Teaching Assistant Diploma
Level 3

Course overview

• Tutors

  You will have a dedicated tutor throughout your time on the course, who will be available to mark your assignments and answer any questions you might have about the course material. You are required to submit an assignment after each module and completing these assignments will help you to build a portfolio of knowledge that you can continue to use after your course is completed.

  You will also have an assessor, who will directly observe you in a classroom environment as part of the assessment process. But don’t worry, they will support you to do this when you feel ready!

  The Advisor Team

  Anything these guys don’t know about educational courses isn’t worth knowing! They are an amazing bunch of friendly experts, who will help you select the right course for your needs, so you can follow your dreams.

  

  Academic Team

  A great set of people to have in your corner if you find yourself stumped by a section of the course! This wonderful team will come to your rescue ASAP and talk you through anything you need help with, so you can keep momentum and get your qualification!

  

  Customer Support Team

  Find yourself fighting with technology? Our customer support team are here to save the day! If you have any issues accessing the platform for your course, or downloading your certificate, they will sort it out for you in no time!

  

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• Accreditations

  On completion of this Teaching Assistant Diploma, you will receive a NCFE CACHE Level 3 Diploma in Supporting Teaching and Learning (RQF – Regulated Qualifications Framework) with 53 assigned credits.

  This course is awarded by the NCFE – a national Awarding Organisation for vocational and competence-based qualifications/NVQs and functional skills qualifications with over 150 years of heritage!

  The regulators of the course are the Office of the Qualifications and Examinations Regulator (Ofqual) in England, the Welsh Government in Wales, and the Council for Curriculum, Examinations, and Assessment (CCEA Regulation) in Northern Ireland.

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• Topics you'll cover
  • Understanding how to work with children and young people effectively
  • How to plan and provide supportive and safe environments for children and young people
  • How to communicate with children and young people, and how to handle confidential situations with care
  • How to identify learner needs, provide support, then plan and prepare suitable learning activities
  • How to develop professional relationships
  • Understanding child development and how this relates to learning

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• Modules

  Unit 1: Schools and colleges as organisations

  • The structure of education from early years to after compulsory education
  • How schools/colleges are organised, including the roles and responsibilities of the educators
  • Teamwork in schools and colleges
  • Educational ethos, mission, aims and values
  • The purpose of policies and procedures in education

   

  Unit 2: Support health and safety in a learning environment

  • How to plan and provide environments that support health and safety
  • How to recognise and manage risks to health, safety, and security in a learning environment or during off-site visits
  • How to support children and young people to assess and manage risk for themselves
  • How to understand appropriate responses to accidents, incidents, emergencies, and illness in the learning environment and during off-site visits
  • Your own role in assisting in the administration of medication

   

  Unit 3: Understand how to safeguard children and young people

  • Legislation, guidelines, policies and procedures for safeguarding children and young people
  • How to work in partnership with organisations to safeguard children and young people
  • How to ensure safety and protection in the learning environment
  • How to respond to evidence or concerns about abuse or harm
  • How to support students’ well-being

   

  Unit 4: Develop professional relationships with children, young people, and adults

  • The principles of developing positive relationships with children, young people, and adults
  • Legislation, policies, and procedures for confidentiality and sharing information, including data protection
  • How to develop professional relationships
  • How to communicate effectively with children and young people
  • How to support children and young people in developing relationships
  • How to support the development of inclusive practices in your learning environment

   

  Unit 5: Understand how children and young people develop

  • The expected pattern of development from birth to 19 years old
  • The factors that influence development and how these affect practice
  • How to monitor development and what interventions to make, if development is not following the expected pattern

   

  Unit 6: Support positive behaviour in children and young people

  • Policies and procedures for promoting positive behaviour
  • How to promote positive behaviour
  • How to manage challenging behaviour

   

  Unit 7: Support children and young people during learning activities

  • How to contribute to planning learning activities
  • How to prepare learning activities
  • How to support learning activities
  • How to observe and report on participation and progress
  • How to help evaluate learning activities

   

  Unit 8: Support English and maths skills

  • How to identify learner needs in English and maths
  • How to provide English support to help learners
  • How to provide maths support to help learners

   

  Unit 9: Support the use of ICT in the learning environment

  • Policies and procedures for the use of ICT for teaching and learning
  • How to prepare ICT resources for use in teaching and learning
  • How to support the use of ICT

   

  Unit 10: Support assessment for learning

  • The purpose and characteristics of assessments
  • How to use assessment strategies
  • How to support learners in reviewing their performance and achievements
  • How to contribute to review assessments
  • How to maintain learner records

   

  Unit 11: Engage in personal and professional development

  • What is required for competence in your role
  • The ability to reflect on organisational practice
  • The ability to evaluate your own performance
  • The ability to agree a personal development plan
  • The ability to reflect and contribute to your own personal development

   

  Unit 12: Support children and young people’s speech, language, and communication 

  • The importance of speech, language and communication
  • The role of support staff in speech, language and communication development
  • How to provide support for speech, language and communication development
  • The ability to contribute to a positive environment that supports speech, language and communication

   

  Unit 13: Understand how to support bilingual learners 

  • How to help assess bilingual learners
  • How to support bilingual learners

   

  Unit 14: Understand how to support the learning of children and young people with special educational needs and disabilities  

  • Inclusive practice principles and the rights of disabled learners and those with special educational needs
  • How to obtain information about individual needs, capabilities, and interests of disabled learners and those with special educational needs
  • The special educational needs of those with cognition and learning needs
  • The needs of those with emotional, behavioural, and social development needs
  • The needs of learners with sensory and/or physical needs
  • Strategies to support learners with special educational needs and disabilities

   

  Unit 15: Support children and young people during transitions 

  • To understand the range and impact of transitions that may be experienced
  • To identify and respond to transitions in students
  • To support children and young people in the management of transitions

   

  Unit 16: Support the role of play, leisure and extra-curricular activities for children and young people 

  • The nature and importance of play
  • Your role in relation to the requirements of play activities
  • How to balance risk and challenge with the benefits of play opportunities

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• Course Duration

  This Teaching Assistant Diploma will take about 310 hours to complete.

• Quick FAQs

  What are the course requirements?

  As part of the assessment for this Teaching Assistant Diploma, there will be direct teaching observation – your assessor will support you with this.

  Do I need to complete a placement in a school?

  This Level 3 Teaching Assistant Diploma does require you to organise and complete a placement in a school to complete the course. Up to 200 hours of work experience (paid or voluntary) are required to be able to complete this qualification. This experience can be undertaken in either a primary, junior, or secondary school and you need to be teaching students between 4 and 15 years old.

  Are any placements not accepted?

  Some placements will not be accepted as part of this qualification, including:

  • After school clubs
  • Distance learning colleges
  • Nurseries
  • Pre-schools
  • Universities
  • Other external learning organisations, such as Sunday schools.

  When can I access my course?

  You’ll complete the theory portion of the course through our online learning platform, meaning you have full flexibility to fit your studying around your own schedule. Our online portal is available 24 hours a day, 7 days a week. You can log in from your phone, laptop, PC, or tablet.

  Are there any exams?

  The good news is, there are no exams! There are question papers you will need to complete and submit but this can all be done online. You’ll need to allow at least 1-2 hours to write each paper.

  What are my career options?

  You can take on additional responsibilities and move up levels within the Teaching Assistant role. Many Teaching Assistants also do further training and become lead teachers.

  What framework does the Diploma follow?

  This Diploma follows the latest UK legislation, framework, guidelines, policies, and procedures in education. While this course has been developed to reflect the UK framework, the core principles and approaches you’ll learn can easily be transferred to schools across the world.

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