Learning Support

    OCN London
    Vocational

    Specification: 601/9031/0

    The OCN-LONDON Vocational Learning Support specification covers 23 topics with 166 learning objectives (601/9031/0). Use the topic browser below to explore subtopics, exam tips, common mistakes, and key terminology for each area of the course.

    This subject will help you develop key knowledge and skills required for exam success.

    23

    Units

    166

    Learning Outcomes

    177

    Assessment Guidance

    185

    Key Skills

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    Key Features

    • Master key concepts
    • Develop exam technique
    • Apply knowledge effectively

    Common Exam Mistakes

    Pitfalls to avoid in your exams

    • •Assuming all learners with ADHD present identical symptoms and will respond to the same set of strategies, rather than recognising the spectrum of presentations and individual needs.
    • •Confusing ADHD with other conditions such as specific learning difficulties or oppositional defiant disorder without thorough assessment or understanding of co-occurrence.
    • •Over-relying on behaviourist approaches focused on punishment and consequences, neglecting the evidence base for proactive, relational, and positive behaviour management in ADHD.
    • •Failing to involve the learner and their family in planning interventions, overlooking the value of personalised, collaborative support.
    • •Confusing BESD with specific learning difficulties or medical conditions like ADHD or autism.
    • •Overlooking the impact of the classroom environment on behaviour and focusing solely on individual deficits.
    • •Assuming all challenging behaviour is intentional rather than a communication of unmet needs.
    • •Neglecting to consider the importance of building positive relationships as a foundation for behaviour management.

    Top Examiner Tips

    Expert advice for exam success

    • •In written assignments, always integrate references to current UK legislation and statutory guidance, such as the SEND Code of Practice (2015) and the Equality Act (2010), to demonstrate professional compliance and context.
    • •For reflective journals or case studies, use a structured reflective model (e.g., Gibbs or Kolb) to critically evaluate your own practice, providing specific, concrete examples of strategies you have used and their impact on individual learners.
    • •When producing resources or lesson plans, ensure they clearly show differentiation for a learner with ADHD, with explicit annotations on how the content, process, and environment have been adjusted to meet their needs and promote independence.
    • •Prepare evidence that not only describes what you did but also analyses why particular approaches were chosen, referencing the theoretical underpinnings of ADHD and learning, to demonstrate higher-level understanding.
    • •When answering assignment questions, always link theoretical understanding of BESD to practical classroom scenarios to demonstrate applied knowledge.
    • •Use specific terminology such as 'positive reinforcement', 'antecedent', and 'de-escalation' to show depth of understanding.
    • •Provide real-world examples from your placement or experience to support your explanations of behaviour management strategies.
    • •Read assessment criteria carefully to ensure you address all aspects, such as explaining both barriers and strategies.

    Qualification Units

    23 units

    How this qualification is graded

    Vocational qualifications are marked against criteria, not an exam percentage. Each unit is assessed across three bands - build up from Pass by applying your knowledge to realistic workplace scenarios.

    Pass

    Accurately describe and explain the core knowledge for the unit and link it to the given scenario.

    Merit

    Apply and analyse that knowledge in detail, showing why it matters in the workplace context.

    Distinction

    Evaluate and justify decisions, weigh up alternatives and make well-reasoned professional recommendations.

    Meeting the Needs of Learners with Attention Deficit Hyperactivity Disorder in the Mainstream Classroom

    This unit equips learning support practitioners with the knowledge and practical strategies to effectively support learners with Attention Deficit Hyperactivity Disorder (ADHD) in mainstream classrooms. It covers the definition and core symptoms of ADHD, its cognitive and behavioural impact on learning, and how to implement modifications to teaching and the classroom environment to reduce barriers. Practitioners learn to apply positive behaviour management principles tailored to ADHD, promoting inclusive education and improved learning outcomes.

    OCNLR Level 3 Award in Meeting the Needs of Learners with Attention Deficit Hyperactivity Disorder in the Mainstream Classroom , OCNLR Level 2 Award in Meeting the Needs of Learners with Attention Deficit Hyperactivity Disorder in the Mainstream Classroom

    2 learning outcomes18 guidance points2 criteria

    Positive Behaviour Management in the Classroom

    This element focuses on understanding Behavioural, Emotional and Social Disabilities (BESD) and their impact on learning, including the barriers they create. It explores evidence-based strategies to reduce these barriers and effectively manage challenging behaviour in the classroom, enabling learning support practitioners to create inclusive and supportive environments. Practical application involves adapting behaviour management techniques to individual pupil needs, fostering positive relationships, and promoting emotional regulation.

