Diane Lowe took on Aspire 2Be’s Level 3 Supporting Teaching & Learning qualification to refresh her existing skills and build on her knowledge for her role as a Learning Support Assistant.
Having previously completed a different course with Aspire 2Be, Diane was already familiar with the value of the learning on offer and saw this as a strong opportunity continue investing in her professional development.
Diane viewed the qualification as more than just a chance to gain new knowledge. She saw it as a practical way to strengthen her abilities in a role focused on supporting teaching and learning activities, while also adding a valuable qualification to her wider professional development portfolio. That combination of personal growth and career development made the course particularly relevant to her.
As she progressed through the qualification, Diane found that the learning had a clear and positive impact on her day-to-day role. The course gave her a deeper understanding of different learning styles and strategies, helping her tailor the support she provides more effectively to meet the needs of individual learners. This growing understanding has helped her feel more confident in supporting a wide range of learners and responding to their differing needs.
For Diane, one of the biggest benefits of the course has been the confidence it has given her in her role. She feels better equipped to support diverse learners and sees the qualification as a reflection of her commitment to continued professional growth. Alongside its immediate practical value, the course has also strengthened her long-term development by broadening the opportunities available to her within the education sector.
Overall, the qualification has given Diane both greater confidence and a stronger foundation for the future. By refreshing her knowledge, developing new skills, and deepening her understanding of how to support learners effectively, the course has added real value to her current role while also supporting her longer-term career ambitions.
