Level 3 Diploma in Support Teaching

Level 3 Diploma in Support Teaching

Course Synopsis
Teaching support staff in schools fall under several titles including Classroom Assistant, School Assistant, Special Needs Assistant, Learning Support Assistant and Individual Support Assistant. The roles within each 'title' carry slightly different responsibilities and work but all these roles require similar underpinning knowledge, understanding and training.

This course aims to present theory and knowledge which will facilitate those working in or seeking to work in a classroom setting alongside teachers, supporting competency skills and expertise.

The course will be based on learning outcomes which are given at the beginning of each module. and these provide students with a 'checklist' of topics and issues that they should feel confident in on completion of each section of a module.

At the end of each module is an assignment which will be a mixture of short answer questions and essay style responses. Within module 1 you will be offered guidance on how to evaluate material and write in different styles.

Once completed, the course will be subject to an online examination.

Module 1: Introduction and ICT (Information, Communication and Technology)

ICT is now a major part of learning at all levels. Therefore this module will look at ICT and the different mediums that teaching assistants may use to support learning. This will include the use of computers, the internet and looking at portfolio based assessment and feedback.

The communication part of ICT is also concerned with personal reflection in order to identify strengths, weaknesses and explore practice in order to maintain standards and advance professional development. Therefore this module will look at SWOT analysis, reflective practice and continued professional development, as well as general issues of communication.

Module 2: Supporting learning activities

Supporting learning activities includes supporting teachers, other educational staff and students. This is probably the most important part of the teaching assistant's role.

In this unit we look at what is needed in order to plan, support and evaluate learning activities in whatever setting they may take place.

We will discuss the possible problems you may encounter and how to deal with these; including how to build relationships, strategies and policies etc.

Module 3: Understanding Child Development

This module builds on module 2, We will look at child development and learning in some detail. The module also looks at how child development influences cognition and learning. Therefore there will be some anatomy, physiology and psychology within this unit, together with evaluation of theories.

The intention of this unit is to give students the opportunity to develop observational skills and the competency to analyse different contexts and situations in order to formulate an appropriate action or activity.

The module will also include reference to legislation regarding safety, protection and confidentiality.

Module 4:Child Safety and Protection

Working with children requires that you know about procedures and policies within your particular working environment with regard to keeping children safe from harm and provision of a suitable environment. Therefore in this module we will be evaluating the different legislation in place and how this affects the responsibilities and day to day activities of the teaching assistant.

One of the key frameworks in place and that will be discussed is the Every Child Matters Framework.

On completion of this module you should be able to identify key legislation and describe what your own role and responsibilities are within the framework. This will include everything from safeguarding children, manual handling, hygiene practices and reporting procedures.


Module 5: Understanding relationships

Building relationships is a key skill within any educational setting. We will have discussed this briefly in module 2 but here we look at the underpinning theories and psychological background. Positive learning experiences is dependent on positive relationships; therefore we look at communication in detail, for example listening, body language etc. these were briefly covered in module 1 but here we look at how communication takes place at different ages. This will involve exploring how language develops, challenges of non-English speaking students, cultural considerations, and the differences when communicating with children compared to young adults.


Module 6:Literacy and numeracy activities

Whether your role includes helping with numeracy and literacy activities or not, you will at some point need to be involved with these in your student support.

This module discusses how literacy and numeracy skills are promoted and the types of activities that are used to help students in this respect.

We will look at how children learn to read, write and comprehend as well as assimilate numbers and simple mathematical problems (although there is not the scope within the course to cover these topics in depth). In addition the module will explore different influencing factors such as setting, student ability and prior learning.

Module 7:Supporting learning through play

Children in their early years learn through play activities. In this module we explore the concepts, theories and models of play, and offer supporting theoretical evidence for evaluation and consideration.

Structured pay activities are designed to facilitate learning in many ways and for specific subjects such as reading and mathematics. The module will look at many example activities and explore the teaching assistant role in this respect. In addition equipment and environment will be discussed.

Children's imagination is an important tool in the learning process. Play fosters use of imaginative and cognitive processes. Therefore we will spend some time looking at these and assessing the influence different activities have on skills.

Module 8:Supporting performance and assessment activities

Assessment in either formative or summative forms is integral to education at all levels. This module will first define and discuss formative and summative assessment and then look at the role of teaching assistants in these processes.

You will explore different techniques such as observation of social and emotional skills, how to evaluate language and communication skills both with staff and other children.

The module will also discuss how these observations are reported and discussed with teaching staff.

In addition and for information we will briefly look at summative assessment and how this may affect the teaching assistant role.

Module 9: Supporting special educational needs

Many students in mainstream education have special educational requirements because of disabilities, learning problems or other contributing factors.

Teaching assistants in this field may be required to support and liaise with parents, guardians, social workers and other professionals in order to assess progress and develop appropriate actions and activities.

This module will explore some special education requirements examples together with the legislation which governs provision of these services within educational establishments.

We will also look at special skills requirements and training.


Module 10:Supporting learners in special environments (for example therapy, tests and examinations)

There is a vast array of different situations where the teaching assistant may be required to support learning and these might be outside the 'normal' educational environment. For example you may be required to support learning in therapy sessions as these may be part of the learning programme. This module will look at the supporting legislation and special skills requirement, such as reporting and documenting.

Invigilating or supervising students during tests and examinations is a common part of the teaching assistance role. The module will look at the processes within the test or examination process and examine the protocols to be observed and skills required for this role.

At the end of this unit a brief overview of the course will be presented.