What is the difference between OCR Level 5 Diploma and a Level 7 in dyslexia?

The OCR Level 5 Diploma is a specialist qualification that qualifies you for Approved Teacher Status (ATS) with the British Dyslexia Association. It focuses on practical teaching strategies and assessment for learners with SpLD. A Level 7 qualification (e.g., Postgraduate Certificate) is more advanced and typically leads to Associate Member of the BDA (AMBDA) status, allowing you to diagnose dyslexia and recommend exam access arrangements. The Level 5 is ideal for classroom teachers and support staff, while Level 7 is for those seeking a specialist assessor role.

How long does it take to complete the OCR Level 5 Diploma in Teaching Learners with Dyslexia?

The diploma typically takes 12-18 months to complete, depending on your study pace and work commitments. It involves around 450-500 hours of learning, including taught sessions, independent study, and practical teaching practice. You will need to complete written assignments, a portfolio of evidence, and observed teaching sessions. Many providers offer flexible part-time or online options to fit around your job.

Can I teach learners with dyslexia without this qualification?

Yes, you can support learners with dyslexia using general inclusive strategies, but this qualification provides specialist knowledge that is highly valued by employers and professional bodies. It ensures you understand the neuroscience of dyslexia, can conduct informal assessments, and design targeted interventions. Without it, you may lack the depth to meet the specific needs of dyslexic learners effectively, especially in a specialist role.

What does the assessment involve for this diploma?

Assessment includes written assignments (e.g., essays on theory, case studies), a portfolio of evidence from your teaching practice (e.g., lesson plans, learner profiles, evaluations), and observed teaching sessions. You will also need to complete a research project or reflective journal. The focus is on demonstrating your ability to apply theory to real-world teaching situations. There is no formal exam; it is competency-based.

Is this qualification recognised internationally?

The OCR Level 5 Diploma is a UK qualification, but it is recognised by the British Dyslexia Association and aligns with international best practices in dyslexia teaching. If you plan to work abroad, you should check with local education authorities or dyslexia organisations. Many countries value the BDA accreditation, but some may require additional local certification. The diploma's focus on evidence-based practice makes it transferable to many contexts.

What career progression can I expect after completing this diploma?

After completing the Level 5 Diploma, you can work as a specialist dyslexia teacher or tutor in schools, colleges, or private practice. You may also progress to a Level 7 qualification (e.g., AMBDA) to become a specialist assessor. Other roles include SENDCo (Special Educational Needs Coordinator), literacy intervention lead, or educational consultant. The qualification also enhances your CV for mainstream teaching roles, demonstrating expertise in inclusive education.

Evaluation of teaching and learning programmes for individuals with dyslexia/specific learning difficulties

CAMBRIDGE OCR

vocational

This subtopic explores the systematic evaluation of teaching and learning programmes designed for learners with dyslexia/specific learning difficulties across educational stages. It covers methods for assessing both individual lesson effectiveness and overall learner progress against set targets, considering internal and external factors that influence outcomes. The ultimate goal is to use evaluation data to refine and improve future teaching interventions, ensuring a responsive, evidence-based approach to specialist tuition.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

OCR Level 5 Diploma in Teaching Learners with Dyslexia/Specific Learning Difficulties

Topic Overview

The OCR Level 5 Diploma in Teaching Learners with Dyslexia/Specific Learning Difficulties (SpLD) is a specialist qualification designed for educators who want to deepen their understanding of dyslexia and related conditions. This diploma equips you with evidence-based strategies to identify, assess, and support learners with SpLD in a variety of educational settings. It covers the theoretical underpinnings of dyslexia, including cognitive and neurological perspectives, and translates these into practical teaching approaches that promote inclusive practice.

This qualification is part of the Cambridge OCR Occupational Qualification suite and is recognised by the British Dyslexia Association (BDA) as meeting the criteria for an Approved Teacher Status (ATS) or Associate Member of the BDA (AMBDA) pathway. It is ideal for teachers, teaching assistants, and specialist tutors who want to enhance their skills in differentiation, multi-sensory teaching, and personalised learning. The diploma emphasises the importance of early identification and intervention, and it prepares you to work collaboratively with learners, parents, and other professionals to create supportive learning environments.

In the wider context of Teaching & Education, this diploma addresses the growing need for specialist knowledge in SpLD as part of inclusive education. It aligns with the SEND Code of Practice (2015) and the Equality Act 2010, ensuring that you can meet legal and professional obligations. By completing this qualification, you will be able to conduct informal assessments, design individual education plans (IEPs), and implement targeted interventions that help learners with dyslexia achieve their full potential.

