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Key Facts

Level:
Level 3
Subject Sector:
13.2 Direct Learning Support
Credits:
37
Qualification No:
603/4839/2
GLH:
202 hours
Total qualification time:
370 hours
Price:
£131.50 per learner
Age Range:
16-18 & 19+

Qualification purpose

Prepare for employment

Qualification Grading Type

Pass

Assessment Methods

  • Portfolio of Evidence
  • Practical Demonstration/Assignment/Assessment
  • Observation

  • Why choose this qualification?

    Although Gateway Qualifications offer a range of continuous professional development qualifications that are relevant to the teaching assistant role, for example, supporting children with a range of disabilities or learning difficulties, this qualification and the Diploma are the first qualification which is directly aimed at supporting the teaching assistant role. In addition, the mandatory units in the qualification have been designed to cover the new standards for teaching assistants’ apprenticeship.

    Rules of Combination

    Learners must complete the 5 mandatory units totalling 22 credits and then choose a minimum of 15 credits from the optional group giving a total of 37 credits.


    Units

    Mandatory

    Learners must achieve 5 mandatory units totalling 22 credits.

    Developing Independent Learning Skills of Children and Young People

    Level:
    Level 3
    Guided Learning Hours:
    20
    Credits:
    4
    Unit No:
    R/617/6760
    Click here to view full unit details

    Plan and Deliver Assessments and Interventions to Support Children and Young People's Progression and Attainment

    Level:
    Level 3
    Guided Learning Hours:
    30
    Credits:
    6
    Unit No:
    Y/617/6761
    Click here to view full unit details

    Promote Positive Behaviour for Learning

    Level:
    Level 3
    Guided Learning Hours:
    20
    Credits:
    4
    Unit No:
    D/617/6762
    Click here to view full unit details

    Safeguard and Protect the Safety and Wellbeing of Children and Young People

    Level:
    Level 3
    Guided Learning Hours:
    15
    Credits:
    3
    Unit No:
    H/617/6763
    Click here to view full unit details

    Understand the Development of Children and Young People

    Level:
    Level 3
    Guided Learning Hours:
    35
    Credits:
    5
    Unit No:
    K/617/6764
    Click here to view full unit details
    Optional

    Learners must complete a minimum of 15 credits from the optional group.

    Facilitate the learning and development of children and young people through mentoring

    Level:
    Level 3
    Guided Learning Hours:
    30
    Credits:
    4
    Unit No:
    M/617/6765
    Click here to view full unit details

    Improving the attendance of children and young people in statutory education

    Level:
    Level 3
    Guided Learning Hours:
    40
    Credits:
    5
    Unit No:
    T/617/6766
    Click here to view full unit details

    Lead an extra-curricular activity

    Level:
    Level 3
    Guided Learning Hours:
    16
    Credits:
    3
    Unit No:
    A/617/6767
    Click here to view full unit details

    Maintain children and young people's records in an educational setting

    Level:
    Level 3
    Guided Learning Hours:
    12
    Credits:
    3
    Unit No:
    F/617/6768
    Click here to view full unit details

    Plan, Allocate and Monitor Work of a Team

    Level:
    Level 3
    Guided Learning Hours:
    25
    Credits:
    5
    Unit No:
    J/617/6769
    Click here to view full unit details

    Promote the Wellbeing and Resilience of Children and Young People

    Level:
    Level 3
    Guided Learning Hours:
    22
    Credits:
    3
    Unit No:
    A/617/6770
    Click here to view full unit details

    Support Children and Young People During Transitions in their Lives

    Level:
    Level 3
    Guided Learning Hours:
    18
    Credits:
    4
    Unit No:
    J/617/6772
    Click here to view full unit details

    Support Children and Young People with Social, Emotional and Mental Health Development Needs

    Level:
    Level 3
    Guided Learning Hours:
    30
    Credits:
    5
    Unit No:
    R/617/6774
    Click here to view full unit details

    Support Learners who Speak English as an Additional Language

    Level:
    Level 3
    Guided Learning Hours:
    23
    Credits:
    4
    Unit No:
    F/617/6771
    Click here to view full unit details

    Support children and young people to access and engage in physical education in schools

    Level:
    Level 3
    Guided Learning Hours:
    18
    Credits:
    3
    Unit No:
    M/617/6782
    Click here to view full unit details

    Support children and young people with dyslexia

    Level:
    Level 3
    Guided Learning Hours:
    28
    Credits:
    4
    Unit No:
    L/617/6773
    Click here to view full unit details

