Application of the NOS for Learning Support Staff for literacy & numeracy

APPLICATION GUIDE

March 2010

Application of the National Occupational Standardsfor Learning Support Staff for literacy, language andnumeracy learning support practitioners

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Contents

Application of the National Occupational Standards for Learning Support Staff for literacy, language and numeracy learning support practitioners

Glossary of terms 3

Introduction 4

The learning support role 4

Structure of the guidance 6

Section 1: Elements 7

Section 2: Guidance on extent 11

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Glossary of terms

Learning supportLearning support contributes to the provision of inclusive learning opportunities. It enablesidentified learning needs to be met and learners’independence, achievement and progression tobe promoted.

Learning support practitionerThis term is used to denote a person whoperforms a learning support role. Learningsupport practitioners work directly with thelearners, within the learning process and underthe direction of the person(s) leading the learning.

Literacy, language and numeracy learningsupport practitionerThis term is used to denote a person whoperforms a learning support role with a specificfocus on literacy, language and numeracy.Literacy, language and numeracy learning supportpractitioners work directly with the learners,within the learning process. They work underthe direction of the person(s) leading thelearning and teacher(s) of literacy, language andnumeracy as appropriate.

Agreed range The term ‘agreed’ is applied to learning resources,learning support approaches and activities, skillschecks and initial assessments, and qualitystandards. This indicates that the teacher leadingthe learning determines the range of these andthat the literacy, language and numeracy learningsupport practitioner is familiar with the range andknows and understands how to use them.

Discrete provision Learning where the learner’s primary learning goalis literacy, language and numeracy, acknowledgingthat the learner may have a particular purpose fordeveloping and practising these skills.

Embedded literacy, language or numeracy provisionLearning where the learner’s primary learning goalis vocational or for another programme of learning,but where particular literacy, language and/ornumeracy skills are needed for understanding andsuccessful achievement and are developed in thecontext of that programme of study.

Person/people with appropriate expertiseThis will usually be the literacy, language ornumeracy teacher, but may also be someonewith other relevant expertise, such as in learningdifficulties and disabilities, or a particularvocational subject.

Qualifications and Credit Framework (QCF)This is a unit-based framework and is underpinnedby a system of credit accumulation and transfer,enabling learners to ‘bank’, ‘build’ or ‘save’ creditawarded for achievement. There are 9 levelswithin the QCF covering entry level to level 8.

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Introduction


This document details the skills, knowledge andunderstanding expected of literacy, language and numeracy learning support practitioners. It is an application of the National OccupationalStandards for Learning Support Staff. It does notdetail personal skills in English and mathematics.

The document can support learning supportpractitioners and their employers in a number ofways, including: identifying skills gaps, developingjob descriptions and informing professionaldevelopment opportunities. The document canalso be used by awarding institutions whendeveloping guidance on the content of accreditedprofessional development programmes.

The learning support roleLifelong Learning UK (LLUK) is continuing todevelop and refine the description of thelearning support role. The work of learningsupport practitioners was described at the timeof the development of the first NationalOccupational Standards for Learning SupportStaff in 2007:

Learning support practitioners work under the direction of a person leading the learning.They contribute to the provision of learningopportunities that promote the achievementand progression of the learners they support.

Important aspects of the role identified include:

• to provide learning support for individualsand/or groups

• to work with others to provide learning support

• to promote learner independence and self-determination

• to promote inclusion and participation.

As part of the research to develop nationaloccupational standards, Lifelong Learning UKidentified two types of learning support role:

• A generalist role: the practitioner hasknowledge, understanding and skills across awide range of provision and contributes to thesupport of learners with a range of differingneeds and / or over a range of settings.

• A specialist learning support role: thepractitioner has expertise in learning supportbut also has knowledge, understanding andskills in a particular area or aspect of learningprovision. The practitioner applies theirexpertise in learning support to this particulararea or aspect of provision.

