Work with Lifelong Learning UK

NIACE have been working with LLUK to support the professionaliston of the workforce.

The new professional standards for teachers describe consistent performance in terms of teacher’s knowledge, understanding and professional practice. As the new professional standards are “overarching” and apply to all teachers, it was considered appropriate to produce an application of these standards for Learning for Living and Work teachers.

The new professional standards detail the knowledge, understanding and professional practice for all teachers in any role. The application document details subject knowledge and professional practice required by Learning for Living and Work teachers. It will also support the development of qualifications. This is not to suggest any requirements in terms of a regulated pathway. Development of guidance documents and qualifications is to ensure that appropriate opportunities for professional development are available.

Learning for Living and Work teachers, tutors and trainers are facilitating learning, in a wide range of subjects, for learners with cognitive learning difficulties (not including specific learning difficulties such as dyslexia).

Learners with cognitive learning difficulties are typically described as having “profound and complex learning difficulties”, “severe learning difficulties” and “moderate or mild learning difficulties”. It should be recognised that learners with cognitive learning difficulties access learning at a range of levels and in many different settings, they do not solely inhabit the space at Entry Level and below and learn only in formal settings. They are like any other learners in that they may have spiky profiles, that is they may have some language, English and maths skills at much higher levels of the curriculum than others. Some will have had their literacy, language and numeracy skills assessed against the milestones in the Pre Entry Level Curriculum Framework.

Learners with cognitive learning difficulties access a broad curriculum offer, which in some cases is a discrete or targeted offer. Equally mainstream provision focused on developing vocational and employment pathways is appropriate and relevant for these learners.

Terminology is problematic. It is not the intention of the application document to label learners. Too often disabled learners are defined by their disability and are viewed in deficit terms. The application document supports the social model of disability. The social model recognises that everyone is equal and it is society that erects barriers which bar people with impairments becoming full and equal members of society.

The application document has a broader application beyond the development of literacy, language and numeracy skills and is informed by the principles of person-centered approaches to learning. It also recognises the importance of the wider key skills of Problem Solving, Improving Own Learning and Performance and Working with Others.

For further details contact: viv.berkeley@niace.org.uk

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