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The course is available to learners who are working within a school, particularly in the role of a Teaching Assistant, Classroom Assistant or Learning Support Assistant. It is a fully recognised qualifcation designed to provide learning support staff with the essential knowledge and skil to perform effectively in a variety of roles. It is a competence based qualification which requires students to be employed in a school setting or to have placement. It is suitable for support staff seeking to apply for HLTA status.
Level 3 Certificate in Supporting Teaching and Learning in Schools
The course is designed for home study or distance learning and is comprised of comprehensive printed course notes presented in an A4 ring binder, together with course assignments and study guide. Tutor support and a student helpline facility are integral to the course, and students have a full 12 months in which to complete their studies. Actual study time will be of the order of 360 hours (incluing an in-school placement of a minimum of 50 hourse)
The course is divided up into 11 study units, each with one tutor marked assignment to be completed. Each assignment contains approx 8-10 written tasks to be completed which are then submitted to a subject tutor for marking. Some tasks require evidence of practical skills observed in the classroom by a supervising member of school staff. Where required assignments can be re-submitted after amendment in the event that the assessment standards are not full met on first submission.
The course consists of 11 units:
Unit 1: Understand Child and Young Person Development.
This unit provides knowledge and understanding of how children and young people from birth to 19 years develop, including underpinning theoretical perspectives. It also includes actions taken when differences in development are identified and the potential effects of transitions on children and young peoples development.
Unit 2: Understand How to Safeguard the Wellbeing of Children and Young People.
This unit provides the knowledge and understanding required to support the safeguarding of children and young people. The unit contains material on e-safety.
Unit 3: Support Children and Young People's Health and Safety.
This unit provides the knowledge, understanding and skills required to support children and young people’s health and safety. It requires a demonstration of competence in recognising hazards and undertaking risk assessments in the work setting.
Unit 4: Engage in personal development in young people’s settings
This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit considers personal development and reflective practice, which are both fundamental to such roles.
Unit 5: Support learning activities
This unit provides the knowledge, understanding and skills to support learning activities. It requires competence in supporting the planning, delivery, assessment and review cycle.
Unit 6: Promote children and young people’s positive behaviour
This unit provides the knowledge, understanding and skills required to promote children and young people’s positive behaviour. It requires demonstration of competence in promoting positive behaviour, managing inappropriate behaviour, dealing with challenging behaviour and contributing to reviews of behaviour and behaviour policies.
Unit 7: Develop professional relationships with children, young people and adults
This unit covers the competence required to develop professional relationships with children, young people and adults.
Unit 8: Promote equality, diversity and inclusion in work with children and young people
This unit provides the knowledge, understanding and skills needed to promote equality, diversity and inclusion in work with children and young people. It requires demonstration of competence in promoting equality and diversity and supporting inclusion.
Unit 9: Support assessment for learning
This unit provides the knowledge, understanding and skills to support assessment for learning. It requires demonstration of competence in using assessment strategies to promote learning, supporting learners to review their learning strategies and achievements, and working with the teacher to review assessment for learning processes and outcomes.
Unit 10: Communication and professional relationships with children, young people and adults
This unit provides the knowledge and understanding which underpins effective communication and professional relationships with children, young people and adults.
Unit 11: Schools as organisations
This unit aims to prepare the learner for working in a school. It covers knowledge and understanding of the structure of education, how schools are organised, school ethos, mission, aims and values, legislative and policy frameworks and the wider context in which schools operate.
Who is this course for?
The course aims to enable learners to understand the roles and responsibilities of those involved in supporting teaching and learning in schools, and provides an opportunity to develop the skills and knowledge required to do this effectively and in a self-directed way. It prepares learners to support the Teacher and the delivery of curriculum within a school, as well as developing skills to help children and young people to develop self-esteem, independence and skills for learning. It seeks to further develop professional and technical skills and knowledge, and an understanding of the importance of positive relationships within a school.
Consequently it is ideally suited to support staff wishing to develop and gain recognition for their knowledge and skills. It is also ideally suited to staff persuing the HLTA training route.
There are no study pre-requirements as the course is intended for learners who have not studied this topic beforehand. Students will however require an in-school placement of a minimum of 50 hours, and must be supervised by a qualificed teacher willing to attest to a range of activities undertaken by the learner.
The qualification is designed for a range of learning support staff in schools wishing to formalise their knowledge and skill and operate as classroom or teaching assistant. It is suited to students wishing to persue the HLTA status.
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