Most responsibilities are common to both roles,but can be contextualised for the role with anarea of specialism. Although the role is describedas having an area of specialism this does notmean that learning support practitioners shouldbe referred to as specialists. The level ofresponsibility and training expected of this roleclearly does not warrant the use of this term. At the time of the consultation on the standardsand the piloting of the role, representatives oflearning providers were concerned that thesepractitioners should not be considered asspecialists in the area or aspect of learningprovision. In particular, there should be as clear adistinction as possible between this role and thatof teachers in the same area of learning oraspect of provision. The literacy, language andnumeracy learning support practitioner will workin many contexts. They may work in discreteprovision where the learner’s primary learninggoal is literacy, language and numeracy. Theymay work in embedded provision, where theprimary learning goal relates to a vocational,academic or other programme, but where thelearner needs to develop literacy, language and

1National 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 orcolleges, in offender learning or the workplace.

Every learning context will differ but it isessential that these practitioners are directedand supported by people with appropriateexpertise. Their role and their training do notequip 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. Thisdoes not mean, of course, that they must alwayswork alongside this person. They can workindependently when appropriate. When workingas part of a team, they can be supported to usetheir skills effectively and be valued andrespected for the important contribution theymake to learners’ achievement and progression.

The need for a clear distinction of role betweenteachers and learning support practitioners hasbeen referred to above. This is particularlyimportant in the area of literacy, language andnumeracy. It should be emphasised that this roleis different from that undertaken by teachers ofliteracy, numeracy and ESOL when providingsupport for learners. Those teachers provideadditional teaching support. They will workclosely with the person(s) leading the learningbut they do not work under their direction.

Some learning providers in the further educationsector in England have employed people in thisrole for some time. Some of these agreed to bepart of an LLUK project to better define theliteracy, language and numeracy learning supportpractitioner role and explore models of provisionusing these practitioners. From this work LLUK issupporting employers to recognise the benefitsto learners that this role can bring and organiseprovision that uses their skills effectively. LLUKbelieves these practitioners will make animportant contribution to achieving thechallenging ambition in Skills for Life: ChangingLives2 - the ambition that by 2020, 95 per cent ofadults will possess at least functional (entry level3) numeracy and functional (level 1) literacy skills.

2Department for Innovation Universities and Skills, March 2009

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Structure of the guidance The National Occupational Standards forLearning Support Staff were approved in 2009.There are three standards in all.

Standard A: Providing learning support toindividuals 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 learningsupport practitioners. Standard C defines theskills, knowledge and understanding of those in a specialist learning role. The standards do notgo as far as to list current knowledge and skillsfor any area of specialism, as there are so manydifferent areas of specialism across the lifelonglearning sector. In most cases there arerecognised sources of information about theknowledge and understanding that is appropriatefor learning support practitioners working in thatarea. Where there are no recognised sources ofinformation it is helpful to provide more detail.

In developing this guidance, the skills identified inStandard C have been used to provide moredetail in relation to the area of literacy, languageand numeracy. In Standard C the skills arereferred to as performance criteria and there areseven in all. They are prefixed with CP and anumber, For example ‘CP1 Use knowledge oflearning support in their specialist area(s) toprovide high quality learning support’. Theseperformance criteria apply to learning supportpractitioners in any area of specialism. In thisdocument you will find them on the left hand sideof each page. In section 1, detailed on the right,are the skills, knowledge and understanding for alearning support practitioner working in the areaof literacy, language and numeracy. These arenamed as elements. Some performance criteriahave more elements detailed than others. In allthere are 32 elements listed. In section 2examples of each element are provided as furtherguidance. These examples are named as extent.

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Literacy, language and numeracy learning Standard C: Providing specialist learning support support practitioners are able to:

CP1Use knowledge of learning support in their specialist area(s) to provide high quality learning support

Element CP1.1Understand own role and that of colleagues

Element CP1.2Contribute to the provision of an adultenvironment for learners that supports thedevelopment of literacy, language and numeracy skills.

