Lyndhurst Dyslexia Centre
OCR Level 5 Certificate in Teaching Learners
with
Specific Learning Difficulties (Dyslexia)
Scheme Code: 03572
Course Information
2011
ABOUT THE COURSE
The Certificate Course will run from Wednesday 12th January-December 2010
(approximately 30 sessions, on a Wednesday). On acceptance on to the course you will
be sent a reading list to enable you to prepare for the course by doing background
reading and acquiring the necessary documentation from the Department for Children,
Schools and Families.
The last handing in date for completed portfolios will be in December 2011.
The syllabus of the course is divided into 4 units. It is designed to be delivered in 240
guided learning hours, so each unit is approximately 60 guided learning hours. A
‘guided learning hour’ is defined by QCA as:
‘A notional measure of the substance of a qualification; It includes an estimate
of the time that might be allocated to direct teaching or instruction together with
other structured learning time such as directed assignments, assessment on the
job or supported individual study and practice. It excludes learner-initiated
private study.’
The course will be delivered using the following methods and strategies:
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lecture and exposition
discussion and workshops
practical activities
demonstration and practice
directed study and research
tutorials, debate and sharing experience
To achieve the full qualification, you must achieve all four units.
Unit One – Special Education Needs and Policy
 Knowledge of national and regional legislation and practice
 Understand the role of specialist educators within a multi-professional team
Unit Two – Assessing Learners with Dyslexia
 Identify learners with Specific Learning Difficulties (dyslexia)
 Plan and manage assessment sessions
 Interpret data and plan teaching programmes to support the development of
literacy and numeracy
Unit Three – Teaching Learners with Dyslexia
 Plan lessons and prepare resources
 Deliver lessons and learning support
Unit Four – Teaching methods and Reflective Practice
 Plan lessons and prepare resources
 Deliver lessons and learning support
 Review learners’ progress and evaluate effectiveness of teaching
Further details of the course content can be found on the OCR website www.ocr.org.uk
by entering the course code 03572 in the OCR search engine.
ASSESSMENT EVIDENCE AND ASSIGNMENTS
Assignments set throughout the course provide the evidence that you have met the
assessment objectives of the OCR Certificate.
Assessment objectives are designed to relate to one phase of education; that is either
primary or secondary or tertiary phases of education. If you are working in a primary
school, your assignments and teaching practice will be primary based. If you work in a
secondary school, your assignments and teaching practice will be secondary based.
Assignments
The following is for guidance only; further details are available on the OCR website
(address given above).
Unit One:
 Three reports of approximately 1500 words each
Unit Two:
 Self-devised checklist or questionnaire to collect background information on
learners
 Rationale to explain how and why the checklist has been developed as it has
 Carry out assessment of the attainments of two learners
 produce a record of support for two learners
 plan a teaching programme for two learners based on analysis of assessment
results (includes long-term plan and IEPs and pupil profile)
 produce a record of a meeting to present and discuss the teaching programme
with the learner, the parents or colleagues
Unit Three
 Produce a list of reading materials and teaching resources suitable for use with
learners in the age group in which you are working
 Produce lesson plans (teaching diary) to cover a minimum of 12 hours support
 Produce own games and worksheets
 Observation of teaching
Unit Four
 Produce a list of reading materials and teaching resources suitable for use with
learners in the age group in which you are working
 Produce lesson plans (teaching diary) to cover a minimum of 6 hours support
with a second learner
 Produce own games and worksheets
 Observation of teaching
 Evaluation of both teaching practices
In addition, you are required to keep a resource file which should include evidence of
your own reading, useful internet sites and details of local and national support
organisations and professional associations. A list of useful sites is given at the end of
this Induction Handbook.
Teaching Practice
Where possible, you will be teaching learners in your own school. The course requires
you to complete two teaching practices.
If you work in a Primary School:
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First Teaching Practice – Minimum of 12 hours
You can choose either a KS1 or a KS 2 learner.
Your learner must either have literacy difficulties or have literacy and numeracy
difficulties.
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Second Teaching Practice – Minimum of 6 hours
If you chose KS 1 for your first teaching practice, you must choose KS 2 for this
one.
If you chose KS 2 for your first teaching practice, you must choose KS 1 for this
one.
If your learner in the first teaching practice has literacy difficulties, you must
teach a learner with literacy and numeracy difficulties for this second one.
If your learner in the first teaching practice has literacy and numeracy difficulties,
you must teach a learner with literacy difficulties for this second one.
Guidance regarding choosing learners for your teaching practice, and videoing lessons to
provide assessment evidence for your teaching, will be given at the beginning of the
course. We recommend that you choose a year 2 learner for your KS 1 teaching
practice.
If you work in a Secondary School:
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First Teaching Practice – Minimum of 12 hours
You can choose either a KS3 or a KS 4 learner.
Your learner must either have literacy difficulties or have literacy and numeracy
difficulties.
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Second Teaching Practice – Minimum of 6 hours
If you chose KS 3 for your first teaching practice, you must choose KS 4 for this
one.
If you chose KS 4 for your first teaching practice, you must choose KS 3 for this
one.
If your learner in the first teaching practice has literacy difficulties, you must
teach a learner with literacy and numeracy difficulties for this second one.
If your learner in the first teaching practice has literacy and numeracy difficulties,
you must teach a learner with literacy difficulties for this second one.
We recommend that your KS4 learner is in year 10 (to avoid complications when
your learner is sitting exams).
WHAT SKILLS, EXPERIENCE & KNOWLEDGE DO YOU NEED FOR THIS
COURSE?
The OCR Handbook states that this qualification is appropriate for teachers and other
professionals working within one phase of education (primary or secondary or post-16
adult education), who support learners experiencing significant difficulties with the
acquisition and development of literacy and basic numeracy skills. This means the
course is appropriate for:
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class teachers
learning support staff in schools
speech and language therapists and other health professionals working in an
education setting
chartered/graduate psychologists
qualified teachers who are independent practitioners
OCR promotes open access to all its qualifications; in practice, if you do not have a
background in learning support you may find it difficult to generate the full range of
evidence needed to achieve the full qualification.
The OCR Handbook also states that you should have a high level of key skills and be
working at the equivalent of Level 3 in the key skill areas of: literacy, numeracy, ICT,
working with others, improving own learning and problem solving.
You should also have competent IT skills, as all the written work has to be wordprocessed and worksheets for learners should be produced using word-processing
and/or desk–top publishing programmes (see the section on Preparing for the Course).
This course is hard work and enjoyable! You will have the opportunity to learn with
other professionals, to share ideas, to gain expertise and to practise your skills. To gain
the most from this course you will:
 need to be self-motivated
 need to be willing to accept feedback and to try new things
 need to be willing to adapt, change and develop your current practice.
WHAT CAN YOU EXPECT DURING THE COURSE?
You will receive a course programme on the first day. Initially, the day will be divided
into lectures, workshops and tutorials. You will be given guidance on how to choose
suitable learners for your teaching practice and you will receive documentation to record
your evidence and assignment feedback.
By the fourth session, you will have been assigned a personal tutor. Your personal tutor
marks your work, assesses your teaching and supports you in achieving the
qualification. You will also be assigned to a tutor group; each group will have between
6 – 9 members and you will work with this group and your tutor for the rest of the year.
Your teaching practice will begin during the Spring Term; once this has started, each
course day will have tutorial time so that you can share and gain teaching ideas from
the rest of your group and from your tutor.
There is an 80% attendance requirement, so you will need to commit to attending
each week.
The venue for the course is:
Learning and Business Centre
Cator Street (Off Commercial Way)
London SE15 6 AA
Alternative venues may also be used.