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It is a competence based qualification which requires students to be employed in a school setting or to have voluntary placement.
The qualification provides comprehensive coverage of the knowledge and skills to support teaching effectively and will be suited to people beginning, or relatively new, to teaching support.
This distance learning course aims to enable learners to understand the roles and responsibilities of those involved in supporting teaching and learning in schools, and provide an opportunity to develop the skills and knowledge required to do this effectively and in a self-directed way.
This course also 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.
Students will need to have a placement in a school or educational setting in which to gather evidence of skills and learning, and you will need to nominate a workplace supervisor who will oversee your practical evidence gathering.
It is recommended that students have a work placement for the duration of their studies. This could be a full time position or a voluntary position of 1 or 2 mornings, afternoons or days per week. This is a competence based qualification suitable for all roles in schools, 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. Unit 2 - Support Learning Activities This unit explores: How to support the teacher in planning learning activities; How to prepare for, support and evaluate learning activities; How to observe and report on learner participation and progress; and How to evaluate own practice in relation to supporting literacy, numeracy and ICT.
Legislative guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety; What to do when children or young people are ill or injured, including emergency procedures; and How to respond to evidence or concerns that a child or young person has been abused, harmed or bullied.
How to interact with and respond to children and young people; How to interact with and respond to adults; How to communicate with children, young people and adults; and Current legislation, policies and procedures for confidentiality and sharing information, data protection.
The importance of promoting equality and diversity in work with children and young people; The impact of prejudice and discrimination on children and young people; and The inclusion and inclusive practices in work with children and young people. How to reflect and improve own practice; and How to support the work of the team.
How to communicate with children and young people; Developing and maintaining relationships with children and young people; and Supporting relationships between children and young people and others in the setting. Unit 10 - Schools as Organisations This unit explores: The different types of schools in the education sector; How schools are organised in terms of roles and responsibility; How schools uphold their aims and values; The laws and codes of practice that affect work in schools; The range and purpose of school policies and procedures; and The wider context in which schools operate.
How to prepare learning environments; How to prepare learning materials; and How to monitor and maintain learning environments. There are no particular entry requirements, although you cannot complete this course unless you have a suitable placement for collecting your work-based evidence for the course assignments.
This placement could be full time, part time or voluntary. Students may register at any time and have a full year to complete their studies. You also have access to a personal tutor by mail or email for a 12 month period.
As the course is self study you can complete in as little or as long a time as you prefer.
Students are required to compile a portfolio of evidence which demonstrates their learning against each of the assessment criteria of the course. Portfolios are assessed by a tutor. Some portfolio evidence will need to be witnessed by a competent person in the workplace hence students must be employed in a school or arrange and complete a work experience placement.
The Qualification is gained from your coursework so there is no exam to complete. This is a Level 2 Certificate Qualification and has 30 credits. Training Qualifications UK TQUK are one of the newest, most dynamic awarding organisations in the industry, seeking to bring a fresh approach and excellent service to training providers, colleges and learners.
TQUK qualifications are designed by leading professionals and delivered to centres and learners with integrity and compliance in mind. TQUK have rigorous quality assurance controls and procedures in place and are committed to maintaining the highest standards of customer service, qualification delivery and assessment.In the real world, you will have to verify that the team is working well together and that the project is on track.
Provide, as necessary, a forum where you and the team can share concerns. A business team is working together.
Photo Credit: Jon Feingersh/Blend Images/Getty Images Within those teams, communication is crucial between all members, regardless of what role each person plays. school team. Online guidance. helpful when working with training providers to identify the content required and linking to qualifications, for example, those on the Qualifications and level teaching assistant status or the school business manager programme.
A purpose for being is a team might be: "We come together as a team to support each other, learn from each other, and identify ways we can better meet the needs of our sixth grade students." Call it a purpose or a mission -- doesn't really matter. A fantastic working environment in a small, fully CQC compliant home As Care Team Leader NVQ2/3/4/Non-Nurse, you will support with the planning and delivery of personal care to residents, playing a key role in the hands-on delivery of care in addition to coordinating the team on the floor.
Unit Vocational Experience for Health and Social Care Unit code: Y// QCF Level 3: BTEC Nationals 2 Be able to demonstrate an ability to work in a team for a specific health and social care activity Team: it would be valuable to coordinate unit delivery and placements across the tutor team so that teaching and.