Learning and Skills Teacher Apprenticeship – Reference Number: ST0149

Who is it for?

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 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 wellbeing of learners.

What will be covered?

Upon completion of the apprenticeship, a Learning and Skills Teacher will have knowledge and an understanding of:

Principles of Effective Programme Design

  • How to organise and combine syllabus outcomes into meaningful/realistic learning opportunities.

  • Current and emerging workplace practice.

  • 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.

Principles of Effective Learning

  • How to engage learners in maintaining ground-rules for safe and effective learning.

  • The causes of unfair disadvantage and barriers to learning, and ways to overcome them.

  • Mathematics and English in the vocational context and opportunities and support for their development.

  • How to ensure that learning activities actively engage and challenge all learners.

  • When best to use learning resources to support learners without excluding others.

  • Current and emerging learning technologies and how they can be used safely and effectively.

Principles of Individualised (Differentiated) Learning

  • Sources of current information, advice and guidance.

  • Effective use of initial and diagnostic assessment and their application at the start of or during a programme.

  • Ways for learners to develop or acquire skills and knowledge individually or as part of a team-based task.

  • How to involve learners in understanding their own progress, and updating their learning records and plans.

  • Valid processes of Assessment for Learning and ways to ensure that ILPs support the entire learning journey.

  • Recognised coaching techniques and the circumstances in which referral may be necessary.

  • How and where to access support for learners in achieving agreed developmental targets.

Quality Assurance Within the Education Context

  • 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.

  • Ways to access personal and professional development and to maintain vocational currency.

  • The use of aggregated assessment data to inform personal and professional development and to identify and report gaps in progress for groups of learners.

  • Organisational, collaborative quality improvement strategies.

Upon completion of the apprenticeship, a Learning and Skills Teacher will have and be able to exhibit skills in the following areas:

Plan Learning

  • Organisational, collaborative quality improvement strategies.

  • Ensure that learning activities are authentic in relation to workplace practice.

Design and Deliver Learning Sessions

  • Engage learners to establish standards of behaviour, mutual respect and safe working.

  • Avoid and overcome unfair disadvantage and barriers to learning.

  • Develop mathematics and English skills necessary for vocational achievement.

  • Actively engage and inspire all learners and encourage them to set challenging goals.

  • Use resources that are inclusive and add value to learners’ development.

  • Use digital and mobile technologies in ways that are safe and support effective learning.

Facilitate Individualised Learning

  • Access to up-to-date information, advice and guidance.

  • Reference to initial and diagnostic assessment of learners’ needs obtained at the start of and throughout the learner’s journey.

  • Varied learning activities that naturally allow all learners to contribute.

  • Facilitate regular 360°feedback that empowers learners in their own development.

  • Regular formative assessment processes and updated individual learning plans.

  • Coaching (or referral) of learners’ to address unhelpful behaviours or viewpoints.

  • Collaboration with relevant colleagues and professionals to support individual action plans.

Quality Assure Outcomes

  • Compliance with internal and external regulations, legislation and guidance.

  • Seeking feedback from learners, colleagues and relevant others to support quality improvements in teaching and learning.

  • Continually updating their own knowledge and skills as a teaching professional and a subject specialist.

  • Using aggregated assessment data to review and develop own and others’ practice and to report emerging gaps in progression and achievement amongst groups of learners.

  • Supporting organisational development and quality improvement interventions.

Upon completion of the apprenticeship, an Improvement Leader will exhibit the following behaviours:

  • Operate to Ethical and Legal Standards

  • Value Diversity and Promote Equality

  • Resilient and Adaptable

  • Promote Passion for Learning

  • Exemplary Communication Skills

For more information on this apprenticeship, or any of the apprenticeships we have on offer please do contact us on 01865 515 255 and a member of the team would be delighted to chat this through with you. Alternatively, please do get in touch via email at enquiries@oxfordpeg.com, or by filling in a contact form.

Funding Band



The duration of this apprenticeship is typically 24-30 months.

Entry Requirements

Entry requirements will be determined by individual employers. Those who are unsure should contact the team directly on 01865 515 255, or via email at enquiries@oxfordpeg.com.  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.


This apprenticeship standard is at Level 6, similar to an Honours degree.


With the employer’s approval, the LST could progress onto curriculum/training leadership roles following an adequate period of experience teaching at this level, within the sector.

Review Date


Learning and Skills Teacher PDF

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