Supporting Teaching and Learning in Schools

Certificate

Level 3

Overview

The number of teachers in England have remained fairly consistent over the past 10 years, but the same cannot be said for learning support practitioners; the number of full time positions has tripled in the same time period from just under 80,000 to over 243,000. Learning support practitioners help teachers with their workloads, but that is just the beginning of how vital the role has become.

This course will equip learners with a detailed understanding of supporting teaching and learning in schools, including understanding how to safeguard children and young people’s well being, providing support for learning and learning activities, and developing professional relationships with children, young people and adults. Learners will also look at schools as organisations, promoting children and young people’s positive behaviour and promoting equality, diversity and inclusion when working with children and young people.

Who is suitable?

Please note: this course requires you to have at least a C grade in English and to be working within or have a placement within an educational institution for a minimum of 12 hours per week. This is because an important part of the assessment process requires a teacher to complete competency elements and observations

Course Content

Unit 1: Communication and professional relationships with children, young people and adults

  • The principles of developing positive relationships with children, young people and adults
  • Communicating with children, young people and adults
  • Legislation, policies and procedures for confidentiality and sharing information, including data protection.

Unit 2: Schools as organisations

  • The structure of education from early years to post compulsory education
  • How schools are organised in terms of roles and responsibilities
  • School ethos, mission, aims and values
  • The legislation affecting schools
  • The purpose of school policies and procedures
  • The wider context in which schools operate.

Unit 3: Understand Child and Young Person Development

  • The expected pattern of development for children and young people from birth 19 years
  • 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
  • The importance of early intervention to support the speech, language and communication needs of children and young people
  • The potential effects of transitions on children and young people’s development

Unit 4: Understand How to Safeguard the Wellbeing of Children and Young People

  • The main legislation, guidelines, policies and procedures for safeguarding children and young people
  • The importance of working in partnership with other organisations to safeguard children and young people
  • The importance of ensuring children and young people’s safety and protection in the work setting
  • Respond to evidence or concerns that a child or young person has been abused or harmed
  • Respond to evidence or concerns that a child or young person has been bullied
  • Work with children and young people to support their safety and wellbeing
  • The importance of e safety for children and young people

Unit 5: Support assessment for learning

  • The purpose and characteristics of assessment for learning
  • Assessment strategies to promote learning
  • Support learners in reviewing their learning strategies and achievements
  • Contribute to reviewing assessment for learning

Unit 6: Support 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
  • Evaluate own practice in relation to supporting literacy, numeracy and ICT

Unit 7: Engage in personal development in health, social care or children’s and young people’s settings

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

Unit 8: Promote children and young people’s positive behaviour

  • Policies and procedures for promoting children and young people’s positive behaviour
  • Promote positive behaviour
  • Manage inappropriate behaviour
  • Respond to challenging behaviour
  • Contribute to reviews of behaviour and behaviour policies

Unit 9: Support Children and Young People’s Health and Safety

  • Plan and provide environments and services that support children and young people’s health and safety
  • Recognise and manage risks to health, safety and security in a work setting or off site visits
  • Support children and young people to assess and manage risk for themselves
  • Appropriate responses to accidents, incidents emergencies and illness in work settings and off site visits

Benefits

  • Gain a nationally recognised qualification
  • Create a long standing career pathway within the education sector
  • Courses are delivered via distance learning, allowing learners to choose when and where to study
  • Increase your awareness of education and training and be able to support individuals at each stage of their learning journey
  • Engaging and interactive activities that stretch learners’ thinking and help put their new, extended knowledge into practice
  • Study will develop learners’ knowledge, skills and confidence to enhance their future work and life roles.
Course Length 26-39 weeks average course length
Awarding Body TQUK E-Certificates upon achievement
Learning Method(s) Online learning materials with online assessment

Course Price

If you have any queries regarding the programme, unit choices, enrolling process or related topics, please phone us on 02394 00 3559 or send an email to iag@goldedgetraining.co.uk

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