Planning and teaching learning programmes for individuals with dyslexia/specific learning difficulties
This element focuses on the specialist skills required to design, implement and evaluate individualised learning programmes for learners with dyslexia/SpLD across educational stages. It emphasises the importance of evidence-based planning informed by diagnostic assessment and collaboration with key stakeholders. The practical application lies in adapting multisensory, structured teaching approaches to foster independent learning and meet specific literacy and learning targets.
Assessment criteria
Quick Revision Summary (Key Takeaway)
The OCR Level 5 Diploma in Teaching Learners with Dyslexia/Specific Learning Difficulties equips educators with advanced skills to identify, assess, and support learners with dyslexia and other SpLDs. It covers theoretical frameworks, diagnostic assessment, and evidence-based intervention strategies, enabling teachers to create inclusive learning environments and tailor support to individual needs.
Topic Overview
This diploma focuses on the identification, assessment, and support of learners with dyslexia and other specific learning difficulties (SpLDs) such as dyspraxia, dyscalculia, and ADHD. It provides a deep understanding of the cognitive and neurological bases of these conditions, enabling teachers to recognise early signs and implement effective interventions. The course emphasises a person-centred approach, ensuring that support is tailored to each learner's unique profile of strengths and difficulties.
The curriculum covers theoretical models of dyslexia, including the phonological deficit hypothesis and the double-deficit hypothesis, as well as the impact of SpLDs on literacy, numeracy, and emotional well-being. Practical skills include administering and interpreting diagnostic assessments, designing individual education plans (IEPs), and using assistive technology. The diploma also addresses legal and ethical responsibilities, such as the Equality Act 2010 and the SEND Code of Practice, ensuring teachers can advocate for inclusive practice.
In the wider context of teaching, this qualification is vital for promoting inclusive classrooms where all learners can succeed. It equips teachers with strategies that benefit not only those with SpLDs but also the entire class, such as explicit instruction, scaffolding, and metacognitive strategies. By understanding the science behind learning differences, teachers can reduce barriers to learning and foster a positive, supportive environment.
Key Concepts
Core ideas you must understand for this topic
- →Phonological deficit hypothesis: Dyslexia is primarily caused by difficulties in processing the sounds of language, affecting decoding and spelling.
- →Double-deficit hypothesis: Some learners have both phonological and naming-speed deficits, leading to more severe reading difficulties.
- →Multisensory teaching: Engaging visual, auditory, and kinesthetic-tactile pathways to enhance learning and memory.
- →Diagnostic assessment: Using standardised tests and informal observations to identify specific strengths and weaknesses.
- →Individual Education Plan (IEP): A personalised plan outlining targets, strategies, and support for a learner with SpLD.
Learning Objectives
What you need to know and understand
- Be able to plan lessons for individuals with dyslexia/specific learning difficulties at different stages of education in one-to-one and/or group settings, based on previous background information and assessment data, Be able to communicate planned programmes and their implications to others involved in the education of individuals, Be able to deliver Special Educational Needs learning programmes, Be able to encourage individuals with dyslexia/specific learning difficulties to learn independently
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating the ability to create a detailed lesson plan that incorporates recommended accommodations (e.g., overlays, assistive technology) based on a learner's diagnostic report.
- Look for clear evidence of how planned learning outcomes are differentiated to suit the learner's stage of education and whether group dynamics are managed effectively.
- Credit should be given for producing a communication log or summary that clearly explains the learning programme and its rationale to parents, teachers or support staff.
- Assessors should expect to see strategies embedded in the delivery that explicitly teach metacognitive and study skills, prompting the learner to self-monitor and self-correct.
Assessment Guidance
Guidance for achieving higher grades
- 💡In your portfolio, include annotated lesson plans with numbered references to specific diagnostic test results or background information to demonstrate clear rationale.
- 💡When explaining how you communicated a programme, include actual examples of reports, emails or meeting minutes, and reflect on how the communication impacted the learner's progress.
- 💡For delivering learning programmes, video evidence (with consent) is powerful; ensure it captures you using differentiated instruction and the learner responding positively.
- 💡To evidence independent learning, provide examples of learner self-assessment tools or logs that you have taught the learner to use, and evaluative notes on their increasing autonomy.
- 💡Always use precise terminology from the specification, such as 'phonological awareness', 'working memory', and 'scaffolding', to demonstrate depth of knowledge.
- 💡When answering evaluation questions, present both strengths and limitations of strategies or theories, and support your points with evidence from research or case studies.
- 💡In assessment questions, remember to discuss the purpose of assessment (e.g., to inform teaching) and the importance of a holistic, collaborative approach.
Common Mistakes
Common errors to avoid in your coursework
- Failing to link lesson plans directly to specific assessment data, resulting in generic activities that do not target the learner's identified gaps.
