Course description
Mentoring is - and has been for centuries - the foundation of vocational training and apprenticeships, yet this standard is the first formal recognition of this role. Nowadays, mentoring takes place in all parts of the Education and Training Sector (ETS) and staff-development contexts. LMs support learners of all ages, and all levels, to develop within a new work role. These learners may be, for example, apprentices, trainees or new recruits (ranging from young entrants, to new CEOs) in the workplace, or in any vocational learning environment.
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Upcoming start dates
Suitability - Who should attend?
Individual employers may set any entry requirements which may include:
- A strong aspiration to support learners.
- (As a dual-professional) A qualification, at an appropriate level in the candidate’s vocational/subject specialism.
- Recent experience and knowledge relevant to the context of the mentoring role (e.g. current industry standards).
Candidates may have achieved maths, English and ICT skills at Level 2 (equivalent to GCSE Grade C or above) prior to commencing their training. Those that have not must achieve this prior to taking the end-point assessment.
Outcome / Qualification etc.
Qualifications
Outcomes for this standard must include:
- Level 1 Safeguarding
Employers may also wish candidates to achieve appropriate additional qualifications in Education and Training including mentorship.
The above outcomes will be achieved before the end-point assessment.
Training Course Content
The Learning Mentor will be able to:The Learning Mentor will understand:
Provide mentoring support
Procedures for effective mentoring
S1 advise, guide and supervise learners to acquire the most benefit from their learning programme
K1 effective practice in providing accurate and relevant vocational/pastoral advice and guidance
S2 communicate and collaborate effectively and use effective questioning, listening and assertiveness skills
K2 effective questioning, active-listening and assertiveness techniques
S3 work with education providers and workplace colleagues to plan and implement structured and meaningful learning and work experience
K3 learning programme requirements and the need to plan contextualised learning in authentic or realistic work settings with the learner support team
S4 liaise with assessors, coaches and/or teachers to facilitate formative and summative assessment of learners’ skills and knowledge
K4 the roles of assessors, coaches or teachers in providing practical help with assessment processes and requirements
S5 identify and refer issues relevant to learners’ progress and well-being, to education-providers and/or workplace colleagues
K5 who has a legitimate need to be kept informed of issues impacting on the learner’s well-being and progress
S6 collaborate with the wider education support team to review learners’ progress and to provide evidence of progress and achievement
K6 the mentor’s role in supporting the learner’s development and how to provide valid evidence of progress and achievement
S7 maintain appropriate records for the learning programme, complying with quality, confidentiality and data protection requirementsK7 organisational and legal requirements for recording, storing and sharing information on learners’ progress, needs and welfareS8 liaise with relevant colleagues to support the implementation of learners’ action plansK8 the roles of workplace and education provider colleagues who contribute to learners fulfilling their action plansS9 be vigilant in safeguarding learners and others in contact with them
K9 how learners may become physically or psychologically at risk, and channels for reporting concerns
S10 maintain the currency of their vocational skillsK10 opportunities for continuing professional development
S11 comply with internal and external quality assurance requirements
K11 quality assurance requirements relating to the mentoring environment.
Continuing Studies
Progression
The LM could progress further within their vocation specialism and/or into roles involving the assessment and coaching of vocational learners. They may also be eligible to progress onto a full teaching role within an education and training provider organisation.