Key Concepts

Core ideas you must understand for this topic

→Phonological awareness deficit: The core difficulty in dyslexia is often a weakness in processing sounds in words, affecting reading and spelling. Interventions should focus on explicit, structured phonics teaching.
→Multi-sensory teaching: Using visual, auditory, and kinaesthetic-tactile pathways simultaneously (e.g., tracing letters in sand while saying the sound) to reinforce learning and memory.
→The Simple View of Reading: Understanding that reading comprehension = decoding × language comprehension. Dyslexia primarily affects decoding, so interventions must target word-level skills while supporting comprehension.
→Graduated approach (Assess, Plan, Do, Review): A cyclical process for supporting learners with SEND, as outlined in the SEND Code of Practice. You must document each stage and involve the learner and parents.
→Specific Learning Difficulties (SpLD) overlap: Dyslexia often co-occurs with dyspraxia, dyscalculia, ADHD, or autism. You need to recognise overlapping profiles and adapt strategies accordingly.

Learning Objectives

What you need to know and understand

Be able to evaluate own lessons for individuals with dyslexia/specific learning difficulties at different stages of education in one-to-one and/or group settings, Be able to evaluate the progress of individuals with dyslexia/specific learning difficulties at different stages of education against programme targets, Understand factors influencing the outcomes of teaching and learning programmes for individuals with dyslexia/specific learning difficulties at different stages of education, Be able to use evaluation to inform subsequent teaching and learning programmes for individuals with dyslexia/specific learning difficulties at different stages of education

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for providing a reflective evaluation of at least one one-to-one and one group lesson, identifying specific adaptations made for dyslexic learners and their impact on learning.
Expect evidence of using a range of assessment methods (e.g., standardised tests, curriculum-based measures, observational records) to track progress against individualised programme targets.
Look for analysis of how factors such as learner motivation, teaching environment, and multisensory strategies have influenced programme outcomes.
Credit demonstration of using evaluation findings to make concrete adjustments to subsequent teaching plans, with clear justification linked to the learner's specific difficulties.

Assessment Guidance

Guidance for achieving higher grades

💡In written assignments, ensure you explicitly reference the specialist teaching cycle: assess, plan, teach, evaluate, and show how evaluation feeds back into planning.
💡When presenting evidence of evaluation, use a structured framework such as Gibbs' Reflective Cycle to demonstrate critical analysis, not mere description.
💡For practical assessments, prepare to discuss how you would modify a lesson based on a simulated evaluation scenario, focusing on multisensory techniques and dyslexia-friendly resources.
💡Use specific terminology from the specification (e.g., 'phonological awareness', 'orthographic mapping', 'executive function') to demonstrate depth of knowledge. Avoid vague phrases like 'learning difficulties' without specifying.
💡When discussing assessments, always link them to the purpose (e.g., screening, diagnostic, or progress monitoring) and explain how results inform teaching. Examiners want to see that you can apply theory to practice.
💡Include references to key legislation (SEND Code of Practice, Equality Act 2010) and professional frameworks (BDA criteria) to show you understand the legal and ethical context. This adds credibility to your answers.

Common Mistakes

Common errors to avoid in your coursework

Failing to differentiate between evaluating lesson delivery and evaluating learner progress, leading to a lack of clarity in reflective accounts.
Over-reliance on summative data without incorporating formative assessment evidence to gauge ongoing progress.
Ignoring external factors such as home support or school environment when attributing causes for learner progress or lack thereof.
Evaluating teaching without linking it to the specific cognitive profile of the dyslexic learner, resulting in generic rather than personalised recommendations.
Misconception: Dyslexia is just about reversing letters. Correction: While letter reversals can occur, dyslexia primarily involves difficulties with phonological processing, rapid naming, and working memory. Reversals are not a defining feature.
Misconception: Learners with dyslexia cannot learn to read well. Correction: With appropriate, evidence-based teaching (e.g., structured literacy, multi-sensory methods), most learners with dyslexia can become proficient readers. The key is early identification and targeted intervention.
Misconception: Dyslexia is a visual problem. Correction: Dyslexia is a language-based learning difference, not a vision problem. While some learners may have visual stress, the core issue is phonological. Coloured overlays may help but are not a cure.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•A Level 3 qualification in teaching or education (e.g., Level 3 Award in Education and Training) or equivalent experience.
•Basic understanding of the SEND Code of Practice and inclusive teaching principles.
•Familiarity with phonics teaching methods (e.g., Letters and Sounds, Read Write Inc.) is helpful but not essential.

Key Terminology

Essential terms to know

Be able to evaluate own lessons for individuals with dyslexia/specific learning difficulties at different stages of education in one-to-one and/or group settings, Be able to evaluate the progress of individuals with dyslexia/specific learning difficulties at different stages of education against programme targets, Understand factors influencing the outcomes of teaching and learning programmes for individuals with dyslexia/specific learning difficulties at different stages of education, Be able to use evaluation to inform subsequent teaching and learning programmes for individuals with dyslexia/specific learning difficulties at different stages of education

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Evaluation of teaching and learning programmes for individuals with dyslexia/specific learning difficulties

Assessment criteria

Topic Overview

Key Concepts

Learning Objectives

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

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Assessing the needs of individuals with dyslexia/specific learning difficulties