learning support practitioners are able to:
Standard C: Providing specialist learning support
• That selection of such strategies may be dependent upon social and cultural factors and prior experiences of learning. • That the open or closed nature of the problem may determine the appropriate strategy to be selected. • That holistic or sequential approaches may be favoured by different learners and have varying benefits in their use. • That mental, written or diagrammatic approaches may be favoured by different learners and have varying benefits in their use. • That efficient methods of calculation and coping strategies may both be used but the former hold advantages for future learning. • That different methods can be used to obtain identical results such as the techniques for the four rules of number. • That decisions surrounding selection and use of mathematical strategies should be agreed with the teacher and learner. Element CP1.13 Know and understand the role mathematical communication plays in the learning process with and effective subsequent use The literacy, language and numeracy learning support practitioner when supporting a learner’s numeracy knows and understands: • That mathematical scaffolding, its degree, techniques and their use/appropriate withdrawal are central in developing mathematical confidence and independence. • That accurate use of conventions, including layout, notation and terminology are critical for effective communication within mathematical learning and for subsequent successful use. • That use of such communication strategies should be agreed with the teacher and learner.
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Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners
Literacy, language and numeracy learning support practitioners are able to:
Standard C: Providing specialist learning support
Element CP1.14 Know and understand common errors and misconceptions and how they can be addressed The literacy, language and numeracy learning support practitioner when supporting a learner’s numeracy knows and understands: • That errors and misconceptions can occur within mathematical skill areas and/or mathematical processes. • Types of common errors and misconceptions. • That in addressing such errors and misconceptions it is important to build on accurate skills and processes, where they exist, and not rely on the imposition of own preferred alternatives. • That methodologies to address errors and misconceptions should be agreed with the teacher and learner. Element CP1.15 Know and understand the implications of embedding mathematics (numeracy) in other contexts The literacy, language and numeracy learning support practitioner when supporting a learner’s numeracy knows and understands: • That mathematics (numeracy) is/can be embedded in other areas of learning and work. • That other contexts can affect the level of mathematical complexity and this is dependent upon the degree of learner familiarity with these contexts. • That context has a place in determining the appropriate accuracy of solutions. • That transfer of mathematical skills and processes between contexts is an understanding that needs to be acquired. • The principle areas of independent/everyday life which contain embedded mathematics with associated skills and processes. • How the embedded mathematics in other areas of specialism can be identified and addressed by working with mathematics (numeracy) teachers and teachers of other areas of specialism.
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Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners
Literacy, language and numeracy learning support practitioners are able to:
Standard C: Providing specialist learning support
CP2 Use their specialist knowledge to identify and address individual learners’ learning support needs
Element CP2.1 Know how to use a range of literacy, language and numeracy assessment methods for planning future learning The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy, language and numeracy knows and understands: • Ways of assessing learners’ progress in literacy, language and numeracy that are equitable and inclusive. • How to administer any agreed skills checks and initial assessments according to instructions. • How to report the results of skills checks and initial assessment accurately and any observations made of learners’ responses and behaviour. • How to support the learner to understand the results of assessment and how these might impact on learning. • Ways to engage learners in a self-assessment. • Ways to check understanding. • How to give constructive feedback. Element CP2.2 Know how to interpret individual learners’ literacy, language and numeracy support needs, as expressed in individual learning plans The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy, language and numeracy knows and understands: • How to interpret information in individual learning plans and from other relevant sources and relate this to literacy, language and numeracy skills development. • How statements about literacy, language and numeracy support needs in individual learning plans are used to plan learning activities. • How to seek clarity about learners’ literacy, language and numeracy requirements and the literacy, language and numeracy requirements of vocational and other learning programmes. • How to confirm learners’ learning goals, support needs, support strategies and learning materials with a person of appropriate expertise.
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Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners
Literacy, language and numeracy learning support practitioners are able to:
Standard C: Providing specialist learning support
Element CP2.3 Organise and personalise support sessions for small groups and individuals working with people with appropriate expertise The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy, language and numeracy: • Works with others to ensure that learning support session planning meets stated literacy, language and numeracy learning support requirements and can support learners to achieve personal literacy, language and numeracy learning goals. • Ensures that literacy, language and numeracy learning support planning has learner involvement and reflects individual learners’ preferences. • Makes own plans for support sessions for small groups and individual learners, that meet learners’ personal goals as well as organisational and quality requirements. Element CP2.4 Know and understand that different approaches may be needed to support learning in discrete and embedded literacy, language and numeracy teaching and learning contexts The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy, language and numeracy knows and understands: • How the context of learning support affects support activities. • That learners in discrete provision have a primary learning goal that is literacy, language or numeracy, but may want to develop these skills for a particular purpose. • That learners in embedded provision may need to be supported to understand the relevance of developing particular literacy, language or numeracy skills related to their vocational or other programme of learning. • Ways to provide effective learning support that reflects the demands and style of the particular discrete or embedded context.
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Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners
Literacy, language and numeracy learning support practitioners are able to:
Standard C: Providing specialist learning support
CP3 Use learning support activities relevant to their specialist area(s)
Element CP3.1 Support the practice and development of learners’ literacy, language and numeracy skills The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy, language and numeracy: • Works along side the person leading the learning to ensure that learning support is effective and adds value. • Supports learners using an agreed range of activities for practising and developing literacy and language skills, supported by the teacher of literacy/language and reflecting the learner’s choices and goals. • Selects and adapts appropriate activities under the direction of a person with appropriate expertise. • Identifies how the a learning activity supports the development of literacy, language and numeracy skills. • Explains instructions for activities in ways that the learner can understand. • Provides effective scaffolding of tasks. Element CP3.2 Support learners to produce evidence of their literacy, language and numeracy progress and achievement, for a range of purposes The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy, language and numeracy: • Has an understanding of the forms evidence can take. • Supports learners to gather and store evidence requirements. • Supports learners to structure portfolios for formal or informal assessment.
