Teacher Training (Post-16)

This apprenticeship standard is designed as an 21-month programme and is for those who wish to gain the skills, knowledge and behavioural competences required to work in a learning and skills teacher role in an FE college, independent training providers (ITPs), Adult Community Learning (ACL) providers, offender learning institutes or as trainers within large organisations.

The Learning and Skills Teacher (LST) is ‘dual-professional’, having first achieved competence in a vocational or subject specialism and then subsequently trained as a teacher.  This means that many teachers in the Education and Training Sector (ETS) begin teaching as a second, or even later, career. The LST role is pivotal to the success of traineeship and apprenticeship programmes, in delivering effective vocational education and training that meets both learners’ and employers’ needs.

LSTs are responsible for planning and delivering learning that is current, relevant, challenging, and that inspires learners to engage and achieve their full potential. LSTs collaborate closely with colleagues and other ETS professionals in supporting learner progress. LSTs ensure the physical, psychological and social wellbeing of learners

Who are Teacher Training apprenticeships designed for?

  • Individuals beginning their career as a teacher in the post-16 education sector and requiring the knowledge and skills to be effective

  • Those with extensive industry knowledge and looking to enter the lifelong learning sector

  • Teachers working in post-16 environments including FE colleges, independent training providers (ITPs), Adult Community Learning (ACL) providers, offender learning or as trainers in large businesses

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Course Levels

Learning and Skills Teacher Level 5

This level 5 programme is suitable for anyone who is teaching in the vocational, lifelong learning, adult skills or post-16 education sectors where teaching is the primary part of their role. It is designed to support the development of teaching knowledge, skills and professional behaviours, to provide confidence and make a difference to others as a teacher.

  • Pedagogical theory and how to apply this in practice
  • Designing, planning and organising curriculum
  • Inclusive teaching, learning and assessment strategies to engage and challenge learners
  • Implementing initial and diagnostic assessment
  • Assessment and feedback
  • Adapting teaching to overcome barriers to learning
  • Strategies for quality improvement
  • Digital and emerging technologies and their application in the teaching environment

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Phone: 01702 597499

Text: 07520 633072

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