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Supporting Teaching & Learning in Schools

Relevant Job Roles

 

Level 2:


 

Job title(s) Job role(s)
Teaching Assistant Working under the direction of a teacher, contribute to preparing the
classroom for learning activities. Working with groups of, and individual
pupils, who require extra support.
Classroom Assistant Working under the direction of a teacher, contribute to preparing the
classroom for learning activities. Working with groups of, and individual
pupils, who require extra support.
Learning Support
Assistant
Working under the direction of a teacher, contribute to preparing the
classroom for learning activities. Working with groups of, and individual
pupils, who require extra support.

 

 

Level 3:

 

 

 

 Job title(s)  Job role(s)
 Teaching / Classroom
/ Learning Support
Assistant
 Work may involve supporting an individual or a group of pupils, or
supporting the teacher in the classroom.
 Behaviour Support
Assistant /Coordinator
 Supporting, motivating and challenging pupils who are underachieving;
helping pupils overcome barriers to learning caused by behavioural
problems.
 Pastoral / Welfare
Support Assistant
 Supporting, motivating and challenging pupils who are underachieving;
helping pupils overcome barriers to learning caused by social and
emotional problems.
 Bilingual Support
Assistant
 Supporting, motivating and challenging pupils who do not have English as
their first language; helping pupils overcome barriers to learning.
 Team Leader   Leading a team of colleagues, supporting effective deployment and
identifying opportunities for their training and development. Working
under the direction of a teacher to lead learning programmes.


Course Content

 

Aim:
This framework has been designed to support the improvement of teaching and learning in

schools.


Objectives:
1. to attract more applications into Supporting Teaching and Learning in Schools, including

those from under-represented groups;
2. to ensure the supply of appropriately trained staff to support succession planning;                                                                                                       
3. to contribute to increasing the number of existing staff qualified to levels 2 and 3, in line
with the Skills for Sustainable Growth Strategy (November 2010), and to upskill and provide
professional development opportunities for the supporting teaching and learning workforce in
England;
4. to provide a standardised programme of learning and development, incorporating
transferable skills which apply across the schools' workforce and the wider children’s workforce;
5. to develop problem solving, communication, team working and literacy and numeracy skills
which are vital for the sector;
6. to provide opportunities for career progression from Intermediate to Advanced level and
beyond in line with Skills for Sustainable Growth Strategy (November 2010)

 

 

Framework Components:

 

 

Level 2:

 

 

 

No. Ref no. Title Awarding organisation Credt Value Guided learning hours
B1d 501/1036/6 Level 2 Certificate in Supporting TEaching and Learning in Schools Edexcel 30 180-192
  50087009 Functional Skills qualification in English Level 1 Edexcel 5 30
  50089067 Functional Skills qualification in Mathematics Level 1 Edexcel 5 30
  50094683 Functional Skills qualification in Information and Communications Technology Level 1 Edexcel 5 30
    Personal Learning and Thinking Skills      
    TDA ERR Workbook      

 

 

 

Duration:

  • Minimum of 12 months

 

 

Level 3:

 

 

 

 

No. Ref no. Title Awarding organisation Credt Value Guided learning hours
B1d 501/1208/9 Level 3 Diploma in Specialist Support for Teaching and Learning in Schools Edexcel 44 232-286
  50086832 Functional Skills qualification in English Level 2 Edexcel 5 30
  50089079 Functional Skills qualification in Mathematics Level 2 Edexcel 5 30
  50098275 Functional Skills qualification in Information and Communications Technology Level 2 Edexcel 5 30
    Personal Learning and Thinking Skills      
    TDA ERR Workbook    

 

 

 

Duration:

  • Minimum of 18 months

Entry Requirements

Apprentices must be keen to work in the sector to support teaching and learning in schools.
They should have attention to detail, and be willing to work in a team environment whilst also
being willing to work using their own initiative when required.
The recruitment and selection of apprentices is primarily the responsibility of the employer.
However, the following examples of relevant skills and attributes are offered as guidance to
inform the recruitment and selection process:


Relevant skills and attributes include:
• an interest in, and commitment to, working with children and/or young people
• some experience of working with children and young people
• ability to relate well to children, young people and adults
• motivated to succeed within the job
• willing to reflect on their own practice, learn, and apply that learning in the workplace
• willing to work as a member of a team and communicate effectively with a range of people
• numerate and literate
• willing to undergo a compulsory Criminal Records Bureau (CRB) check for suitability for
working with children and young people.


It is unlikely that individuals with no, or limited ,experience within the sector would commence
on an Advanced Apprenticeship.

 

 

More information can be found on:

 

http://pearsonwbl.edexcel.com/quals/btecapprenticeships/teaching/Pages/default.aspx

Where to find us:

TrainPlus Ltd

73a High Street

Wickford

SS12 9AQ


Phone: 01268 574299

Email: info@trainplus.co.uk

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