Element CP1.3Know how standards and curricula in commonusage for English (literacy and ESOL) andmathematics (numeracy) are structured and canbe used to support such learning

Element CP1.4Know about learning difficulties and disabilitiesand how they impact adult learning of literacy,language and numeracy

Element CP1.5Know about language and how language is used

Element CP1.6Know and understand the factors that can affectadult learning of literacy and language skills

Element CP1.7Know how to support learners to develop theirreading and writing skills

Element CP1.8Know how to support learners to develop theirspeaking and listening skills

Element CP1.9Use appropriate terminology to describe Englishand mathematics

Element CP1.10Know and understand the factors that can affectadult learning of numeracy skills

Element CP1.11Know and understand the mathematics(numeracy) skills and processes in curricula incommon usage

Section One:Elements

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CP2Use their specialist knowledge to identify and address individual learners’ learning support needs

Element CP1.12Know and understand the selection and use of appropriate mathematical strategies andapproaches

Element CP1.13Know and understand the role mathematicalcommunication plays in the learning process andeffective subsequent use

Element CP1.14Know and understand common errors andmisconceptions and how they can be addressed

Element CP1.15Know and understand the implications ofembedding mathematics (numeracy) in othercontexts

Element CP2.1Know how to use a range of literacy, language and numeracy assessment methods for planningfuture learning

Element CP2.2Know how to interpret individual learners’literacy, language and numeracy support needs, as expressed in individual learning plans

Element CP2.3Organise and personalise support sessions forsmall groups and individuals working with peoplewith appropriate expertise

Element CP2.4 Know and understand that different approachesmay be needed to support learning in discrete andembedded literacy, language and numeracyteaching and learning contexts

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CP3Use learning support activities relevant to their specialist area(s)

CP4Evaluate learner response to specialist learning support and use this information with colleagues in the planning of further support

CP5Support learners, colleagues and others in the selection, development, use and evaluation of resources in providing specialist support

Element CP3.1Support the practice and development oflearners’ literacy, language and numeracy skills

Element CP3.2Support learners to produce evidence of theirliteracy, language and numeracy progress andachievement, for a range of purposes

Element CP4.1Contribute to planning and review of learningwith teachers, learners and relevant others

Element CP4.2Give feedback to learners about progress inliteracy, language and numeracy skills, in positiveways that support learners’ motivation,engagement and achievement

Element CP4.3Know how to identify and respond to supportneeds for literacy, language and numeracy as theyarise in support sessions

Element CP5.1Know how to select learning resources to supportliteracy, language and numeracy skills that matchlearners’ needs and preferences

Element CP5.2Support learners in using learning resourceseffectively to practise and develop their literacy,language and numeracy skills

Element CP5.3Develop and adapt learning resources under thedirection of a person with appropriate expertise

Element CP5.4Contribute to the evaluation of literacy, languageand numeracy learning resources

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CP6Engage in professional development in specialist area(s) and in relevant learning support

CP7Support progression and the transition of the learner in the context of the specialist area(s)

Element CP6.1Review own skills, knowledge and understandingin English and mathematics

Element CP6.2Apply quality standards to own learning supportpractice and contribute to quality reviews oflearning support provision in the organisation

Element CP6.3Understand the context of current developmentsand initiatives for providing literacy, language andnumeracy learning support

Element CP7.1Provide appropriate literacy, language andnumeracy support that assists learners’transition into and out of their currentprogramme of learning

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Section Two:Guidance on extent


Literacy, language and numeracy Standard C: Providing specialist learning support learning support practitioners are able to:

CP1Use knowledge of learning support in their specialist area(s) to provide high quality learning support

Element CP1.1Understand their own role and that of colleagues

The literacy, language and numeracy learning supportpractitioner when supporting a learner’s literacy, languageand 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 CP1.2Contribute to the provision of an adult environment forlearners that supports the development of literacy, languageand numeracy skills

The literacy, language and numeracy learning supportpractitioner when supporting a learner’s literacy, languageand 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 learningsupport.

• Is respectful of and builds on adult literacy, language andnumeracy learners’ experiences and other skills in life,learning and work.

• Provides a learning support environment thatacknowledges that adult literacy, language and numeracylearners bring background, experience, languageawareness, particular goals and aspirations to their learning.

• Encourages adult literacy, language and numeracy learnersto be respectful of each other, with understanding andrespect for other learners’ experience and skills.

• Ensures that the learning environment is suitable for learners’needs in terms of assuring confidentiality and promotinginclusiveness, confidence, engagement and motivation.