    OCNLR Level 2 Certificate in Skills for Learning Support Practitioners, OCNLR Level 2 Award in Skills for Learning Support Practitioners , OCNLR Level 2 Extended Award in Skills for Learning Support Practitioners

    8 learning outcomes23 guidance points3 criteria

    Prevent Duty Awareness

    This element introduces learners to the Prevent duty, a legal requirement for specified authorities to have due regard to the need to prevent people from being drawn into terrorism. It explores what the duty means in practice, identifies key individuals and agencies responsible for its implementation, and examines personal and social factors that may increase an individual's vulnerability to radicalisation. Understanding these fundamentals supports safeguarding and promotes a proactive approach to early intervention.

    OCNLR Entry Level Award in Prevent Duty Awareness (Entry 3)

    1 learning outcomes10 guidance points

    Prevent Duty Awareness

    The Prevent duty is a legal obligation under the Counter-Terrorism and Security Act 2015 for specified authorities to prevent radicalisation and extremism. It involves identifying individuals at risk, understanding the factors that lead to terrorism, and providing appropriate support through mechanisms like the Channel programme. This topic builds foundational awareness to help learners recognise and respond to potential safeguarding concerns in their communities.

    OCNLR Level 1 Award in Prevent Duty Awareness, OCNLR Level 3 Award in Prevent Duty Awareness

    9 learning outcomes14 guidance points2 criteria

    Awareness of Mental Health and Wellbeing

    This element introduces learners to foundational concepts of mental health and wellbeing, defining these terms and exploring their importance within educational settings. It examines how mental health issues affect diverse groups, highlighting the need for inclusive awareness and tailored support. Learners will gain knowledge of available support services and practical strategies to maintain their own mental health and wellbeing, essential for a supportive school role.

    OCNLR Level 1 Award in Preparing to Work in Schools

    4 learning outcomes8 guidance points

    Meeting the Needs of Learners with Autistic Spectrum Conditions in the Mainstream Classroom

    This unit examines the characteristics of autistic spectrum conditions and their influence on learning and behaviour in mainstream classrooms. Learners will develop the ability to identify and address barriers to inclusion, while gaining practical skills in supporting autistic learners through positive, empathetic behaviour management strategies.

    OCNLR Level 2 Award in Meeting the Needs of Learners with Autistic Spectrum Conditions in the Mainstream Classroom, OCNLR Level 3 Award in Meeting the Needs of Learners with Autistic Spectrum Conditions in the Mainstream Classroom

    12 learning outcomes18 guidance points2 criteria

    Supporting Learners with Profound and Multiple Learning Disabilities

    Supporting learners with PMLD involves understanding the condition, communication needs, and barriers. Strategies to overcome communication barriers are key to effective support.

    OCNLR Level 2 Certificate in Skills for Learning Support Practitioners, OCNLR Level 2 Award in Skills for Learning Support Practitioners , OCNLR Level 2 Extended Award in Skills for Learning Support Practitioners

    8 learning outcomes21 guidance points3 criteria

    The Role of the Learning Support Practitioner in the Classroom

    This element explores the multifaceted role of the Learning Support Practitioner (LSP) in the classroom, including how they facilitate inclusion, scaffold learning, and collaborate with teachers to implement Education, Health and Care (EHC) plans. It also examines the identification and management of barriers to learning and challenging behaviour, equipping learners with practical strategies to support pupils with additional needs effectively. Understanding these aspects is crucial for fostering an inclusive educational environment and promoting positive outcomes for all learners.

    OCNLR Level 2 Extended Award in Skills for Learning Support Practitioners, OCNLR Level 2 Award in Skills for Learning Support Practitioners , OCNLR Level 2 Certificate in Skills for Learning Support Practitioners

    12 learning outcomes22 guidance points3 criteria

    Safeguarding Learners

    Safeguarding learners involves protecting them from abuse, neglect, and harm within educational settings. This topic equips Learner Support Practitioners (LSPs) with the knowledge to identify different forms of abuse, understand their legal and ethical responsibilities, and respond effectively to safeguarding concerns, ensuring learner wellbeing and compliance with statutory guidance.