    Support disabled children and young people and those with special educational needs

    Level:
    Level 3
    Guided Learning Hours:
    24
    Credits:
    5
    Unit No:
    Y/617/6775
    Click here to view full unit details

    Support gifted and talented children and young people

    Level:
    Level 3
    Guided Learning Hours:
    21
    Credits:
    4
    Unit No:
    D/617/6776
    Click here to view full unit details

    Support learners with cognition and learning needs

    Level:
    Level 3
    Guided Learning Hours:
    21
    Credits:
    4
    Unit No:
    H/617/6777
    Click here to view full unit details

    Support learners with communication and interaction needs

    Level:
    Level 3
    Guided Learning Hours:
    21
    Credits:
    4
    Unit No:
    K/617/6778
    Click here to view full unit details

    Support learners with sensory and/or physical needs

    Level:
    Level 3
    Guided Learning Hours:
    21
    Credits:
    4
    Unit No:
    M/617/6779
    Click here to view full unit details

    Support literacy development

    Level:
    Level 3
    Guided Learning Hours:
    18
    Credits:
    3
    Unit No:
    H/617/6780
    Click here to view full unit details

    Support numeracy development

    Level:
    Level 3
    Guided Learning Hours:
    18
    Credits:
    3
    Unit No:
    K/617/6781
    Click here to view full unit details

    Support teaching and learning in a curriculum area

    Level:
    Level 3
    Guided Learning Hours:
    12
    Credits:
    3
    Unit No:
    T/617/6783
    Click here to view full unit details

    Support young people in relation to sexual health and risk of pregnancy

    Level:
    Level 3
    Guided Learning Hours:
    10
    Credits:
    2
    Unit No:
    A/617/6784
    Click here to view full unit details

    Team working

    Level:
    Level 3
    Guided Learning Hours:
    23
    Credits:
    3
    Unit No:
    F/617/6785
    Click here to view full unit details

    Understand the speech, language and communication needs of children and young people with behavioural, social and emotional difficulties

    Level:
    Level 3
    Guided Learning Hours:
    25
    Credits:
    3
    Unit No:
    J/617/6786
    Click here to view full unit details

    Work in partnership with parents to engage them with their children and young people's learning and development in school

    Level:
    Level 3
    Guided Learning Hours:
    31
    Credits:
    6
    Unit No:
    L/617/6787
    Click here to view full unit details

    Work with other practitioners to support children and young people

    Level:
    Level 3
    Guided Learning Hours:
    15
    Credits:
    3
    Unit No:
    R/617/6788
    Click here to view full unit details

    Tutor/Assessor Requirements

    Assessors for units that include workplace assessment must be capable of carrying out the full requirements of the units they are assessing. This means that they will themselves have carried out the work tasks that are the subject of assessment or managed others in that role. In addition to occupational expertise, assessors will need to have expertise in assessing competence using a range of assessment techniques, including observation.
    Those who assess units, or criteria within units, that relate to knowledge and understanding must themselves have knowledge relevant to the units that they are assessing.

    Those who are occupationally competent will also be occupationally knowledgeable. Being occupationally competent means teachers are also occupationally knowledgeable. This occupational competence should be maintained on a regular basis through clearly demonstrable continuous learning and professional development.

    Centres should ensure that all their assessors continue to maintain the currency of their occupational competency and/or knowledge through continuing learning and professional development.

    Expert Witnesses

    The breadth and range of activities covered by the qualification means that assessors may find it useful to draw on the testimony of expert witnesses as part of the assessment process. Expert witnesses can be used to address any gaps in the technical and occupational competence of assessors and for confidential or sensitive activities that are not appropriate for assessor observation. Expert witnesses can be drawn from a wide range of people who can attest to performance in the workplace.

    NB - A witness is a line manager, a colleague or customers with whom the TA interacts. Witnesses provide the evidence of a specific aspect of the learner’s achievements. This must be authenticated by the assessor or an expert witness. An expert witness is someone who is occupationally competent with expertise in specific units of the qualification; they can give a professional opinion as to the competence of a learner. Their professional role must involve evaluating the everyday practice of staff. Expert witnesses contribute to the evidence of competent performance in the workplace, especially where there are no occupationally competent assessors for specific optional units.

    Schools can support the assessment process by encouraging and supporting members of staff to act as expert witnesses.

    A qualified assessor will make the final judgement about a learner’s competence based on testimony provided by the expert witness, together with other corroborating evidence.

    Experienced teaching assistants, higher level teaching assistants and teachers might act as expert witnesses across a range of units.