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Element CP1.3Know how standards and curricula in common usage forEnglish (literacy and ESOL) and mathematics (numeracy) are structured and can be used to support such learning

The literacy, language and numeracy learning supportpractitioner when supporting a learner’s literacy, languageand 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 materialto interpret the use of standards and curricula in order tosupport learners.

• Ways that the standards and core curricula can be usedcreatively and imaginatively to develop learning programmesthat will lead to progress and achievement in literacy,language and numeracy skills.

The literacy, language and numeracy learning supportpractitioner when supporting a learner’s literacy and/orlanguage 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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• That English (literacy and language) levels of complexity canbe described using the levels of the Qualifications and CreditFramework (QCF) and the core curricula. Factors that aretaken 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 adaptedto different audiences)

– complexity of language and amount of language requiredto complete a task

– whether language is factual or conveys ideas and opinions

The literacy, language and numeracy learning supportpractitioner 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 thataffect levelling decisions include:– familiarity with context – learner independence – length of logic chain/mathematical process– mathematical skill area.

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Element CP1.4Know about learning difficulties and disabilities and how theycan affect adult learning of literacy, language and numeracy

The literacy, language and numeracy learning supportpractitioner 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 rangeof learning difficulties and disabilities.

• Effective strategies to respond to these learners needs,including those discussed in Access for All and ESOL Accessfor Al.l

Element CP1.5Know about language and how language is used

The literacy, language and numeracy learning supportpractitioner when supporting a learner’s literacy and/orlanguage 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 CP1.6Know and understand the factors that can affect adult learning of literacy and language skills

The literacy, language and numeracy learning supportpractitioner when supporting a learner’s literacy and/orlanguage knows and understands:• That social, cultural, economic, personal and cognitive

factors can affect language and literacy learning.

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• That contexts of interest and value to adult learners can bemotivational in literacy and language skills development.

• Popular perceptions of literacy and ESOL and their impacton learner motivation.

• That learners for whom English is a second or furtherlanguage may have variable experiences of education intheir first language.

Element CP1.7Know how to support learners to develop their reading andwriting skills

The literacy, language and numeracy learning supportpractitioner when supporting a learner’s literacy and/orlanguage 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 CP1.8Know how to support learners to develop their speaking and listening skills

The literacy, language and numeracy learning supportpractitioner when supporting a learner’s literacy and/orlanguage 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 asecond or further language.

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Element CP1.9Use appropriate terminology to describe English and mathematics

The literacy, language and numeracy learning supportpractitioner when supporting a learner’s literacy, language and numeracy:• Encourages learners to talk about language and

mathematical processes, using their own and specialistterminology, where appropriate.

• Checks the understanding of and interprets instructions for learners using the correct meta-language of Englishwhere appropriate.

• Checks the understanding of and interprets instructions forlearners, using the correct language of mathematics butunderstands that learners may have experienced and useddifferent terminology.

Element CP1.10Know and understand the factors that can affect adult learningof numeracy skills

The literacy, language and numeracy learning supportpractitioner 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 impacton learners’ numeracy knowledge and learning.

• That context and practical application are importantmotivational 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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Element CP1.11Know and understand the mathematics (numeracy) skills and processes in curricula in common usage

The literacy, language and numeracy learning supportpractitioner 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 thesemathematical skill areas.

• How estimation and accuracy impact on results gained usingmathematics (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 CP1.12Know and understand the selection and use of appropriatemathematical strategies and approaches

The literacy, language and numeracy learning supportpractitioner 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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• That selection of such strategies may be dependent uponsocial and cultural factors and prior experiences of learning.

• That the open or closed nature of the problem maydetermine the appropriate strategy to be selected.

• That holistic or sequential approaches may be favoured bydifferent learners and have varying benefits in their use.

• That mental, written or diagrammatic approaches may be favoured by different learners and have varying benefitsin their use.

• That efficient methods of calculation and coping strategiesmay both be used but the former hold advantages forfuture learning.

• That different methods can be used to obtain identicalresults such as the techniques for the four rules of number.

• That decisions surrounding selection and use ofmathematical strategies should be agreed with the teacherand learner.

Element CP1.13Know and understand the role mathematical communicationplays in the learning process with and effective subsequent use

The literacy, language and numeracy learning supportpractitioner when supporting a learner’s numeracy knows and understands:• That mathematical scaffolding, its degree, techniques and

their use/appropriate withdrawal are central in developingmathematical confidence and independence.

