Call us: 01582482342 Email: [email protected]

Level 3 Supporting Teaching and Learning in Schools (RQF)

Qualification Number : 601/2731/4

supporting-teaching

Emperia College, one of the best UK education provider, offers Level 3 Level 3 Certificate in Supporting Teaching and Learning in Schools (RQF) awarded by TQUK, an Awarding Organization recognized by the Office of Qualifications and Examinations Regulation (Ofqual) in England, and by CCEA Regulation in Northern Ireland. This program ensures quality education and provides comprehensive learning materials, dedicated tutor support, and flexible self-paced study. Assessments after each unit allow smooth progression and skill acquisition, fitting around your existing commitments. TQUK Level 3 Certificate in Supporting Teaching and Learning in Schools (RQF) provide learners with the opportunity to develop skills, knowledge and understanding to enable them work in the following roles; teaching assistant, classroom assistant, learning support assistant, additional needs assistant, pastoral/welfare support assistant, bilingual support assistant or foundation stage assistant. The roles must be under the direction of the class teacher, whose lesson planning and day-to-day direction set the framework within which the individual works.

Level 3 Certificate in Supporting Teaching and Learning in Schools (RQF)

    Become a Qualified Teaching /Classroom/Learning Support/Pastoral/Welfare /bilingual Assistant and many other roles

    Online Support

    Flexible Learning

    Excellent Study Material

    No Exams

Entry Requirements

There are no specific entry requirements; however, learners should have a minimum of Level 2 in literacy or equivalent. Learners should be keen to work in the sector to support teaching and learning in schools. They should also 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 TQUK Level 3 Certificate in Supporting Teaching Learning in Schools (RQF), contains competence based units, therefore learners must be working in an appropriate school environment for a minimum of 12 hours per week. This can include voluntary and unpaid work (Work Support will be provided)

The recommended minimum age for this qualification is 16 years and above.

Assessment

You can start this course at any time, and you would be registered for a one-year period. You also have access to a personal tutor who can be contacted through the online platform or by email. Your tutor is available to assist with any queries and to mark your assignments for the Awarding Organisation.

This course assesses your knowledge with a variety of end-of-unit assignments. These assignments will be submitted to your tutor for feedback, facilitating your learning and progression. The qualification is assessed by internally set and marked assessments subject to external quality assurance. All learning outcomes and assessment criteria must be met to achieve a pass - there is no grading.

As the course is self-study, you can complete it as quickly as you like. Support extensions are available if students do not complete the course within the one-year period

Progression

Successful learners can progress to other qualifications such as:

    Intermediate/Advanced Level Apprenticeship in Supporting Teaching and Learning in Schools

    Level 3 Certificate in Cover Supervision of pupils in Schools

    Level 3 Diploma in Specialist Support for Teaching and Learning in Schools

    Level 2 qualifications in Children's Care, Learning and Development, Play Work or Youth Work

    Level 3 Award in Supporting Teaching and Learning in Schools

Total Credits 32 Duration: 6 months-12 months
UNIT TITLE UNIT-REF LEVEL CREDIT VALUE
1
Communication and professional relationships with children, young people and adults

On completion of this unit you will:

  • Understand the principles of developing positive relationships with children, young people and adults.
  • Understand how to communicate with children, young people and adults
  • Understand legislation, policies and procedures for confidentiality and sharing information, including data protection.
 F/601/3327 3 2
2
Develop professional relationships with children, young people and adults

On completion of this unit you will:

  • Be able to develop professional relationships with children and young people.
  • Be able to communicate with children and young people.
  • Be able to develop professional relationships with adults.
  • Be able to support children and young people in developing relationships
  • Be able to comply with policies and procedures for confidentiality, sharing information and data protection.
 H/601/4065 3 2
3
Engage in personal development in health, social care or children's and young people's settings

On completion of this unit you will:

  • Understand what is required for competence in own work role
  • Be able to reflect on practice
  • Be able to evaluate own performance.
  • Be able to agree a personal development plan.
  • Be able to use learning opportunities and reflective practice to contribute to personal development.
 A/601/1429 3 3
4
Promote children and young people's positive behavior

On completion of this unit you will:

  • Understand policies and procedures for promoting children and young people’s positive behavior.
  • Be able to promote positive behavior.
  • Be able to manage inappropriate behavior.
  • Be able to respond to challenging behavior.
  • Be able to contribute to reviews of behavior and behavior policies.
 A/601/4069 3 3
5
Promote equality, diversity and inclusion in work with children and young people

On completion of this unit you will:

  • Be able to promote equality and diversity in work with children and young people.
  • Understand the impact of prejudice and discrimination on children and young people.
  • Be able to support inclusion and inclusive practices in work with children and young people.
 M/601/4070 3 2
6
Schools as organizations

On completion of this unit you will:

  • Know the structure of education from early years to post- compulsory education
  • Understand how schools are organised in terms of roles and responsibilities
  • Understand school ethos, mission, aims and values.
  • Know about the legislation affecting schools.
  • Understand the purpose of school policies and procedures
  • Understand the wider context in which schools operate.
 A/601/3326 3 3
7
Support assessment for learning

On completion of this unit you will:

  • Understand the purpose and characteristics of assessment for learning
  • Be able to use assessment strategies to promote learning.
  • Be able to support learners in reviewing their learning strategies and achievements.
  • Be able to contribute to reviewing assessment for learning.
 A/601/4072 3 4
8
Support Children and Young People's Health and Safety.

On completion of this unit you will:

  • Understand how to plan and provide environments and services that support children and young people’s health and safety.
  • Be able to recognise and manage risks to health, safety and security in a work setting or off site visits
  • Understand how to support children and young people to assess and manage risk for themselves.
  • Understand appropriate responses to accidents, incidents emergencies and illness in work settings and off site visits.
 D/601/1696 3 2
9
Support learning activities

On completion of this unit you will:

  • Be able to contribute to planning learning activities.
  • Be able to prepare for learning activities.
  • Be able to support learning activities.
  • Be able to observe and report on learner participation and progress.
  • Be able to contribute to the evaluation of learning activities.
  • Be able to evaluate own practice in relation to supporting literacy, numeracy and ICT.
 F/601/4073 3 4
10
Understand Child and Young Person Development.

On completion of this unit you will:

  • Understand the expected pattern of development for children and young people from birth - 19 years.
  • Understand the factors that influence children and young people’s development and how these affect practice.
  • Understand how to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern.
  • Understand the importance of early intervention to support the speech, language and communication needs of children and young people.
  • Understand the potential effects of transitions on children and young people’s development
 L/601/1693 3 4