Learning support practitioners in the lifelong learning sector value:
• All learners, their progress and development, their potential, their learning goals and aspirations, and the experience they bring to learning
• Learning, its potential to benefit individuals (emotionally, intellectually, socially and economically) and its contribution to the wider community
• Learners’ independence and self-determination
• Equality, diversity and inclusion in relation to learners, the workforce, and the community
• Constructive working relationships with colleagues, groups and/or organisations to promote the progress and development of learners
• Improving the quality of their practice through reflection, evaluation of their own practice and continuing professional development.
Performance Criteria
Knowledge and understanding
Learning support practitioners:
Learning support practitioners know and understand:
AP 1 Provide high quality learning support that enables learners to achieve identified goals.
AK 1.1 The importance of having high expectations of learners.
AK 1.2 The contribution learning support can make to learners’ achievement.
AK 1.3 The nature, extent and boundaries of learning support role/s.
AK 1.4 The aims, objectives, content and approaches of the learning programme
AK 1.5 How individual learning objectives are agreed with the learner
AP 2 Engage learners in activities that advance learning for individuals and groups.
AK 2.1 Ways in which learning activities can meet learner needs.
AK 2.2 Ways of motivating and engaging learners that promote learner confidence.
AK 2.3 Flexible and varied approaches to learning.
AK 2.4 Ways of working with individuals.
AK 2.5 Ways of working with groups.
AP 3 Develop and maintain effective relationships with learners that promote learning.
AK 3.1 The importance of mutual respect.
AK 3.2 The role of advocacy and self-advocacy in the achievement of learner goals.
AK 3.3 The boundaries of the teacher/learner relationship, including ethical and professional considerations.
AP 4 Communicate effectively with learners.
AK 4 Ways to structure and present information and ideas clearly and effectively to support learning.
AP 5 Use, adapt and / or develop resources that support learners' needs.
AK 5.1 The contribution that resources can make to the learners’ achievement.
AK 5.2 Ways to encourage learners to manage and use resources independently.
AK 5.3 How to use new and emergent technologies to meet the needs of individual learners.
AP 6 Provide support that builds on learners' experience, learning preferences and levels of independence and encourages learners to work independently
AK 6.1 Individual learners' learning and support needs.
AK 6.2 Ways in which learning activities can promote learner independence.
AP 7 Work with colleagues with appropriate expertise to identify and address the language, literacy, numeracy and ICT needs of learners.
AK 7 The different ways in which language, literacy, numeracy and ICT skills are integral to learners' achievement.
AP 8 Support learner progression.
AK 8.1 Ways in which learning promotes the wellbeing of individuals and communities.
AK 8.2 Progression opportunities and routes for learners.
AK 8.3 The routes available to the learner to access guidance and support for progression.
AP 9 Provide learning support in a purposeful learning environment where learners feel
AK 9.1 The contribution a learning environment can make to learners’ success and achievement safe, secure, confident and valued.
AK 9.2 Ways of promoting a learning environment that is inclusive and that complies with safe practice.
AP 10 Promote, maintain and model behaviour that demonstrates respect for others.
AK 10.1 Ways to support learners consistently and as individuals.
AK 10.2 Ways to encourage behaviour that promotes respect for and between others.
AK 10.3 Ways to identify and respond to discriminatory behaviour in order to promote and maintain an inclusive environment for learning
AP 11 Enable learners to manage, reflect on and make decisions about their learning.
AK 11 Ways to help the learner to understand and take responsibility for their own learning.
AP 12 Collaborate with and respect the contribution of colleagues and others.
AK 12.1 Roles and responsibilities of colleagues and others.
AK 12.2 The importance of effective team working.
AK 12.3 When to seek advice from colleagues and others.
AP 13 Communicate relevant information about learners to others with a legitimate interest.
AK 13.1 The need for confidentiality, respect and trust in communicating with others about learners.
AK 13.2 Legal requirements relating to confidentiality and disclosure.
AP 14 Maintain accurate records relating to learning support.
AK 14 Organisational systems and processes for record-keeping.
AP 15 Provide learning support that conforms to organisational and legal requirements.
AK 15.1 Relevant legal requirements and codes of practice.
AK 15.2 The needs and rights of young people and vulnerable adults.
AP 16 Contribute, and encourage learners to contribute, to review of learning programme and of organisation.
AK 16.1 Own role in the organisation's planning and review processes.
AK 16.2 Ways in which learners can contribute to planning and review.
AP 17 Evaluate and improve the effectiveness of own practice, identify own professional
development and training needs, and take steps to address these.
AK 17.1 Ways to identify, reflect on and evaluate the impact of own practice on the learning of individuals.
AK 17.2 Ways to develop and improve own practice.
AK 17.3 Ensure own personal skills in English and / or Welsh, mathematics and ICT are appropriate for the effective support of learners.
Standard G3 – Provide learners with support to use ILT [LLUK Elearning NOS E]
Staff need to ensure learners can develop their skills in using ILT and provide ongoing support. Staff carrying out this function assist students to make best use of ILT as distinct from providing ICT instruction.
This requires ILT specialists to have a generic knowledgeof:
• the organisation’s ILT policies
• how to select appropriate teaching methods for ILT on the basis of learning theory
• ways of learning and learning strategies appropriate to the use of ILT
• how to assess learners’ levels of knowledge, skills and performance in ILT
• the range of tools and techniques that can be used to identify learners’ ILT needs
• how to assess the extent to which learning objectives have been achieved through ILT
• how ILT can be used to assist implementation of equal opportunities, inclusivity and widening participation policy and practice.