• That accurate use of conventions, including layout,notation and terminology are critical for effectivecommunication within mathematical learning and forsubsequent successful use.

• That use of such communication strategies should beagreed with the teacher and learner.

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Element CP1.14Know and understand common errors and misconceptionsand how they can be addressed

The literacy, language and numeracy learning supportpractitioner 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 ownpreferred alternatives.

• That methodologies to address errors and misconceptionsshould be agreed with the teacher and learner.

Element CP1.15Know and understand the implications of embeddingmathematics (numeracy) in other contexts

The literacy, language and numeracy learning supportpractitioner 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 oflearner familiarity with these contexts.

• That context has a place in determining the appropriateaccuracy of solutions.

• That transfer of mathematical skills and processes betweencontexts is an understanding that needs to be acquired.

• The principle areas of independent/everyday life whichcontain embedded mathematics with associated skills and processes.

• How the embedded mathematics in other areas ofspecialism can be identified and addressed by working withmathematics (numeracy) teachers and teachers of otherareas of specialism.

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CP2Use 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 numeracyassessment methods for planning future learning

The literacy, language and numeracy learning supportpractitioner 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 oflearners’ responses and behaviour.

• How to support the learner to understand the results ofassessment 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 CP2.2Know how to interpret individual learners’ literacy, languageand numeracy support needs, as expressed in individuallearning plans

The literacy, language and numeracy learning supportpractitioner 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 numeracysupport needs in individual learning plans are used to plan learning activities.

• How to seek clarity about learners’ literacy, language andnumeracy requirements and the literacy, language and numeracy requirements of vocational and otherlearning programmes.

• How to confirm learners’ learning goals, support needs,support strategies and learning materials with a person ofappropriate expertise.

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Element CP2.3Organise and personalise support sessions for small groups and individuals working with people with appropriate expertise

The literacy, language and numeracy learning supportpractitioner when supporting a learner’s literacy, language and numeracy:• Works with others to ensure that learning support

session planning meets stated literacy, language andnumeracy learning support requirements and cansupport learners to achieve personal literacy, languageand numeracy learning goals.

• Ensures that literacy, language and numeracy learningsupport planning has learner involvement and reflectsindividual learners’ preferences.

• Makes own plans for support sessions for small groups and individual learners, that meet learners’ personal goalsas well as organisational and quality requirements.

Element CP2.4Know and understand that different approaches may beneeded to support learning in discrete and embedded literacy,language and numeracy teaching and learning contexts

The literacy, language and numeracy learning supportpractitioner 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 learninggoal 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 besupported to understand the relevance of developingparticular literacy, language or numeracy skills related to their vocational or other programme of learning.

• Ways to provide effective learning support that reflectsthe demands and style of the particular discrete orembedded context.

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CP3Use learning support activities relevant to their specialist area(s)

Element CP3.1Support the practice and development of learners’ literacy,language and numeracy skills

The literacy, language and numeracy learning supportpractitioner 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 thedirection of a person with appropriate expertise.

• Identifies how the a learning activity supports thedevelopment of literacy, language and numeracy skills.

• Explains instructions for activities in ways that the learnercan understand.

• Provides effective scaffolding of tasks.

Element CP3.2Support learners to produce evidence of their literacy,language and numeracy progress and achievement, for a range of purposes

The literacy, language and numeracy learning supportpractitioner 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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CP4Evaluate learner response to specialist learning support and use this information with colleagues in the planning of further support

Element CP4.1Contribute to planning and review of learning with teachers,learners and relevant others

The literacy, language and numeracy learning supportpractitioner 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 andrepresents the views of learners fairly and accurately.

• Monitors, reviews and records learners’ literacy, languageand numeracy progress in support sessions and makesadjustments to own session planning as necessary.

• Encourages learners to be involved in review of theirliteracy, language and numeracy progress.

Element CP4.2Give feedback to learners about progress in literacy, languageand numeracy skills, in positive ways that support learners’motivation, engagement and achievement

The literacy, language and numeracy learning supportpractitioner 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 onselected errors only.

