Learning coach
Introduction
Learning coaches are a new staffing role specifically for the Studio Schools curriculum. This role builds on the traditional role of the
teacher, as individuals who facilitate learning rather than those that lead the learning process by imparting knowledge and skill. This
document outlines the purpose of this role and how these individuals operate within the Studio Schools staffing team.
The Studio School staffing structure includes both full time and part time learning coaches, as well as teachers from neighbouring
schools and colleges who are commissioned to deliver particular subject needs. This role specification focuses on the responsibilities of
full time learning coaches.
Purpose of the role
The learning coach supports the delivery of the unique Studio Schools curriculum, making up the majority of the subject delivery team.
Acting as facilitators of the learning process they are responsible for the delivery of the majority of the National Curriculum preparing
students for qualifications and observing students performance and development. Through this they are able to support personal
coaches to assess individual students needs and monitor individual students overall progress. Learning Coaches will have the following
key responsibilities:

Delivering the National Curriculum according to the unique Studio Schools curriculum pedagogy

Shaping and updating the Studio Schools curriculum

Assessing student progress
Delivering the National Curriculum according to the unique Studio Schools curriculum
pedagogy
The Studio Schools curriculum is made up of both multidisciplinary enterprise themed core projects as well as tutorial and projects
which focus on a single subject. Learning coaches will deliver the National Curriculum through these different projects and tutorials.
They will use their subject specific knowledge and skills to plan, prepare and deliver instructional activities that facilitate active learning
experiences. They will be instrumental in creating engaging learning environments, encouraging students and managing student
behaviour.
Similar to teachers, learning coaches will hold subject specific expertise which they will use to develop students knowledge and skills.
Learning coaches will usually have dual specialisms so that they are able to teach more than one subject and will shape and deliver
projects and tutorials which focus on these different subject areas e.g. english and drama, science and mathematics.
The majority of the National Curriculum will be delivered through multidisciplinary enterprise themed projects called Units. These
projects focus on one of the six areas of learning that make up the Studio Schools curriculum. These areas of learning are

Business, Enterprise and Creativity

Leading Healthy Lifestyles

Technological, Scientific and Mathematical Competence

People, Skills and Communication

Global Dimensions, Sustainable Development

Changing the World
Learning coaches will also be trained in one or more of these learning areas. They will deliver projects to connect to their areas of
learning and support other staff to plan and deliver projects.
Shaping and updating the Studio Schools curriculum
Learning coaches will also play an important role in the overall planning of the Studio Schools curriculum. They will offer subject
specific expertise and a deep understanding of how to shape the curriculum to meet individual student’s needs. They will use their
subject specific knowledge to provide guidance to all other learning coaches on how to adapt and deliver the projects which have been
designed by the Studio Schools Trust to deliver the Studio Schools Curriculum. They will also use their knowledge and skills to adapt and
select activities and resources to meet the needs of their individual students. They will work closely with Personal Coaches to
understand the needs of individual students and project groups.
Learning Coaches will keep up to date with the developments in their subject area, new resources, methods and national objectives. To
ensure that the Studio Schools Curriculum framework continues to evolve learning coaches will work together to update projects and
activities.
Assessing Student Progress
Learning coaches will monitor and record student performance assessing their progress with respect to the qualifications that they are
following. They will also facilitate self assessment and peer assessment within projects. This information will be related to the personal
coach who will use feedback from all learning coaches to build a holistic picture of student progress. As learning coaches will have a
more detailed understanding of certain qualifications they will work with personal coaches to assess student progress with respect to
specific qualifications and advise personal coaches on how to adjust pupils personalised learning plans to address gaps in their subject
knowledge.
Skills and aptitudes
The Studio School Trust recommends that Local Partners use their own person specifications for the role of a Teacher and adapt it to
be used for this section. Learning Coaches will come from an education background and have qualified teaching status. We recommend
that all learning coaches have a dual specialism and are able to teach more than one subject and that they are trained to lead on the
delivery and development of learning areas.
The role in practice
This case study provides an insight of the role and responsibilities of a learning coach. It is purely illustrative as the specific
responsibilities of a Learning Coach will be determined by their individual backgrounds and will be set by local Studio Schools.
Case Study
Samantha is a learning coach at a Studio School. At University Samantha completed a chemistry degree after which she studied a PGCE.
Samantha is now in the sixth year of teaching having previously been a Science teacher at a local school where she had taught for 4
years after gaining Qualified Teaching Status.
She has been at the Studio School for two years. Samantha is one of two science specialists within the learning coach team. She is also
a mathematics specialist within the teaching staff and is one of three full time Learning Coaches who have an expertise in mathematics.
Samantha teaches at the Studio School on a full time basis. Due to her subject expertise she focuses on the curriculum delivery and
development for the following learning areas which feature within the Studio School curriculum framework

Leading Healthy Lifestyles

Global Dimension and Sustainable Development

Technological, Scientific and Mathematical Competence
Samantha also delivers single subject learning sessions for the following subject area

Mathematics

Science (Chemistry, Biology, Physics)

Physical education/ sport theory
Samantha’s teaching timetable at a Studio School changes for week to week. This is due to the personalised nature of the Studio schools
curriculum framework that enables the curriculum to be organised in a way that best meets student’s needs. Her timetable during the
third week of Unit 2 at the end of January includes the following classes.

She facilitates a project with a Year 10 group who are studying a Technological Scientific and Mathematical competence Unit
and creating a panorama style documentary about globalisation. She leads them through their Leading Healthy Lifestyles
module where they investigate where food comes from and take part in a ready steady cook competition using local produce

She facilitates a Year 11 group through a project connected to their Global Dimensions and Sustainable Development Unit.
Here groups are working together to create a performance about the impacts of climate change on the local community.
During the week she explains the concepts of global warming and climate change and supports students investigate how the
media represents these phenomena. Students then write a report about global warming and its impacts on the earth.

She teaches a single subject leaning session to a Yr 11 group on the concepts of Inheritance and Variation. Here students take
part in a small project to investigate characteristics that they have inherited.

She leads a mixed group of Yr 12 and Yr 13 students on a project about Vectors, as a part of their single subject learning in
mathematics.