    Internal Quality Assessor Requirements

    Internal quality assurers must have knowledge and experience of the qualification which is being verified.


    What is the purpose of this qualification?

    The purpose of these qualifications is to provide learners with an understanding of the knowledge needed when working directly with children and young people in school environments. They include learning about children and young people’s development, safeguarding their welfare and communication and professional relationships. The qualifications are suitable for learners working or wishing to work as teaching assistants in primary, secondary or special schools, working collaboratively with teachers and providing a support role as part of the teaching and learning team in schools and educational establishments.

    The qualifications can be used as a part of the on-programme element of the Teaching Assistants apprenticeship standards to provide underpinning knowledge and skills to prepare for the End Point Assessment of the apprenticeship. Alternatively, they can be used as staff development/continuous professional development for those teaching assistants without a formal qualification in the vocational area.


    What skills, knowledge, or understanding does this qualification develop?

    The mandatory units enable learners to study a range of topics that will underpin the behaviours, skills and understanding of being a teaching assistant. This includes: Developing independent learning skills of children and young people, being able to plan and deliver assessments and interventions to support progression and attainment, knowing how to promote positive behaviour for learning, understanding the importance of safeguarding and protecting the safety and wellbeing of children and young people and understanding child development. They will then be able to select optional units that support the learner's role in school. This could be learning more about how to support children with special educational needs, helping to improve attendance in school or supporting within literacy or numeracy lessons.


    How is this qualification different from other, similar qualifications?

    Although Gateway Qualifications offer a range of continuous professional development qualifications that are relevant to the teaching assistant role, for example, supporting children with a range of disabilities or learning difficulties, this qualification and the Diploma are the first qualification which is directly aimed at supporting the teaching assistant role. In addition, the mandatory units in the qualification have been designed to cover the new standards for teaching assistants' apprenticeship. A learner might take the Diploma size qualification rather than the Certificate because the Diploma offers wider breadth of knowledge which may be useful for someone new to the role.


    Which sector does this qualification support?

    Training providers may find this qualification useful in helping to structure the apprenticeship training. The mandatory units cover the knowledge, skills and behaviours required within the apprenticeship standards for teaching assistants.


    Which job roles does this qualification support?

    This qualification provides the underpinning skills, knowledge and behaviours which are relevant to the teaching assistant role as outlined in the apprenticeship standards. Although it is not a requirement of the apprenticeship, the fact that this qualification is closely aligned to these standards, helps to ensure that some one who completes the qualification will have a thorough understanding of the role of the teaching assistant.


    What are the progression options?

    Learners who complete this qualification may be able to progress to the Higher Level Teaching Assistant role or potentially use this to provide evidence of study at Level 3 which may enable them to progress into initial teacher training.


    What are the higher education progression options?

    See above


    What are the English and maths progression options?

    If used as part of an apprenticeship, learners must achieve Level 2 English and maths by the end of the on-programme element of the apprenticeship.


    What barriers will this qualification help the leaner overcome?

    This qualification, if delivered either as a standalone qualification or as part of an apprenticeship, will give the learners a strong underpinning knowledge of the role which could support the learner to gain employment as a teaching assistant. It is a requirement of the qualification that learners have a work placement, either paid or in a voluntary capacity, which could be used as experience in a CV.


    How will this qualification support the learner’s independence?

    The qualification supports the learner to develop skills which can be used in the workplace and may support parenting skills in the home environment.


    Progression & Entry Requirements

    There is no requirement for learners to have prior skills, knowledge or understanding. However, some employers set their own requirements for employment as a teaching assistant. Learners will need to be working as a TA or as a volunteer with sufficient access to laarners to demonstrate competence in both knowledge and skills as part of the assessment for the qualification. Where the qualification is being used within an apprenticeship, the TA must be employed for a minimum of 16 hours per week. After finishing this Level 3 qualification, a learner may be able to find their first job as a teaching support assistant. This qualification will prepare learners for work in a nursery, primary (infant or junior school) a special school, a secondary school or an independent school. Alternatively, this qualification could support entry to further training, for example, a foundation degree course which could lead onto study at degree level.

    Funding information

    Learning Aims Search

    The Hub provides a Learning Aims Search which you can use to check the funding status of any qualification or unit.

    View this qualification on the ESFA’s Hub website


    We have done our best to collate and summarise the key information, and wherever possible we alert our providers to changes in funding policy.

    This funding information is provided in good faith and it is always advisable to check directly with the funding agencies before committing to delivery.

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