• Supports the preparation of learners for summativeassessment.

Element CP4.3Know how to identify and respond to support needs forliteracy, language and numeracy as they arise in support sessions

The literacy, language and numeracy learning supportpractitioner 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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CP5Support learners, colleagues and others in the selection, development, use and evaluation of resources in providing specialist support

• How to engage learners in discussion about their progressand in a manner which builds confidence and autonomy.

• How to communicate information about support needs effectively, in ways that provide clear information to colleagues.

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 supportpractitioner 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 thedevelopment of literacy, language and numeracy skills.

• How to recognise whether learning resources meet qualitycriteria such as readability, design, quality of reproductionand other organisational quality criteria.

• How to involve learners in the selection of learningresources that will support their learning goals and matchtheir leaning needs and preferences.

• Ways to identify which learning resources work best,based on observation and discussion with learners,teachers and others.

Element CP5.2Support learners in using learning resources effectively topractise and develop their literacy, language and numeracy skills

The literacy, language and numeracy learning supportpractitioner 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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CP6Engage in professional development in specialist area(s) and in relevant 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 supportpractitioner 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 ordeveloping materials under the direction of the personleading the learning.

• Uses specialist knowledge of vocational or otherprogrammes of learning to adapt and develop learningresources for use in embedded provision.

Element CP5.4 Contribute to the evaluation of literacy, language andnumeracy learning resources

The literacy, language and numeracy learning supportpractitioner when supporting a learner’s literacy, language and numeracy:• Observes learning resources in use and evaluates their

effectiveness for supporting literacy, language andnumeracy learning in a range of contexts.

• Reports observations and makes recommendations to the teacher leading the learning programme, with anunderstanding of the context and programme requirements.

Element CP6.1Review own skills, knowledge and understanding in Englishand mathematics

The literacy, language and numeracy learning supportpractitioner when supporting a learner’s literacy, language and numeracy:• Reviews currency of own skills in English and mathematics.

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Element CP6.2Apply quality standards to own learning support practice andcontribute to quality reviews of learning support provision inthe organisation

The literacy, language and numeracy learning supportpractitioner when supporting a learner’s literacy, language and numeracy:• Applies agreed quality standards relating to literacy,

language and numeracy learning support processes andprocedures to own performance, including own personalskills, so that performance can be improved continuously.

• Uses self-reflection and information from other sources, toanalyse own performance in supporting learners, based onagreed quality standards relating to literacy, language andnumeracy learning support processes and procedures.

• Attends continuing professional development or otherevents to develop and maintain knowledge and skills.

• Participates in organisational quality reviews as requiredand contributes in ways that maintain the confidence oflearners and colleagues.

Element CP6.3Understand the context of current developments andinitiatives for providing literacy, language and numeracylearning support

The literacy, language and numeracy learning supportpractitioner when supporting a learner’s literacy and/orlanguage 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 difficultiesand/or disabilities.

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Element CP7.1 Provide appropriate literacy, language and numeracy supportthat assists learners’ transition into and out of their currentprogramme of learning

The literacy, language and numeracy learning supportpractitioner 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 asemployment, education or training.

• How to support learners to consider their skills, includingliteracy, language and numeracy, in relation to goals andprogression opportunities.

Lifelong Learning UK

BELFAST2nd Floor, Alfred House, 19-21 Alfred Street, Belfast, BT2 8EDTel: 0870 050 2570 Fax: 02890 247 675

CARDIFFSophia House, 28 Cathedral Road, Cardiff, CF11 9LJTel: 029 2066 0238 Fax: 029 2066 0239

EDINBURGH CBC House, 24 Canning Street, Edinburgh, EH3 8EGTel: 0870 756 4970 Fax: 0131 229 8051

LEEDS 4th Floor, 36 Park Row, Leeds, LS1 5JLTel: 0870 300 8110 Fax: 0113 242 5897

LONDON Centurion House, 24 Monument Street, London, EC3R 8AQTel: 0870 757 7890 Fax: 0870 757 7889

Email: [email protected] and Advice Service: 0300 303 1877

www.lluk.org

RW12

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Ref: 200910.10.048

Documents

Application of the NOS for Learning Support Staff for literacy & numeracy