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Date: 18/05/2012

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"Supporting Teaching & Learning in Schools"

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Inc P&P: £395.00

Student Profile

The course is available to learners 16+ who are interested in working within a school, particularly in the role of a Teaching Assistant, Classroom Assistant or Learning Support Assistant

Aims

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.

Study Method

The course is designed for study by distance learning at work or at home. Students receive course manual, assignments and studyguide plus tutor support by mail and email. You can start at any time and plan your studies over a period of up to one year from the time of enrolment. In addition, students of this qualification will need to arrange and undertake a work placement of a minimum of 50 hours during their course.

Course Accreditation

NCFE Level 3 Supporting Teaching & Learning in Schools

This course provides successful students with a qualification listed on the Qualifications and Credit Framework Database.
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.

Please Note: a work placement of at least 50 hours is required to complete this option.

Assessment

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 school or arrange and complete a work experience placement.

Course Duration

Students may register at any time and have a full year to complete their studies. The course will take around 180 hours of study to compete.

Pack/Course Contents

Your study pack is dispatched in full at the time of enrolment and provides all you need to complete your studies:

• Studyguide
• Comprehensive study notes for each element of the course
• Self-assessment activities
• Assignments
• Tutor support
• Assignment marking & feedback
• Certification

Course Structure

The course consists of 11 mandatory 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.

Unit9: 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.

Inc P&P: £395.00