Specialist Support in Teaching and Learning in Schools Level 3 Diploma (RQF)

The Specialist Support in Teaching and Learning in Schools Level 3 Diploma is suitable for those already working or volunteering in a school in the role of Teaching Assistant, Classroom Assistant or Learning Support Assistant. It is focused on those students directly supporting teaching and learning of pupils in an area that requires specialist knowledge and skills.

• Guide to Teaching Assistant Courses - download

Support is provided for up to 12 months but it is entirely up to you how quickly you work through the course. The estimated study time is 300 hours so if you average around 6-7 hours a week study you would complete in 11-12 months.

The course is delivered hard copy in folders. These are yours to keep so you can write on them, make notes etc. Your pack will contain everything you need to begin your course including your lessons, tutor and support information. In addition a study guide explaining how to get started along with comprehensive study notes for each element of the course is included.

Support is provided throughout the course via a tutor who can be emailed at any time should you come across anything you are unsure of. There is also a support team by telephone. Don't hesitate to ask if you are unsure!

The course is split into sixteen units. At the end of each unit you will complete an assignment which you will email to your tutor. An assignment is a set of questions based upon the unit you have just studied. If there are any areas for improvements or anything that you have misunderstood you will always have the opportunity to re-submit. Alongside this you will be putting together a portfolio of evidence. Here you are documenting examples of tasks and activities you complete in the classroom. Your evidence sheets will be signed by the teacher you work alongside in the classroom.

The good news is there are no exams! Once you have completed all the assignments/portfolio work you complete the course.

SYLLABUS

Unit 1: Schools and Colleges as Organisations

• The structure of education from early years to post-compulsory education
• How schools and colleges are organised in terms of roles and responsibilities
• Teamwork in schools and colleges
• Educational ethos, mission, aims and values

Unit 2: Support Health and Safety in a Learning Environment

• Plan and provide environments that support children and young people's health and safety
• Recognise and manage risks to health, safety and security in a learning environment or during off-site visits
• Support children and young people to assess and manage risk for themselves
• Appropriate responses to accidents, incidents, emergencies and illness in the learning environment and during off-site visits

Unit 3: Understand how to Safeguard Children and Young People

• Legislation, guidelines, policies and procedures for safeguarding children and young people
• How to work in partnership with other organisations to safeguard children and young people
• The need to ensure children and young people's safety and protection in the learning environment
• How to respond to evidence or concerns that a child or young person has been abused or harmed
• How to work with children and young people to support their well-being

Unit 4: Develop Professional Relationships with Children, Young People and Adults

• The principles of developing positive relationships with children, young people and adults
• Legislation, policies and procedures for confidentiality and sharing information, including data protection
• Develop professional relationships with children and young people
• Communicate with children and young people
• Develop professional relationships with adults
• Support children and young people in developing relationships
• Support inclusion and inclusive practices in work with children and young people

Unit 5: Understand how Children and Young People Develop

• The expected pattern of development for children and young people from birth to 19 years
• The factors that influence children and young people's development and how these affect practice
• Monitor children and young people's development and interventions that should take place if this is not following the expected pattern

Unit 6: Support Positive Behaviour in Children and Young People

• Policies and procedures for promoting children and young people's positive behaviour in a learning environment
• Promote positive behaviour
• Manage behaviour that challenges in a learning environment

Unit 7: Support Children and Young People during Learning Activities

• Contribute to planning learning activities
• Prepare for learning activities
• Support learning activities
• Observe and report on learner participation and progress
• Contribute to the evaluation of learning activities

Unit 8: Support English and Maths Skills

• Identify learner needs for English and Maths support
• Provide English support to help learners access teaching and learning
• Provide Maths support to help learners access teaching and learning

Unit 9: Support the use of ICT in the Learning Environment

• Policy and procedures for the use of ICT for teaching and learning
• Prepare ICT resources for use in teaching and learning
• Support the use of ICT for teaching and learning

Unit 10: Support Assessment for Learning

• Purpose and characteristics of assessment for learning
• Use assessment strategies to promote learning
• Support learners in reviewing their learning strategies and achievements
• Contribute to reviewing assessment for learning
• Maintain learner records

Unit 11: Engage in Personal and Professional Development

• What is required for competence in own work role
• Reflect on organisational practice
• Evaluate own performance
• Agree a personal development plan
• Use learning opportunities and reflective practices to contribute to personal development

Unit 12: Support Children and Young People's Speech, Language and Communication

• The importance of speech, language, and communication for children and young people's overall development
• The role of support staff when supporting speech, language and communication development in the learning environment
• Provide support for the speech, language and communucation development of children and young people in the learning environment
• Contribute to maintaining a positive environment that supports speech, language and communication

Unit 13: Understand how to Support Bilingual Learners

• Contribute to the assessment of bilingual learners
• Support bilingual learners to access the curriculum.

Unit 14: Understand how to Support Learning of Children and Young People with Special Educational Needs and Disabilities

• The principles of inclusive practice and the rights of disabled children and young people and those with special educational needs
• Obtain information about individual needs, capabilities and interests of disabled children and young people, and those with special educational needs
• Special educational needs of children and young people with cognition and learning needs
• Special educational needs of children and young people with sensory and/or physical needs
• The kinds of strategies needed to support children and young people with special educational needs and disabilities

Unit 15: Support Children and Young People during Transitions

• The range and impact of transitions that children and young people may experience
• Recognise and respond to transitions in children and young people's lives
• Support children and young people to manage transition in their lives

Unit 16: Support the Role of Play, Leisure and Extra-Curricular activities for Children and Young People

• The nature and importance of play and leisure
• Own role in relation to the requirements of play and leisure activities
• Balance risk and challenge with the benefits of the play and leisure opportunity

You must either be employed or have access to at least one day a work voluntary in a school setting of reception class or above. This can be split, for example two mornings a week or two afternoons.

If you miss a week for any reason this is fine, the recommendation is simply to ensure you have enough time in class to gather the necessary evidence to complete the course.

This qualification is suitable for all roles in school, including site staff, administrators etc as well as those who work directly with children and young people. It seeks to develop the knowledge and understanding that all those working in a school setting will need and covers areas such as safeguarding, communication and understanding the school context.