- Overlooking the need to adapt resources for different age groups; using materials that are inappropriate for adult learners, for example.
- Assuming that one multisensory activity suits all; not varying approaches to match the learner's preferred learning style.
- Neglecting to update or communicate programme changes to all involved parties, leading to inconsistency in support.
- Misconception: Dyslexia is a visual problem that causes letters to appear reversed. Correction: Dyslexia is primarily a phonological processing difficulty; letter reversal is not a defining feature and can occur in typical readers.
- Misconception: People with dyslexia have low intelligence. Correction: Dyslexia is unrelated to IQ; many individuals with dyslexia have average or above-average intelligence.
- Misconception: Dyslexia can be cured with the right programme. Correction: Dyslexia is a lifelong condition, but with effective intervention, individuals can learn strategies to manage their difficulties and achieve success.
Revision Plan
How to revise this topic in 1–2 weeks
- 1Week 1: Focus on understanding the theoretical underpinnings of dyslexia (phonological deficit, double-deficit). Create mind maps and flashcards for key terms.
- 2Week 2: Study assessment methods and practice interpreting standard scores. Use past papers to apply knowledge to case studies.
- 3Week 3: Explore intervention strategies (multisensory, assistive technology) and evaluate their effectiveness. Write short essays on pros and cons.
- 4Week 4: Revise legal frameworks (Equality Act, SEND Code) and ethical considerations. Practice answering 6-mark questions under timed conditions.
- 5Week 5: Take full practice papers, review mark schemes, and identify weak areas. Focus on active recall and spaced repetition.
Exam Question Types
How this topic typically appears in the exam
- 📋Multiple-choice questions: Test definitions and key concepts. Read each option carefully and eliminate clearly wrong answers.
- 📋Short-answer questions (1-2 marks): Require precise definitions or brief explanations. Use correct terminology.
- 📋Extended response questions (6-8 marks): Often ask you to 'evaluate' or 'discuss'. Structure your answer with an introduction, balanced points, and a conclusion.
- 📋Case study questions: Provide a scenario and ask you to identify difficulties, suggest assessments, and plan interventions. Apply theory to practice.
Command Word Expectations (CAMBRIDGE OCR)
What examiners look for when using specific command words in this specification
Give a balanced judgement of the value or effectiveness of a strategy, theory, or intervention. Include strengths and limitations, and support with evidence. Conclude with an overall assessment.
Provide a detailed account of why or how something occurs, using relevant concepts and theories. Show cause and effect.
Name or list specific points, such as characteristics, strategies, or factors. No explanation needed unless asked.
How Students Lose Marks (Examiner Pitfalls)
Common mark loss traps and how to write 100% full-mark answers
Step-by-Step Worked Solutions
Detailed solution breakdown for typical exam problems
Question: A learner aged 9 has been assessed and shows a standard score of 85 on a phonological awareness test (mean=100, SD=15). Explain what this score indicates and how it might inform your teaching strategies.
- 1.Step 1: Identify the given facts: standard score = 85, mean = 100, SD = 15.
- 2.Step 2: Calculate the z-score: (85 - 100) / 15 = -1.0.
- 3.Step 3: Interpret the z-score: -1.0 indicates the learner is 1 standard deviation below the mean, placing them in the low average range (approximately 16th percentile).
- 4.Step 4: Relate to teaching: This suggests significant phonological difficulties, so use multisensory structured language programmes, explicit phonics instruction, and repetition to strengthen phonological skills.
Question: Evaluate the effectiveness of using a multisensory approach (e.g., simultaneous oral spelling) for teaching spelling to a learner with dyslexia. Provide a balanced argument.
- 1.Step 1: Define multisensory approach: engages visual, auditory, and kinesthetic-tactile pathways simultaneously.
- 2.Step 2: Present strengths: improves phonological processing, memory, and engagement; evidence-based for dyslexia (e.g., Orton-Gillingham).
- 3.Step 3: Consider limitations: requires intensive teacher training, time-consuming, and may not suit all learners; individual differences matter.
- 4.Step 4: Conclude: overall effective when implemented consistently and tailored to the learner's profile.
Active Recall Memory Test
Test your memory before revealing the key facts
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for CAMBRIDGE OCR Planning and teaching learning programmes for individuals with dyslexia/specific learning difficulties
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Understanding of basic child development and learning theories.
- •Familiarity with the UK education system and SEND frameworks.
- •Basic knowledge of literacy and numeracy teaching methods.
Coursework AI Review
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Key Terminology
Essential terms to know
- Be able to plan lessons for individuals with dyslexia/specific learning difficulties at different stages of education in one-to-one and/or group settings, based on previous background information and assessment data, Be able to communicate planned programmes and their implications to others involved in the education of individuals, Be able to deliver Special Educational Needs learning programmes, Be able to encourage individuals with dyslexia/specific learning difficulties to learn independently
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