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organisational policies and

procedures, such as internal

and external regulatory

bodies and frameworks

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For your Level 5 Learning and Skills Teacher (LST) EPA.docx

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Another way I encourage learners to take ownership of their progress is by supporting them to recognise and celebrate their own achievements. I encourage learners to regularly update their CVs and professional portfolios as they achieve new milestones, such as completing qualification units, passing theory exams, successfully completing practical assessments or attending industry masterclasses.

I explain to learners that their achievements demonstrate their developing skills, commitment and professionalism, and these should be recorded to support future employment opportunities. For example, completing a cutting unit, colour qualification or attending additional training shows employers that they are continuing to develop their skills and investing in their professional growth.

This approach encourages learners to reflect on their progress and recognise how far they have developed, rather than only focusing on what they still need to achieve. It also supports confidence, motivation and prepares them for progression within the hairdressing industry.

I also encourage learners to keep evidence of their achievements, such as photographs of practical work, certificates, feedback and examples of completed services, which can contribute towards a professional portfolio and support future career opportunities.

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collaborative relationships and uses a range of communication techniques

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collaborative relationships and uses a range of communication techniques

# data[].attributes.body
60 min class plan for level 5 EPA

⁃ Welcome brief of lesson written on class board and verbal

⁃ Verbal ask round of prior knowledge also a digital tool scan Qr Code for initial assessment

⁃ Consultation questions in reguardsto colouring hair writing them down

⁃ Ask for a volunteer and ill Demo consultation  where I will talk about the levels of hair and under coats

⁃ Group discussion looking at levels and undercoats ill use print outs and digital visual which ill have up on screen and send directly to learners and add advise they can add to there Padlets

⁃ Number the learner to then group or pair up for role play consultation on each other using there writiten consultation questions

⁃ Then present ate there findings to the class either verbally or writing on the board

⁃

⁃ Knowledge quiz on formula  work including peroxide levels and/ toner has they do / bleach / tint  colouring undercoats and primary / secondary colours and how they are relevant to our colour choices .

⁃ From the learners consultation findings they will then look at colour options we will all have 2 end results  learner choices and we will work on a formula plan

-we we then re take the initial  consultation test and and knowlwdge test

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Log in to Mentimeter – Create and access dynamic presentations - Mentimeter

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Welcome back! Log in to quickly access your presentations, review results, or create a new Menti. Engage your audience with interactive content.

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Institute for Apprenticeships and Technical Education

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This occupation is found in all parts of the Further Education and Skills Sector (FES), usually in settings where students are aged 16 and above (a small number of teachers may teach 14-16 year olds in alternative provision, including FE colleges). The majority of Further Education, Learning and Skills Teachers will work in FE colleges (whether general or specialist), independent training providers (ITPs), Adult Community Learning (ACL) providers or offender learning. A small number may work as trainers in large organisations. Teaching can be delivered at a range of levels including essential skills generally up to Level 3 including, academic, vocational and technical education, some teachers may deliver subjects up to post-graduate level; it will also cover a broad range of both academic and technical subject/sector areas. Many Learning and Skills Teachers are dual professionals drawing on their technical and vocational as well as academic experience and qualifications to provide a high-quality learning experience.

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Emma is at the start of her formal teaching career, transitioning from a strong background in the salon industry where she gained extensive experience delivering one-to-one and small group training. She holds NVQ Level 1, 2, and 3 in Hairdressing, an AET Advanced Diploma, and over 18 years of professional experience in salons. More recently, she spent 10 months teaching within an academy setting, which has helped her build confidence in working with learners. Emma is now beginning to undertake workplace visits, supporting learners on-site, and is eager to adapt her teaching methods to suit these new environments.

Emma is highly motivated, adaptable, and committed to developing her practice further. She has a clear career goal: to secure a classroom teaching role working 1–2 days per week and to continue progressing through additional training opportunities. Her learning preferences are practical and visual; she learns best through hands-on activities, recorded lessons, visual aids, and note-taking. She values structured support, especially where theory work is concerned, and benefits from having information broken down clearly into manageable parts.

To best support Emma in her transition into a fully qualified teacher, there are key development areas to focus on. Firstly, she would benefit from guidance around lesson planning and curriculum mapping, particularly around balancing theory and practical delivery. Support with adapting resources and teaching methods to meet the needs of diverse learners, including workplace learners, will be essential. As Emma builds her confidence with workplace visits, it will also be important to provide coaching on conducting workplace assessments, giving on-the-spot feedback, and managing evidence collection effectively.

Additionally, developing her skills in formative and summative assessment methods will allow Emma to track learner progress more accurately and provide tailored support. Helping Emma build a bank of visual and practical resources will further enhance her ability to deliver engaging sessions. As Emma is very open to feedback and reflective practice, regular one-to-one mentoring sessions would help her fine-tune her approach and quickly build her confidence across a wider range of teaching strategies.