    OCNLR Level 2 Certificate in Skills for Learning Support Practitioners, OCNLR Level 2 Extended Award in Skills for Learning Support Practitioners, OCNLR Level 2 Award in Skills for Learning Support Practitioners

    7 learning outcomes21 guidance points3 criteria

    Communicating with Children and Young People in a Learning Environment

    This subtopic introduces the fundamental principles of effective communication with children and young people in educational settings. It covers verbal and non-verbal techniques, active listening, and adapting communication for different contexts such as one-to-one interactions and group settings. Learners develop practical skills to engage and support learning, ensuring messages are clear, age-appropriate, and conducive to a positive learning environment.

    OCNLR Level 1 Award in Preparing to Work in Schools

    6 learning outcomes8 guidance points

    Supporting Learners who are Deaf or deaf

    This element examines the distinction between 'Deaf' (cultural and linguistic identity) and 'deaf' (audiological condition), and how these perspectives influence learning support. It addresses barriers encountered by Deaf/deaf learners, such as environmental, attitudinal, and communication challenges, and equips practitioners with practical strategies to foster inclusive classrooms. Effective communication tactics, including British Sign Language, lipreading, and assistive technologies, are explored to ensure learners can access the curriculum fully.

    OCNLR Level 2 Extended Award in Skills for Learning Support Practitioners, OCNLR Level 2 Certificate in Skills for Learning Support Practitioners, OCNLR Level 2 Award in Skills for Learning Support Practitioners

    7 learning outcomes25 guidance points3 criteria

    Craft Activities in a Learning Environment

    This element explores the educational value of craft activities within school settings, emphasizing their role in fostering creativity, motor skills, and cognitive development. Learners will examine practical strategies for planning, resourcing, and delivering safe, inclusive craft sessions tailored to children's ages and abilities. The focus is on integrating craft experiences into broader learning goals while managing risks and promoting engagement.

    OCNLR Level 1 Award in Preparing to Work in Schools

    5 learning outcomes8 guidance points

    Supporting Learners who are Partially Sighted or Blind

    This topic covers the definitions of partially sighted and blind, the barriers these learners face, and practical strategies for supporting them in the classroom. It emphasises inclusive teaching practices and legal responsibilities.

    OCNLR Level 2 Extended Award in Skills for Learning Support Practitioners, OCNLR Level 2 Certificate in Skills for Learning Support Practitioners, OCNLR Level 2 Award in Skills for Learning Support Practitioners

    7 learning outcomes22 guidance points3 criteria

    Employment Opportunities in Children and Young People’s Educational Settings

    This subtopic introduces learners to the range of employment opportunities in educational settings for children and young people, such as schools and colleges. It focuses on identifying different job roles, understanding the qualifications and skills needed, and developing a personal plan to pursue a career in this sector. The practical application involves researching local vacancies, networking, and preparing job documents.

    OCNLR Level 1 Award in Preparing to Work in Schools

    5 learning outcomes7 guidance points

    Supporting Learners for Whom English is not their First Language

    This element focuses on equipping support staff with the knowledge to effectively assist learners who are acquiring English as an additional language (EAL) in a school setting. It covers the identification of common challenges, the application of inclusive support strategies, and the promotion of both language development and curriculum access to ensure these learners thrive academically and socially.

    OCNLR Level 1 Award in Preparing to Work in Schools

    5 learning outcomes6 guidance points

    Supporting Learners with Attention Deficit Hyperactivity Disorder

    This element focuses on understanding Attention Deficit Hyperactivity Disorder (ADHD), including its core symptoms of inattention, hyperactivity, and impulsivity. It explores the significant barriers to learning that these symptoms create and examines practical strategies to mitigate them. Additionally, it equips learning support practitioners with techniques for effectively supporting challenging behaviour associated with ADHD, promoting inclusive and productive learning environments.