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Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners
Literacy, language and numeracy learning support practitioners are able to:
Standard C: Providing specialist learning support
CP4 Evaluate learner response to specialist learning support and use this information with colleagues in the planning of further support
Element CP4.1 Contribute to planning and review of learning with teachers, learners and relevant others The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy, language and numeracy: • Contributes to planning activities with those involved with the learners programme. • Contributes effectively to discussion about learners’ literacy, language and numeracy needs and progress and represents the views of learners fairly and accurately. • Monitors, reviews and records learners’ literacy, language and numeracy progress in support sessions and makes adjustments to own session planning as necessary. • Encourages learners to be involved in review of their literacy, language and numeracy progress. Element CP4.2 Give feedback to learners about progress in literacy, language and numeracy skills, in positive ways that support learners’ motivation, engagement and achievement The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy, language and numeracy: • Uses feedback that moves the learner on. • Uses constructive feedback techniques including the recognition of positive achievements and a focus on selected errors only. • Supports the preparation of learners for summative assessment. Element CP4.3 Know how to identify and respond to support needs for literacy, language and numeracy as they arise in support sessions The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy, language and numeracy knows and understands: • How progress and achievement are measured in relation to statements in the individual learning plan.
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Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners
Literacy, language and numeracy learning support practitioners are able to:
Standard C: Providing specialist learning support
• How to engage learners in discussion about their progress and in a manner which builds confidence and autonomy. • How to communicate information about support needs effectively, in ways that provide clear information to colleagues. CP5 Support learners, colleagues and others in the selection, development, use and evaluation of resources in providing specialist support
Element CP5.1 Know how to select learning resources to support literacy, language and numeracy skills that match learners’ needs and preferences The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy, language and numeracy knows and understands: • The range of learning resources, including those for planning, assessment and record keeping/reporting, appropriate for different contexts that can support the development of literacy, language and numeracy skills. • How to recognise whether learning resources meet quality criteria such as readability, design, quality of reproduction and other organisational quality criteria. • How to involve learners in the selection of learning resources that will support their learning goals and match their leaning needs and preferences. • Ways to identify which learning resources work best, based on observation and discussion with learners, teachers and others. Element CP5.2 Support learners in using learning resources effectively to practise and develop their literacy, language and numeracy skills The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy, language and numeracy: • Supports learners to use learning resources from an agreed range provided by a person with appropriate expertise. • Uses learning resources appropriately based on understanding of their structure, purpose and content. • Uses technology appropriately when this is available and appropriate for the learner.
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Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners
Literacy, language and numeracy learning support practitioners are able to:
Standard C: Providing specialist learning support
Element CP5.3 Develop and adapt learning resources under the direction of a person with appropriate expertise The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy, language and numeracy: • Develops or adapts resources to meet individual or small group needs and support independent learning and autonomy. • Follows good practice guidelines when adapting or developing materials under the direction of the person leading the learning. • Uses specialist knowledge of vocational or other programmes of learning to adapt and develop learning resources for use in embedded provision. Element CP5.4 Contribute to the evaluation of literacy, language and numeracy learning resources The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy, language and numeracy: • Observes learning resources in use and evaluates their effectiveness for supporting literacy, language and numeracy learning in a range of contexts. • Reports observations and makes recommendations to the teacher leading the learning programme, with an understanding of the context and programme requirements. CP6 Engage in professional development in specialist area(s) and in relevant learning support
Element CP6.1 Review own skills, knowledge and understanding in English and mathematics The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy, language and numeracy: • Reviews currency of own skills in English and mathematics.
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Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners
Literacy, language and numeracy learning support practitioners are able to:
Standard C: Providing specialist learning support
Element CP6.2 Apply quality standards to own learning support practice and contribute to quality reviews of learning support provision in the organisation The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy, language and numeracy: • Applies agreed quality standards relating to literacy, language and numeracy learning support processes and procedures to own performance, including own personal skills, so that performance can be improved continuously. • Uses self-reflection and information from other sources, to analyse own performance in supporting learners, based on agreed quality standards relating to literacy, language and numeracy learning support processes and procedures. • Attends continuing professional development or other events to develop and maintain knowledge and skills. • Participates in organisational quality reviews as required and contributes in ways that maintain the confidence of learners and colleagues. Element CP6.3 Understand the context of current developments and initiatives for providing literacy, language and numeracy learning support The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy and/or language knows and understands: • Current developments in literacy, language and numeracy and for a range of contexts. • Relevant national policy and strategy and evidence about need, local, regional and national targets. • Current developments relating to literacy, language and numeracy learning for learners with learning difficulties and/or disabilities.
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Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners
Literacy, language and numeracy learning support practitioners are able to:
Standard C: Providing specialist learning support
Element CP7.1 Provide appropriate literacy, language and numeracy support that assists learners’ transition into and out of their current programme of learning The literacy, language and numeracy learning support practitioner when supporting a learner’s literacy, language and numeracy: • Supports learners in transition into programmes of learning. • Prepares learners for transition to further programmes of learning or other options outside the organisation, such as employment, education or training. • How to support learners to consider their skills, including literacy, language and numeracy, in relation to goals and progression opportunities.
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