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Learning and Skills Teacher (FE Lecturer) Level 5 Apprenticeship

This apprenticeship is for those wishing to become a teacher in the Further Education and Skills Sector.

Learners will gain a nationally recognised Level 5 qualification within the Further Education and Skills Sector (16 years +) by learning the theory and the craft of teaching in a real world environment supported by professionals with over 40 years of teaching experience at an establishment that started teacher training in the 1940’s!

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.

A Learning and Skills Teacher will 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 well-being of learners.

Who is the Course for?

This nationally recognised programme for those new to teaching or those wishing to upskill into a full teaching position to achieve a Level 5 teaching qualification for the Further Education and Skills Sector through an apprenticeship.

Apprenticeships are an excellent way of increasing the skillset of an existing workforce and providing on-the-job training for someone who already has the potential and motivation to go further in an organisation.

In short, when upskilling existing staff the term ‘apprenticeship’ should not be under-estimated – it represents a demanding and rigorous training opportunity for both businesses and their staff.

Professional Behaviours

The Learning and Skills Teacher will develop the following professional behaviours, skills and knowledge:

  1. Operate at all times to ethical and legal standards and within professional boundaries
  2. Value diversity and actively promote equality of opportunity and inclusion
  3. Be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control
  4. Promote a passion for learning and high expectations of all learners
  5. Model exemplary communication skills with learners and in all professional relationships
  6. Be a role model for the effective use of current, digital and mobile technologies in support of teaching and learning
  7. Underpin their practice by reference to professional standards and evidence-based teaching and learning
Learning and Assessment Style

On-programme Support and Development

Learners are expected to evidence the theory within taught session in their assignments which are intrinsically linked to their teaching abilities and will be assessed through a minimum of 8 formal observations and over 100 hours of teaching practice in a real, Further Education environment. Assessments will be a mixture of written assignments, practical sessions, presentations and blog posts in order to maximise your teaching abilities.

The End-Point Assessment Process:

The EPA process consists of two assessment processes:

(1) Professional Discussion informed by:
(1a) Thematic Case-Study (TCS);
(1b) Online Presentation (OP).

(2) Two Teaching Observations (TO)

Information for Applicants

What are the Entry Requirements? 

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.

The Selection procedure is likely to include an interview, evidence of working at Level 2 numeracy and literacy, a demonstration of micro teach, a written essay and group discussion.

How often do I have to attend college?

Attendance at University Centre Colchester at Colchester Institute will be required throughout the duration of the apprenticeship and will be communicated post-enrolment.

Qualifications – What Award will I achieve?

Outcomes of this standard must include:

  • Level 5 Diploma in Education and Training or equivalent
  • Level 2 Safeguarding
  • Apprentices without Level 2 English and Maths will need to achieve this level prior to taking the end point assessment.

All the above outcomes must be achieved before the end-point assessment.

 

Career Opportunities

With the employer’s approval, an LST could progress onto curriculum/training leadership roles such as a Course Leader or Assistant Area Head, following an adequate period of experience teaching at this level within the sector.

Course Progression

Successful learners can progress onto a postgraduate programme in their skills area or an MA in Education.

Information for Employers

Training and Development Summary – What will an Apprentice bring to my Organisation?

The Learning and Skills Teacher  will be able to:The Learning and Skills Teacher will understand:
Plan learning to:Principles of effective programme design
S1  meet programme requirements and deliver learning outcomes in a realistic contextK1  how to organise and combine syllabus outcomes into meaningful/realistic learning opportunities
S2  ensure that learning activities are authentic in relation to workplace practiceK2  current and emerging workplace practice
S3  encourage learners to develop:

  • autonomy and resilience
  • personal and interpersonal effectiveness
  • social awareness and respect for others
  • essential employability skills
K3  evidence-based strategies to ensure that the learning process develops individuals to be highly effective within the workplace, with their families and in their communities
Design and deliver learning sessions and activities to:Principles of effective learning
S4  engage learners to establish standards of behaviour, mutual respect and safe workingK4  how to engage learners in maintaining ground-rules for safe and effective learning
S5  avoid and overcome unfair disadvantage and barriers to learningK5  the causes of unfair disadvantage and barriers to learning, and ways to overcome them
S6  develop mathematics and English skills necessary for vocational achievementK6  mathematics and English in the vocational context and opportunities and support for their development
S7  actively engage and inspire all learners and encourage them to set challenging goalsK7  how to ensure that learning activities actively engage and challenge all learners
S8  use resources that are inclusive and add value to learners’ developmentK8  when best to use learning resources to support learners without excluding others
S9  use digital and mobile technologies in ways that are safe and support effective learningK9  current and emerging learning technologies and how they can be used safely and effectively
Facilitate individualised learning through:Principles of individualised (differentiated) learning
S10  access to up-to-date information, advice and guidanceK10  sources of current information, advice and guidance
S11  reference to initial and diagnostic assessment of learners’ needs obtained at the start of and throughout the learner’s journeyK11  effective use of initial and diagnostic assessment and their application at the start of or during a programme
S12  varied learning activities that naturally allow all learners to contributeK12  ways for learners to develop or acquire skills and knowledge individually or as part of a team-based task
S13  facilitate regular 360° feedback that empowers learners in their own developmentK13  how to involve learners in understanding their own progress, and updating their learning records and plans
S14  regular formative assessment processes and updated individual learning plansK4  valid processes of Assessment for Learning and ways to ensure that ILPs support the entire learning journey
S15  coaching (or referral) of learners’ to address unhelpful behaviours or viewpointsK15  recognised coaching techniques and the circumstances in which referral may be necessary
S16  collaboration with relevant colleagues and professionals to support individual action plansK16  how and where to access support for learners in achieving agreed developmental targets
Quality assure outcomes for learners through:Quality assurance within the education context
S17  compliance with internal and external regulations, legislation and guidance in respect of:

