Teaching Assistant
This programme is designed for apprentices who want to further develop their skills, knowledge and behaviours for a job role involving supporting the class teacher to enhance pupils’ learning Successful completion of the programme will lead to an Apprenticeship Certificate as a Teaching Assistant
What types of activities are covered as part of the Teaching Assistant Standard?
Teaching Assistants work in Primary, Special and Secondary education across all age ranges encompassing special educational needs and emotional vulnerabilities. The primary role of the Teaching Assistant is to support the class teacher to enhance pupils’ learning either in groups or individually, ensuring pupils understand the work set, know their learning objectives and stay on task in order to make progress. Promoting self-belief, social inclusion and a high self-esteem play an integral part to pupils’ well-being; ensuring pupils thrive in a positive, nurturing, safe environment. It is an active role supporting the learner to access the curriculum. They are good role models, act with honesty and integrity, take part in team meetings; contribute to planning and class activities. Promoting Fundamental British Values through spiritual, moral, social and cultural development and positive behaviours are crucial in contributing to improved pupil progress and development.
What does the Teaching Assistant Standard consist of?
As part of this qualification you will be required to undertake both mandatory and optional units. The below lists are not exhaustive and may vary depending on your employer and/or the examination board. However, those required or available might include (but are not limited to) the following:
Skills– Developing Strategies for Support, Communication and Team Work, Working with Teachers to Accurately Assess, Using Technology, Problem Solving/Ability to Motivate Pupils.
Knowledge– Understanding how Pupils Learn and Develop, Technology, Working with Teachers to Understand and Support Assessment for Learning, Curriculum, Keeping Children Safe in Education.
Behaviours– Building Relationships/Embracing Change, Adding Value to Education, Promoting Equality, Diversity and Inclusion, Professional Standards and Personal Accountability, Team Working, Collaboration/Engagement.
Functional Skills – English Level 2 and Maths Level 2
Delivery
The period of learning, development and continuous assessment is managed jointly by the employer and Quest Training. The on-programme pace will be driven by apprentice as well as by the breadth of experience an employer can offer, but will be a minimum of 12 months, prior to the end-point assessment taking place.
There will be a combination of on the job and off the job learning and the off the job learning will include:
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Workshops
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Meetings with Tutor
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Online Learning
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Learning about a new product/service/resource
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Supervised learning – knowledge or practical skill
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Attending a review of appraisal
End-Point Assessment
The synoptic EPA has become a core feature of new apprenticeship standards because it assesses the apprentice’s performance across the whole standard rather than for individual tasks
The End-Point Assessment is planned with the Independent End-Point Assessor, Employer and Apprentice
The End-Point assessment consists of three elements:
· Observation
· Q & A
· Professional Discussion supported by a portfolio of Evidence
The Observation and Professional Discussion may be completed online. All assessments need to be passed. Each assessment method directly assesses the knowledge, skills and behaviours of the Standard. The assessment is then graded.