With the right structured support, Emma has the enthusiasm, professionalism, and drive to become an outstanding educator and make a strong impact in both classroom and work-based learning settings.

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skills scan

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Keratin Blow-Dry Formative Assessment - Mentimeter

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Be heard, collaborate, and share ideas—make meetings and classes more engaging with real conversations.

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k11 k12 k13 s16 - In relation to teaching hair students

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Professional Discussion & Dialogue planning document.xlsx

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Presentation - Hair Cutting Fundamentals-2

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principles of assessment, and data, through different stages

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principles of assessment, and data, through different stages

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data, through different stages

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Explains how they use

principles of assessment, and

data, through different stages

of the student experience to

inform planning and

progression for cohorts and

individual learners (K9, S10,

S14)

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Explains how they have

motivated learners to set

challenging goals and how

they work with learners to set

clear goals, timescales or

outcomes so that they can

take ownership of their own

progress. Describes how

they promote understanding

of equality and diversity and

sustainable development (K8,

S5, S6))

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Considers how different principles and practices of both initial and ongoing diagnostic assessment and feedback are used to inform their planning and progression (K7, K9)

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Considering how personal values may have affected learners i

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Promotes the range of

support available for learners

related to health, wellbeing,

safeguarding and sources of

current information, advice,

and guidance to support

progression opportunities for

learners (K12, K13)

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K11 Barriers to learning

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Prepares learners for their

transition through education,

further training, and into

employment (S16)

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Considers how barriers to

learning might affect individual

learners differently and puts in

place support that responds to

individual needs. (K11, K12)

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hair and foils recycle company Debut work with 

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hair and foils recycle company Debut work with 

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Hair Booms and Beyond: Using Hair to Combat Oil Spills

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In the ever-evolving landscape of environmental consciousness, innovative solutions are emerging to address some of the planet’s most pressing challenges. One such creative initiative gaining momentum is the use of hair for oil spills. This unconventional approach is championed by organizations like Green Salon Collect

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BLOOMS -You ask learners to explain and justify choices, not just recall facts.

KOLBS - the learners journey/Learners watch, practise, reflect and improve practical skills.

BRUNERS /SCAFFOLDING -You demonstrate cutting and colouring before learners practise independently.

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Bruner’s Scaffolding Theory = How the teacher supports learn.docx

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Challenges AND inappropriate behaviours

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Digital technology is a tool I use to enhance learning, not replace practical teaching.

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Digital technology is a tool I use to enhance learning, not replace practical teaching.

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staying current by working in salon environment

research teaching theory's- Brurners -Kolbs

using my experience over the years -from volunteering salon training sessions- 121 training - work place visits - master classes -to now classroom teaching practical and theory

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Protect learners – Safeguarding, Prevent, Health & Safety.

Treat everyone fairly – Equality, Diversity & Inclusion, Behaviour.

Protect information – GDPR.

Support learner progress – Attendance, Assessment, Appeals.

Maintain high standards – Complaints, Quality Assurance.

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B6- Model sustainable practices and promote sustainable development principles, values and goals in relation to their subject specialism

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B6- Model sustainable practices and promote sustainable development principles, values and goals in relation to their subject specialism

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Having detailed step by step -writen

demonstration - watching Reliable professional sources- rather then just telling them what to do or quickly showing

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My workplace visits give me a good understanding of what employers are currently looking for. I use this feedback to ensure my teaching reflects current industry expectations, so learners are developing not only the technical skills but also the professional behaviours that employers value. CV writing after passing units, exams or attending masterclasses.

Professional portfolios with photographs and certificates.

Employer expectations from your workplace visits.

Mock consultations and role plays.

Interview preparation (if you do this informally).

Time management and working to appointment times.

Retail and product recommendation skills.

Digital portfolio/social media used professionally.

Professional conduct – punctuality, appearance, communication and reliability.

Career discussions about progression routes.

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An important part of my CPD is that I continue to work within the hairdressing industry in two high-end salons. This enables me to maintain my technical skills, keep up to date with current trends, products and techniques, and understand the expectations of today's salon environment. We regularly take part in professional training, attend product education sessions and learn new colouring, cutting and styling techniques to ensure our skills remain current.

Working in industry alongside teaching allows me to bring real-life experiences and up-to-date knowledge into the classroom. I can share current salon practices, client expectations and emerging trends with learners, ensuring they are developing skills that are relevant to modern employers. It also enables me to confidently answer learners' questions using recent practical experience and demonstrate techniques that reflect current industry standards.

By continuing to work as both a practising hairdresser and a tutor, I ensure my teaching remains current, credible and closely aligned to the needs of the hairdressing industry, helping learners become work-ready and prepared for successful careers.

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B4 – Act in a professional manner and build positive relatio.docx

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