Learning and Skills Teacher (level 5) apprenticeship


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. 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. 

Course Description

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.

Why choose Training Now as your education apprenticeship provider?

We make sure that all our apprenticeships are designed to help you learn and progress towards long-term career goals.

You’ll be allocated a Teaching and Learning Coach, who is a specialist in the field. They’ll support you on a one-to-one basis, with additional online tutorial support.

Read all about our apprenticeship standards and framework.

Entry criteria

You’ll need to:

  • have the right to work in the UK.
  • be 16 years or older after the last Friday in June of the academic year.
  • not be enrolled on another apprenticeship, or another funded FE/HE programme at the same time as the apprenticeship.
  • have a contract of employment with your employer and be paid at least the apprenticeship wage in your first year.

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.
What you will learn

Professional behaviours. The Learning and Skills Teacher will:

  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
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 resiliencepersonal and interpersonal effectivenesssocial awareness and respect for othersessential employability skillsK3  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 assessmentrecording, storing and sharing information relating to learners and learningthe physical and psychological safety of all learnersK17 the requirements and implications of:organisational policies and proceduresOFSTED Common Inspection Frameworkawarding organisationsfunding agencieslegislation (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
How will you learn

An apprenticeship is a genuine job with an accompanying assessment and skills development programme. You’ll gain valuable work experience and earn as you learn on the job.

Our e-learning platform brings the subject to life through interactive learning tools and access to complementary online resources.

As well as learning on the job, you will be allocated a Teaching and Learning Coach, who is a specialist in the field. They will support you on a one-to-one basis, with additional online tutorial support.


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.


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.