Learning Support Agored Cymru QCF Revision
Complete topic breakdowns, revision notes, exam practice questions, and adaptive quizzes for the Agored Cymru QCF Learning Support specification.
Specification Topics
- Learning Coaching: The Learning Process
- Coaching for Learning _Learners aged 14-19_
- Learning Coaching: Supporting Young People to Manage the Change Process in One-to-One Settings
- Learning Coaching Referrals within 14-19 Learning Pathways
- Reflective Practice within the Learning Coach Function
- Supporting Learning Skills and Strategies for Learners Aged 14-19
- Working Collaboratively to Deliver Effective Learning Coaching Support
- An Introduction to the Welsh Education Context for Learning Coaching
- Learning Coaching: Supporting Young People to Manage the Change Process in Group Settings
Top Exam Tips
- When discussing learning theories, always link them to practical coaching scenarios to demonstrate applied understanding.
- Use specific, anonymised examples from your coaching practice to illustrate how you addressed personal, social or emotional barriers.
- For learning styles, critique the models’ limitations as well as their benefits to show depth of knowledge.
- When reviewing coaching plans, ensure you include measurable indicators of success and a clear action plan for improvement.
- In assignments, always anchor your coaching practice to established models (e.g., GROW, OSCAR) and explicitly justify how they are adapted for the 14–19 age group.
- Provide concrete, anonymised examples from your practice to evidence each stage of the coaching cycle, ensuring they illustrate both success and challenges with critical reflection.
- When discussing assessment, use a holistic framework (e.g., Brofenbrenner's ecological model) to systematise your identification of barriers and assets.
- Demonstrate active learner engagement by including quotes or direct feedback from young people (with consent) to show their voice in goal-setting and reviews.
- For the review component, structure your evidence around a reflective cycle (e.g., Gibbs), showing how you evaluate impact, draw conclusions, and plan future coaching adjustments.
- Provide a reflective journal or log that maps your mentoring activities directly to the unit standards and learning outcomes, using the CM and KAD codes as a checklist.
Common Mistakes to Avoid
- Assuming that all young people learn in the same way without considering individual differences.
- Over-reliance on learning style labels, leading to rigid coaching strategies that do not adapt to context.
- Failing to recognize the interplay between personal, social and emotional factors and academic outcomes, or treating them as separate issues.
- Not using a structured review process for coaching plans, resulting in superficial evaluation.
- Confusing learning coaching with generic mentoring or teaching; failing to distinguish the non-directive, co-creative nature of coaching.
- Overlooking the importance of establishing a strengths-based assessment before addressing barriers, leading to demotivating, deficit-focused conversations.
- Setting goals that are either too vague (e.g., 'improve grades') or overly ambitious without incremental steps, reducing the learner's sense of agency.
- Designing learning pathways that are too rigid, not allowing for the iterative nature of adolescent development and changing circumstances.
Key Terminology & Definitions
- Understand how young people learnKABD3.3SA9, Understand how personal, social and emotional factors affect the learning, progress and development of young peopleKAA2.1, KAA2.3SA1, SA2, Understand the application of theoretical concepts of learning stylesKAA2.5, KAA2.6, KAC7.3SA1, SA6, SB1, SB2, Be able to review the outcomes of the learning coaching planKAD10.6, KAD10.9SA17
- Understand the functions of Learning CoachingCM1.1, Understand how to assess young people’s achievements and barriers to learningCM2.6, Be able to engage young people (in 1 to 1 and group settings) in a realistic assessment of their learning development, achievement and potentialCM2.2, Be able to co-ordinate components of an individualised Learning Pathway to maximise learning opportunities for young peopleCM2.2, CM2.5, CM2.6, CM2.9, CM2.10, CM2.11, CM3.6, Be able to engage young people in defining and achieving realistic learning development goalsCM2.5, CM2.2, Be able to review the outcomes of the learning coaching supportCM2.10
- Understand and implement the mentoring processCM2.1, CM2.9, Be able to organise and initiate mentoring support in 1 to 1 settingsCM2.2, CM2.5, CM2.6, CM2.7, CM2.8, CM3.1, Be able to demonstrate effective mentoring skills in 1 to 1 settingsCM2.2, CM2.5, CM2.7, CM2.9, CM2.10, CM2.11, Be able to review the outcomes of the mentoring processKAD10.5, KAD10.9SA17
- Be able to implement appropriate referral protocols and procedures and engage in effective follow-up action with young peopleCM14.1, CM14.6, CM14.10, CM14.9, CM14.7AG1.1.3, AG13.2.10, AG12.2.7, AG13.1.3, Understand the impact of individual referrals on young people to ensure such referrals are fit for purposeAG13.2.1CM14.4, CM14.7, Be able review referral method outcomesCM14.7AG16.1.3, AG16.1.9, AG16.2.1
- Understand reflective practiceAP4.3CP3.1, Be able to engage in reflective practiceAP4.2AP2.2CP3.1
- Be able to identify and apply appropriate learning strategies in both one-to-one and in group settings to enable young people to develop as learners.KAA1.3,KAA 2.1, KAA2.4, KAB3.1SA2, Be able to support and guide young people to develop appropriate learning skills to meet their needsKAA2.6, KAB3.2, KAB3.5, KAC8.2, KAC8.3, KAC8.4, Be able to support young people to recognise the learning achieved in different contextsKAB3.6, KAB3.7, KAC6.2, KAC8.6SA11, Be able to use appropriate strategies in supporting young people to reach their potential in assessment situationsSA2, SA5, SA6, Be able to review the outcomes from the support provided to facilitate in supporting the learner to develop effective learning strategiesKAD10.6, KAD10.9SA17
- Be able to engage with and maintain networks with other agencies and organisationsKAA1.1, KAB4.4, KAB5.1KAD10.6, KAD10.9SA12, SA13, SA14, Be able to use collaborative working skills necessary to allow for effective work within their own institution and with related networksSA12, SB2, SB3, Be able to review collaborative networking methodsKAD10.6, KAD10.9SA17
- Understand the context of the education system in WalesAS6 - A6.1FK.1.1FK2.1FP2.1, Understand the legislative parameters that impact on the work of a Learning CoachAK6.1AP6.1, Understand a range of typical pupil data to support learner tracking and progressAK7.1AP7.1
- Understand and implement the mentoring processCM2.1, CM2.9, Be able to organise and initiate mentoring support in group settingsCM2.2, CM2.5, CM2.6, CM2.7, CM2.8, CM3.1, Be able to demonstrate effective mentoring skills in group settingsCM2.2, CM2.9, CM2.5, CM2.7, CM2.10, CM2.11, Be able to review the outcomes of the mentoring processKAD10.6, KAD10.9SA17