    OCNLR Level 2 Certificate in Skills for Learning Support Practitioners, OCNLR Level 2 Award in Skills for Learning Support Practitioners , OCNLR Level 2 Extended Award in Skills for Learning Support Practitioners

    7 learning outcomes18 guidance points3 criteria

    Supporting Learners with Autistic Spectrum Conditions

    This subtopic explores the core characteristics of Autism Spectrum Conditions (ASC) and their impact on learners' behaviour and learning in educational settings. It equips practitioners with essential knowledge to identify barriers to learning caused by ASC and implement effective strategies to support learners, including managing challenging behaviour proactively and positively.

    OCNLR Level 2 Certificate in Skills for Learning Support Practitioners, OCNLR Level 2 Extended Award in Skills for Learning Support Practitioners, OCNLR Level 2 Award in Skills for Learning Support Practitioners

    11 learning outcomes25 guidance points3 criteria

    Understanding Conflict in the Classroom

    This element examines the range of conflicts that can arise in classroom settings, from peer disagreements to student-teacher tensions, and the underlying causes including personal, social, and environmental factors. Learners gain skills to identify escalating or de-escalating behaviours, enabling them to support a constructive learning atmosphere.

    OCNLR Level 1 Award in Preparing to Work in Schools

    6 learning outcomes7 guidance points

    Understanding How Schools Work as Organisations

    This subtopic explores the structure and organisation of educational institutions in England, from early years settings to sixth forms and colleges, examining the diverse types of schools and their governance. Learners will investigate the hierarchy of roles and responsibilities within schools, the statutory policies and procedures that ensure safe and effective operation, and the curriculum frameworks that define what is taught. Understanding these elements is fundamental for anyone preparing to support teaching and learning in a school environment.

    OCNLR Level 1 Award in Preparing to Work in Schools

    5 learning outcomes8 guidance points

    Supporting Learners with Dyslexia

    This subtopic explores the definition of dyslexia, focusing on its neurological basis and common characteristics such as difficulties with phonological processing, reading fluency, and spelling. It examines the wide-ranging effects of dyslexia on learners, including challenges in literacy, memory, organisation, and self-esteem, while also recognising potential strengths. The element equips practitioners with practical strategies to support dyslexic learners in educational settings, including multisensory teaching methods, assistive technology, and fostering an inclusive learning environment.

    OCNLR Level 2 Certificate in Skills for Learning Support Practitioners, OCNLR Level 2 Award in Skills for Learning Support Practitioners , OCNLR Level 2 Extended Award in Skills for Learning Support Practitioners

    12 learning outcomes23 guidance points3 criteria

    Understanding Safeguarding of Children and Young People in a Learning Environment

    Safeguarding involves protecting children and young people from harm, abuse, and neglect. In a learning environment, it is essential to understand the policies, procedures, and individuals responsible for safeguarding. This topic covers how to recognise concerns and seek appropriate support.

    OCNLR Level 1 Award in Preparing to Work in Schools

    1 learning outcomes6 guidance points

    Supporting Learners with Learning Disabilities

    This subtopic explores the definition and spectrum of learning disabilities, emphasising the distinction from learning difficulties and the impact on educational support. It equips learning support practitioners with knowledge of tailored communication tools and inclusive classroom strategies to foster learner independence and achievement. Practical application includes adapting resources, implementing individual support plans, and promoting a positive learning environment.

    OCNLR Level 2 Certificate in Skills for Learning Support Practitioners, OCNLR Level 2 Extended Award in Skills for Learning Support Practitioners, OCNLR Level 2 Award in Skills for Learning Support Practitioners

    13 learning outcomes23 guidance points3 criteria

    Supporting Learners with Mental Ill Health

    This element focuses on the knowledge and skills needed to support learners experiencing mental ill health. It covers the wide-ranging impact of mental health conditions on cognitive, emotional, and social functioning, and how these can create significant barriers to learning. Effective strategies to promote inclusion and reduce these barriers are explored, emphasising practical, person-centred approaches for learning support practitioners.

    OCNLR Level 2 Extended Award in Skills for Learning Support Practitioners, OCNLR Level 2 Award in Skills for Learning Support Practitioners , OCNLR Level 2 Certificate in Skills for Learning Support Practitioners

    13 learning outcomes21 guidance points3 criteria

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    Learning Support OCN London Vocational Topics & Revision