  • teaching, learning and assessment
  • recording, storing and sharing information relating to learners and learning
  • the physical and psychological safety of all learners
K17 the requirements and implications of:

  • organisational policies and procedures
  • OFSTED Common Inspection Framework
  • awarding organisations
  • funding agencies
  • legislation (e.g. equalities and safeguarding)
S18  seeking feedback from learners, colleagues and relevant others to support quality improvements in teaching and learningK18  effective methods of securing valid feedback from stakeholders (e.g. learners, colleagues, employers) to support improvements, and how to triangulate feedback from a range of relevant sources
S19  continually updating their own knowledge and skills as a teaching professional and a subject specialistK19  ways to access personal and professional development and to maintain vocational currency
S20  using aggregated assessment data to review and develop own and others’ practice and to report emerging gaps in progression and achievement amongst groups of learnersK20  the use of aggregated assessment data to inform personal and professional development and to identify and report gaps in progress for groups of learners
S21  supporting organisational development and quality improvement interventionsK21  organisational, collaborative quality improvement strategies

What will this cost my business?

The introduction of the Apprenticeship Levy in April 2017 has changed the way that government funds apprenticeships in England. All businesses operating within the UK with a wage bill of over £3million are required to contribute to the apprenticeship levy.

  • If the levy applies to your business you will be required to pay 0.5% of your entire wage bill into the levy. This will be offset against a levy allowance worth £15,000 for each tax year.
  • You will only be able to use your levy payment for government backed apprenticeships.
  • Levy payments will expire after 18 months.

Speak to an advisor at CI Business Solutions on 01206 712727 to make your levy payments work for you.

Non-levy paying employers will need to contribute 5% of the maximum funding band as published by the Skills Funding Agency for the delivery of training and assessment for their apprenticeship. Levy paying employers will pay the full cost of the agreed funding band using their Digital Apprenticeship account.

Employers with less than 50 employees who are recruiting an apprentice aged 16-18 years old will not be required to pay the contribution fee.
Any associated cost to the individual will be made clear at the interview.

As the largest college provider of apprenticeships in Essex, we can provide expert advice and guidance on all areas of apprenticeship provision, including helping you find the right apprenticeship for your business, recruiting apprentices, quality delivery and assessment with on-going support and advice.

How often does the apprentice have to attend college?

Attendance at University Centre Colchester at Colchester Institute will be required throughout the duration of the apprenticeship and will be communicated post-enrolment.

What about support in the workplace?

Skilled and knowledgeable staff must be available to support the apprentice as they complete work- based tasks and build a portfolio of supporting evidence.

Learning and Skills Teacher (FE Lecturer) Level 5 Apprenticeship
LevelLevel 5
LocationColchester
Duration24 Months
CampusColchester Institute
Start Date Starting employment as an apprentice can occur throughout the year however the start-date for attending college for training, where required, will be communicated post-employment and sign-up
Apprenticeship Funding Band (Levy paying employers)£10,000
Employer Contribution Fee (Non-levy paying employers)£500
What will this cost my Business?

Non-levy paying employers will need to contribute 5% of the maximum funding band as published by the Skills Funding Agency for the delivery of training and assessment for their apprenticeship. Levy paying employers will pay the full cost of the agreed funding band using their Digital Apprenticeship account.

Apprenticeship Funding Bands

Apprenticeship Funding Bands
Employers with less than 50 employees who are recruiting an apprentice aged 16-18 years old will not be required to pay the contribution fee.
Any associated cost to the individual will be made clear at the interview.

Applying for a Full-time Course and ApprenticeshipApprenticeship Enquiry Line: 01206 712 043Open Events

Disclaimer

All Fees and prices shown on the website are for courses starting in the 2018-19 academic year unless stated otherwise, and are correct at the time of entering/printing information, however these may be subject to change. The College cannot accept legal or financial liability as a result of any such changes.

The course information describes programmes offered by Colchester Institute. The College takes all reasonable steps to provide courses as described, but cannot guarantee provision. The information is for guidance and does not form any part of a contract.

The College reserves the right to update and amend information as and when necessary. Colchester Institute will do its best to provide the courses shown, but may have to modify or withdraw a course depending on customer demand and other factors.

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